This response to Trachtman's article (TM 510 399) argues that the Trachtman paper is inappropriate due to the time elapsed since the original Bardon proposal. The author acknowledges the difference in perspective between Trachtman and himself. He expresses the hope that discussion concerning this aspect of school psychology politics may be ended.…

Reviews predictions made at National Association of School Psychologists (NASP) Convention in 1978. School psychology is now a separate nondoctoral professional subdiscipline of psychology. Recommends school psychologists not give up assessing for special education but broaden their roles to include intervention by participating in site-based…

Major points made by the authors of this special journal edition are briefly reviewed. A shift from a general practice model of school psychology to a corporate model is noted. Differences between teamwork in schools and in industry and medicine are described, and team functioning in schools is equated with committee activity. (Author)

The position of the American Psychological Association on several standards for practice in professional psychology are discussed: educational level, specialization, accreditation, practice, and state licensing. (MH)

School psychology is concerned with applying psychology to education and is commensurate with goals of professional psychology education. It should be considered a doctoral profession or specialty, fulfilling emphasis on an educational orientation (rather than on mental health), and greater reliance on educational psychology. (Author/AOS)

In response to Fagan's article, the author advocates that no major decision be made about titles and entry-level policies. Rather, both the National Association of School Psychologists and the American Psychological Association should continue to engage in mutal efforts to improve psychological services and let the future play itself out. (JAZ)

Commentaries are presented by Jack I. Bardon (on TM 504 397 and 398), Douglas T. Brown (on TM 504 396 and 398), and Irwin A. Hyman (on TM 504 396 and 397) regarding the professional roles and training needs of school psychologists. (GDC)

Presents an account of the development of school psychology from 1952 to the present, as viewed through the author's personal experiences. Includes graduate school's influence, counselor training, and beyond the university. Notes implications for the future, and offers a conception of what school psychology is, or should be. (Author/JAC)

The future of school psychology is predicted to depend on two major issues: (1) how well professional societies resolve their conflicting problems, and (2) how well school psychologists learn to provide useful solutions to the present and future problems of schools, teachers, and pupils. (CTM)