Ethical perspectives on testing children are explored and suggestions made for reorienting assessment. (RC)

After a general discussion of ethical standards for school psychologists, a list of issues which provoke ethical questions are discussed. (RC)

The founding, growth, activities, publications, and accomplishments of the National Association of School Psychologists since its inception in 1969 are reviewed. (MH)

School psychologists' concerns about collective bargaining issues are examined: organizational model; fair representation; unit alignment; the negotiation process and professional concerns; and the delegation of decision-making power. An example of a cooperative approach which overcomes some of these problems is presented. (MH)

Subjects discussed include the institutional loyalty of a psychologist as opposed to a client, the rights of parents to know the basis for decisions that affect the welfare of the child, and the right of a client to confront his accuser. (RC)

A brief history of the activities and objectives of the Ad Hoc Joint Committee on International School Psychology (ISP), organized in 1972, is discussed. Objectives of ISP inlcude: establishing a newsletter; exchanging visits and information, and sponsoring panels, symposia, and international colloquia. (MH)

Basic considerations in defining and clarifying consultation are discussed, as that role is emerging in schools. Resistance to change is caused by fear of the unknown, existing satisfactions, and conflicts of interest. Required changes may be personal behaviors or systems changes, but probably interactions of both. (Author/CTM)

A preschool psychologist recounts his personal experiences performing three roles other than the traditional diagnostic and psychometric functions: those of consultant, program developer, and researcher. (CP)

The article discusses some general aspects of mental health in schools, the role of mental health consultation as a means of facilitating and enhancing prevention, and a specific technique of mental health consultation found effective by some mental health specialists and educators. (Author/CTM)

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 psychologists need training in being effective consultants, but such training is rarely required for certification or graduation, and there is little research on this problem. Principles for training are discussed, particularly for identifying and minimizing teacher and consultant resistance. (Author/CTM)

Discusses the sexism inherent in the socialization of boys and girls by reviewing some of the research on sex differences in intellectual functioning, stereotypic sex roles, and sexism in the schools. Suggests ways in which school psychologists can help effect the liberation of both sexes. (SF)

This article presents models of the school as an organization, and of consultation suited to such an organization. A program of consultation to an inner-city, junior high school faculty based on these two models is described and evaluated. (Author/CTM)

The political and professional issues involved in standardization of educational requirements for school psychologists, as recommended by the American Psychological Association, are reviewed. (MH)