Abstract
School psychologist and an indirect model of intervention. In this work a model of intervention for the school psychologist is considered taking into account the current limitations prevailing in theoretical y technological psychology. Despite these limitations, within mainstream scientific/experimental psychology there are a set of facts al the school psychologist's disposal which can be applied to solve school-related problems. The difficulties arise when a given model of intervention is attempted which may conflict with the efforts of the rest of the school professionals. Thus an indirect model of intervention is suggested, where the psychologist becomes "desprofessionalized" and can transmit his assessment process to those professionals directly involved with the child's performance.
