Urbanization, economic stratification, parent-school power struggles create community-wide climate in which solutions must be sought rather than in isolation of school building. Community feedback and collaboration should develop under understandings necessary to serve local population more meaningfully. Based on address of New York State…

Describes non-school clinical setting where psychologist acts as liaison between medical personnel and school children, using his background in education and psychology to work effectively with other represented disciplines. (CJ)

The multitrait multimethod model of test validation is a conceptual approach for collecting, organizing, and integrating this information in making classification and intervention decisions for handicapped children. Typical problems with assessment practice are discussed with suggestions for overcoming these difficulties using the…

This paper describes the initial phase of behavioral consultation and presents nine objectives to be accomplished during the initial consultative interview. (Author/PN)

In a personal response to the proceedings as a future-oriented, proactive, problem-solving experience, it is suggested that the participants may have learned more than is realized and that time will determine conference results. (Author/CM)

The school psychologist can do much to help with conflict resolution and group processes. Examples are provided of a psychologist's skills applied to resolving a student-teacher conflict and a master scheduling crisis, and to improving relationships with a parent-teacher organization and teacher relations. (MLF)

Based upon an ecological orientation, several practical recommendations for providing psychological services at the high school level are presented. Attention is given to the process of entree, needs assessment, intervention design, and project evaluation. (Author/PN)

Individual diagnostic assessment of handicapped adolescents is discussed in relation to a total intervention plan which addresses four instructional areas--academic, vocational, social, and personal. Rationale and specific assessment procedures are presented for each of the four areas. (Author/PN)

Wechsler Adult Intelligence Scale-Revised protocols from two vocational counseling clients were scored by 19 psychologists and 20 graduate students. Regardless of scorer's experience level, mechanical scoring error produced summary scores varying by as much as 4 to 18 IQ points. (Author/RC)

Measured interclinician agreement among 24 school psychologists who assessed a simulated learning disability case. Agreement was found to be moderately high for diagnosis and somewhat less for prescriptions. Little interpretational bias was shown. However the simulated lower-class Black child was judged ineligible for services more often.…

As a reaction to TM 506 171, this paper concurs with issues raised in the aforementioned paper but differs in emphasis, philosophical orientation, terminology, and content. Included is a list of 22 conclusions and recommendations. (Author/GK)

To work in a school setting the psychologist must have an understanding of the instruction process, the children, and the interactive network structure of the school itself. The future of school psychology involves the long-term cognitive motivational and affective accomplishments which constitute the goals of schooling. (Author/GK)

Asked 61 male clinical psychologists (21 Blacks and 40 Whites) to assess case histories presented to determine whether racial or social class biases could be detected. Diagnosis, disposition, and rated severity were studied. Diagnosis was guided by case characteristics, not bias. Severity was related strongly to diagnosis. (Author)