Examined the mentoring experiences of master and doctoral level school psychologists (N=607) as a basis for further exploration of its process and its improvement. Questionnaire responses identified characteristics of mentors, the proteges, and their relationships. Findings suggest implications for the field. (Author/ABL)

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.…

The author presents an analysis of his changing role as a psychologist committed to relevance in a speech presented at the American Psychological Association, Miami Beach 1970. (BY)

The rationale for and a description of formative evaluation is presented for a nondoctoral training program in school psychology. It is suggested that the evaluation model used is appropriate for both training and service programs and can be used as an educational strategy for those involved in it. (Author)

Explains how resources of various settings located in one geographic area of North Carolina were linked in attempt to resolve educational problems. Uses concept of collegium as mechanism for working together to present assumptions governing these efforts. Discusses rationale for successes and failures, and offers suggestions about how such…

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…

The author summarizes and reacts to articles in an issue of the Journal of School Psychology'' devoted to describing exemplary work relating school psychology to special education during a period of transition. (BY)

The translation of research into practice in school psychology is seen as having three related but distinct components: (1) the application of research findings to practice; (2) practice as a form of research; and (3) practice informing research. It is concluded that research and practice are compatible, but that stereotypic thinking about…

Reports the results of a survey sent to graduates from 1953-1970 to determine their background, professional development and interests, and their concerns about training. Concludes that separate doctoral programs appear to be an efficacious way to ensure orientation, commitment, and training for the application of psychology to school problems.…

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)

Based on consideration of the environmental role in determining behavior, an approach to direct intervention with a pupil in a classroom is described. Assumptions underlying the intervention approach, examples of the method, and cautions in its use are presented. (Author)

The authors present three questionnaires designed to get feedback on the effectiveness of a school psychologist in three related areas: written communication; verbal commmunication; and the way they are received by the students they serve. (RP)

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)

Factors influencing the practice of school psychology are examined and the suggestion is made that school psychology may serve as a basis for determining what lies ahead for all of professional psychology. (Author)