Lessons of comparing Hungarian and Canadian (Ontario) school psychology models

Abstract

The essence of this study lies in some exposing, excelling differences and correspondences, anomalies, and deviating parts inside likeliness, without aiming to show the whole Canadian and Hungarian school and school psychology system. The study sheds light on these essential points. Thus, the exposition of the summary of the Canadian school psychology system, and the multi-disciplinary team as the elements of cooperation in the practice is compared to the Hungarian school psychology protocol. The study also counts the problems in school (psychology) professional policies. As a conclusion the study suggests using some elements of the Canadian model which is based on the international mainstream. This shall serve as pivots to reform the Hungarian system.