School psychologists must become better acquainted with basic principles of applying and communicating psychological interventions if they are to be accepted in the school setting. Psychological interventions are often ignored or improperly applied by school staff and parents, who perceive them as difficult, of little value, or inappropriate for a particular school setting. Thus it becomes the burden of the psychologist to communicate complex ideas and expected outcomes. School psychologists need to understand how change occurs in complex settings, how to find professional literature that deals with change, and how to incorporate these ideas and techniques into the actual practice of psychology in the school. Delivery of psychological services in schools is suggested as a series of steps: (1) define and clarify the problem; (2) analyze the forces impinging on the problem; (3) discuss alternative strategies; (4) evaluate and choose among alternative strategies; (5) specify consultee and consultant responsibilities; (6) implement the chosen strategy; and (7) evaluate the effectiveness of the intervention. Actual problem solving rarely follows discrete steps, and communication (genuineness, listening and encouraging consultee verbalizations, empathy, paraphrasing, continuation, etc.) is essential. Lewin's Field Theory is used as a framework for conceptualizing change in schools, and its tenets are applied to the steps in delivering psychological services. Contains 29 references. (KM)