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Abstract
When the history of Applied Psychology and Education Services in the 20th Century comes to be written, it is probable that the 1981 Education Act will be seen as an important milestone. The inevitable hiatus between the publishing of the regulations and the establishing of new practice provides an opportunity for reflection on the stage which Educational Psychology has reached as a branch of Applied Psychology. In particular, it would seem a good point in time to attempt some consolidation following the innovative stampede which characterised the second half of the 1970s.