Arguments are given for replacing school psychologists with psychological clinics which are administratively independent of the schools." (Author/SP)

Three innovative trends in education are described as contributing most significantly to the demands for change in the school psychologist's role: an emerging behavior change technology, the applications of a systems approach in evaluation, and the increasing movement toward individualized instruction. (Author)

Student personnel services could make a more meaningful contribution to human development. (Editor/IR)

The results of the present study suggest that clinical cognitive assessment is not influenced by examiner bias as in experimental or nonclinical assessment. A bias effect was not observed as a result of the referral process. The halo effect demonstrated in previous studies was not observed in this study. (Author/BY)

Sex-role Stereotype Questionnaire of 122 bipolar items was given to clinicians. Hypotheses confirmed and possible reasons for effects of double standard of health are discussed. (Author)

Studies relating to the more popular explanations of enuresis, are discussed and research relating to each is presented. Evidence supporting, or failing to support, treatment methods is also presented. Research possibilities for the school psychologist are suggested. (Author)

An overview of the special needs and characteristics of retarded children is made. The child brings a language deficit, emotional attitudes related to retardedness and social experiences to the therapeutic situation. Group and individual therapy are discussed with suggestions for successful implementation. (Author)

Focusing on indivioual psychopathology, a mental health approach to educational problems is inadequate and frequently prevents identification of salient issues. The use of group process and social systems theory as powerful tools for understanding constraints on educational effectiveness and plannign corrective interventions is described. (Author)

Although aimed at the school psychologists, this paper suggests the use of a variety of interventionists and implies a more active follow-through than has typically been taken by psychologists in the schools. (Author)

Reports behavior changes achieved after a 3-week training program with 2 profoundly retarded children who were acute management problems. (DR)

Traditional analysis of school learning or behavior problems does not seem to lead to meaningful educational recommendations. A model for assessment is prescribed wherein individual testing might prove more productive and which ultimately presents the school psychologist as a specialist in education and an observer in situ. (Author)