Explains the differences between systemic and linear approaches to behavior, and provides examples of how the school-based consultant can intervene from a systems perspective, using interviews, short-term family counseling, and teacher consultation. Issues and cautions about using a systemic approach are presented. (Author)

Proposed a practical reinforcement hierarchy for classroom-based behavior modification programs. The seven-level hierarchy ranged from primitive consequences (Infantile Physical Contact and Food) through the more abstract consequences (Praise and Internal Self-Reinforcement). Suggestions were made for using the hierarchy in teacher consultation…

Conclusions from studies dealing with student responses to declarations of children's rights provide a basis for discussing concomitant responsibilities of children, parents, teachers, and psychologists in the school setting. Although there are implications for other areas, chief concentration is on safeguarding children's rights concerning school…

Evaluated 11 of the most popular tests used by school psychologists in Illinois as to their technical adequacy along three dimensions: norms, reliability, and validity. Results suggested that the most popular tests used by school psychologists are not typically technically adequate devices. (Author)

Suggests that counseling psychology has failed to take a leadership role in primary prevention, and community psychology has begun to fill that void. Suggests prevention is essential to the identity of the profession, and changes must be made in training programs to bridge the gap between public statements and reality. (JAC)

Reviews the effects on parents and children of living in a single parent family, and suggests ways in which school psychologists can aid schools and single parent families. Presents school-based interventions for children and parents. Suggests changes in administrative policies to meet the needs of single parent families. (Author)

Analyzed approaches to classroom misbehavior by classroom teachers, and graduate students completing their training in school psychology, using the induction-sensitization model of socialization. Significant differences were noted, with teachers displaying a more sensitizing (punitive) approach to classroom management. A significant…

A rationale is presented for the use of neuropsychological knowledge in the better understanding and treatment of the learning disabled child by the school psychologist. Neuropsychological classifications of brain function and behavior are discussed in order to help psychologists recognize those cases appropriate for neuropsychological assessment.…

An alternative model of the school psychology internship is presented. Specific features of such an internship experience are full-time placement, training v service functions, supervision, research time, and stipend. (Author)

Regardless of the complexity of issues or the instructor's fallibility, the instructure must make decisions around group problems of: (1) process v content; (2) purpose; and (3) format. These tensions mirror the tensions consultants face in work in schools. Coping with them may mean student consultants are better prepared. (JAC)

The interprofessional child study team can provide greater accuracy in decision making and a creative extension of psychoeducational services to the school. Four problem areas presently interfere: minimal parental and educator involvement, unsystematic analysis of diagnostic information, a loosely construed decision-making/planning process, and…

Research is reviewed on the effects of stimulant drugs on the classroom behavior and academic achievement of hyperactive children. Results indicate that stimulant drugs do not appreciably improve academic achievement, but are effective in improving attention span, on-task behavior, activity level, and disruptive behavior. (Author/MH)

Behavior of eight emotionally disturbed boys improved dramatically after a school psychologist observed their class and suggested management techniques. The psychologist clarified the teacher's role as educator, not clinician; restructured the daily schedule; increased the teacher's understanding of reinforcement; and implemented a token economy…

By using psychodrama techniques in inservice programming, improvement in communication among members of the school community occurs. With modification the psychodrama approach can be used with inservice teachers and administrators to improve self-realization and communication. A program using psychodrama techniques is described in the article.…

This paper proposes a model of a process group conducted with elementary learning disabled students. The school psychologist is proposed as leader of the group. Five goals are identified and the process of the group is discussed. Specific procedures are mentioned to enable the school psychologist to conduct a process group. (Author)