This paper presents behavioral objectives as a means to further professional growth for all educational personnel. The direct implications of this approach for the school psychologist are presented in the form of specific behavioral objectives. (Author)

In an earlier article an accountability system in which effectiveness was defined in terms of changes in specific target behaviors was outlined. This article is a description of subsequent modifications in that system to include functional information and results obtained when applied to the entire population of children who received psychological…

The author concludes that if the profession is to be a viable, socially responsive one that attempts to serve school age children, some of the nonservice overtones that have crept into present thinking about professional preparation need to be reexamined. (Author)

This study investigates students' perceptions of the school psychologist and his or her role, and how that role relates to their felt needs and concerns. (Author)

The school psychology simulator, (PSYCHSIM), a multi-media simulation package which may aid school psychologists in sharpening skills, is discussed with a rationale for design construction. (Author)

Results of this study indicate that a discrepancy exists between how principals see themselves functioning and how they feel they should be functioning. The authors feel school psychologists must work with the principal to bring about the desired change. (Author/HMV)

The authors of this article were two consultants engaged by a school superintendent to evaluate the school district's tenured psychologist. Describes the results of the evaluation and calls for the establishment of local review boards. (HMV)

Reviews the growing body of literature that addresses school psychologists' coping strategies and argues that creativity and "alonetime" represent potential resources to draw upon as school psychologists' roles change. Suggests that creativity and alonetime are untapped, inborn resources representing flexible and workable coping tools…

Describes a community mental health center where school psychologists have joined an interdisciplinary team of professional consultants. The school psychologist is recognized as a different type of psychologist--one who has unique, special skills for working with children. (Author/HMV)

Discusses the need of school psychologists to work with parents. Suggests that parents be viewed as consultees who seek assistance in dealing with their youngster. Hence, the primary function of the psychologist is to serve as a facilitator to the parents as they attempt to solve the child's learning problem. (Author/HMV)

Examines perceptions of reform in the role and function of school psychologists. A national sample of 137 psychologists endorsed integrated features of traditional practice and reform on assessment activities and classification issues, but they more strongly favored reform positions on activities associated with consultation/intervention and…

Describes one model-process to be used by school psychologists to eliminate the criticism that school psychologists do not effect change in students referred to them. Adoption of this approach should result in the school psychologist's being perceived as a viable force in the diagnostic-prescriptive process. (Author/EJT)

Discusses the role of a school psychologist as a child advocate. Presented at National Association of School Psychologists, Las Vegas, March 1974. (HMV)

The failure to consult effectively with teachers is often due to a lack of understanding the purpose of behavior. Specific propositions basic to understanding behavior are presented. A transcript which clearly illustrates and critiques Adlerian consultation is included. Specific steps in the consultant process are included. (Author)