Describes how the aid of interview instrument embodying behavioral criteria, responses from selected respondents are assigned to specified areas of the paradigm, bringing into sharp focus role agreement, role conflict, and role accommodation. (Author)

Suggests need for a clearer perception of the role of the school social worker. This can partly be accomplished through professional training programs for educators and school social workers. Stresses the urgency for more dialogue between the two professions. (Author)

Comparison of experiences in both a clinic and school setting leads newcomers to feel that while the school setting is more flexible and challenging, it is also more frustrating by virtue of its complexities which must be unraveled before he can function as part of the helping team. (CJ)

Describes community service model which focuses upon the causes of problems rather than upon results. The model proposes intervention before crisis by means of an ongoing program for the prevention of future social dysfunctioning. The primary technique employed in prevention is consultation with parents in the setting of the community. (Author/CJ)

Suggests ways in which school social worker can help youngster and his family adjust to the school and community, as well as ways in which the school can create a learning climate which takes into consideration the cultural differences of thechild. (CJ)

In working with truants, worker must remember that these youngsters need to experience adults who, unlike their parents, neither fool themselves nor are conned by a child's false promises. Fo an attendance worker to use a mental health consultant reveals mature thinking designed to make a difficult job more manageable. (Author)

Presents a rationale for group therapy with school youngsters having personality concerns linked to the adolescent period. Discusses selection of group members, possible methods of operation, involvement of parents and school personnel, and counselor training in group work. (CJ)