A national sample of 246 Directors of Pupil Personnel Services and Directors of Special Education were surveyed to assess the importance they place on training, degrees, and credentials in the hiring of school psychologists. High, but varying, levels of importance were found for the content knowledge and skill areas in the National Association of…

School mental health (SMH) programs are gaining momentum and, when done well, are associated with improved academic and social-emotional outcomes. Professionals from several education and mental health disciplines have sound training and experiences needed to play a critical role in delivering quality SMH services. School psychologists,…

In this study, 228 school psychologists completed a survey regarding crisis intervention teams and plans. The majority of respondents indicated their schools had crisis plans (95.1%) and teams (83.6%). The most common team activities endorsed by participants involved providing direct assistance and services to students, staff, and the media. The…

Experiences with observation in the training of clinicians suggest that it assists the student to find a balance between the structure of concept and variance of experience. This paper explores two modalities of the organization of knowledge and uses this exploration to develop a rationale for the use of observation as a discrete component of…

In response to the increasing emphasis on career education, the author calls for programs to train "vocational school psychologists." The contributions of such psychologists to the school program would be in the areas of assessment and consultation. (RP)

The author discusses the interactive influence of training program, training institution, public schools, and community on training goals for school psychologists. (RP)

School psychology certification implies limited opportunities in so far as it provides for a narrow age range and functioning within a public school setting. Child psychology as a professional model should encompass school psychology training, but broaden its scope to include children of all ages from infancy to adolescence. (Author)

Focus is directed upon the logic and import of the assumption that effective preventative and remedial mental health service demands reasonable agreement among service providers as to the nature and course of psychological problems. It was found that diagnostic agreement was absent at all levels of experience. (Author)

Surveys school psychologists to investigate their training and current assessment practices for attention-deficit/hyperactivity disorder (ADHD) in the schools. The respondents reported receiving adequate training in the assessment of ADHD. Results confirmed a substantial caseload of ADHD referrals. In the assessment of ADHD, the results indicated…

Replicates an earlier effort by Meacham and Peckham (1978) that surveyed practicing school psychologists to obtain their perceptions regarding congruency between role functions of assessment, interpretation, remediation, consultation, change agent, and research and training, present job, preferred job, and competence. Results indicate a greater…

A comprehensive study was undertaken to investigate the "state of the art" in the training of school psychologists. The data indicate that the rate of growth in the number of programs is increasing, especially at the sixth-year level. Data are presented on student and faculty demographics and characteristics. (Author)

This study was undertaken to investigate the ability of measures of diagnostic data usage to differentiate among groups of successfully trained and experienced school psychologists. (Author)

School psychologists were surveyed regarding the following aspects of crisis intervention: university preparation, continuing professional development, and current involvement with school crisis plans. Of those receiving university training, 58% believed they were minimally or not at all prepared to deal with school crises. Suicide, violence, and…

This article was written to demonstrate how career education concepts and techniques can be integrated into school psychology training programs. Each basic career education phase was presented along with implications for training programs. (Author)

Twenty-two school psychologists participated in a year long institute designed to test the use of a multiplier effect in the continuing professional development of school psychologists in Michigan. Results indicated that 550 school psychologists attended two in-service meetings with generally favorable reactions. (Author)