The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices effectively. An important impediment to implementing innovative evidence-based practices is that interventions and practices that have been proved ineffective or of low value continue to be used in education and psychology. What are the issues that assist in discontinuing practices that are widely used, but have been disproved or are otherwise problematic? How can room be made for more effective, innovative, and evidence-based practices? This issue of the Canadian Journal of School Psychology is devoted to exploration of different forms of disproved, low value, or problematic practices, factors that keep these practices alive in schools, and how to best de-implement ineffective, low value, and problematic practices. If the scientist-practitioner model is to be defined largely by the implementation of evidence-based practices, then de-implementation will be a critical aspect in the evolution of the profession of school psychology.

科学家-医生的实践模型是学校心理学界最常用的方法，它采用循证实践作为临床实践的基础。对基于证据的实践的关注不仅涉及利用大量研究来确定有效的方法，而且还涉及如何有效地实施这些实践。实施创新的循证实践的一个重要障碍是，已被证明无效或低价值的干预措施和实践继续用于教育和心理学领域。哪些问题会导致终止已被广泛使用但已被证明不正确或存在其他问题的做法？如何为更有效，创新和基于证据的实践留出空间？本期《加拿大学校心理学杂志》致力于探索各种形式的被证伪的，低价值的或有问题的做法，使这些做法在学校中持续存在的因素，以及如何最佳地实施无效，低价值和有问题的做法。如果科学家-从业者模型主要是通过实施循证实践来定义的，那么取消实施将是学校心理学专业发展的关键方面。