The face of Levinas is an opportunity for intentionally discovering affectivity, which is experienced as meaning through feelings. A person thus "feels" responsible for the other person when found in a face-to-face confrontation with him or her. Such a confrontation discourages intellectual categorization and instead calls for an ethical…

School psychologists are often subject to severe stress when they work with troubled families and children. Burnout from physical, mental, or emotional exhaustion as a result of the chronic stress is not uncommon in the profession. One problem of being attentive to the needs of others is that the caregiver's needs often get overlooked or…

Major problems in the American workforce are absenteeism, tardiness, disorganization, off-task behavior, and limited teamwork. Attacking such problems by promoting effective work habits in schools should be an educational priority, with teachers, counselors, and school psychologists all playing a role in the process. Student work habits that can…

Crisis intervention is a vital component of any comprehensive approach to maintaining psychological well being. An active school-based crisis intervention team can make a powerful contribution to a school's sense of community and commitment to taking care of each other. This special edition presents promising practices that may be helpful to…

This introductory packet contains materials to help the school mental health worker deal with conduct and behavior problems among students. The range of such problems is described, using fact sheets and the classification scheme from the American Pediatric Association. Selections from a variety of sources discuss differences in the interventions…

This publication marks the premier issue of a journal covering various counseling-related topics. It is designed for professionals in counseling education, mental health, career, rehabilitation, community, and the school counseling fields. The following articles are included: (1) "Message from the Co-Editors" (Clifford W. Brooks and…

Comparing group intelligence according to racial or geographic orgin has neither social nor scientific value; the emphasis in education and the social economy is not the creation of equality but the development of each individual to his maximum performance. (Author/JM)

New licensing laws (e.g. Ohio's 1972 enactment which closely follows the APA'sr psychologists and school psychologists) are described. Implications for the counseling profession are examined and recommendations for action offered (independent proposal of legislation by counselor associations, test cases,etc.). (EAK)

Presents the role of the black psychologist in the area of theorizing on black behavior in terms of the task of criticizing what has heretofore been written about black behavior, and also in terms of what the black psychologist should bring to this area of knowledge to replace past writing with ulterior motivation. (Author/JM)

The authors describe the University of Pennsylvania's new program in school psychology. The philosophy of the faculty, a description of the context within which the program is offered, and a detailed description of the experience component of the student's education are given. (EK)

The authors present three questionnaires designed to get feedback on the effectiveness of a school psychologist in three related areas: written communication; verbal commmunication; and the way they are received by the students they serve. (RP)

A follow-up study was conducted to determine the outcome of 254 referrals made by 47 school psychologists in New York and New Jersey. Evaluation of referral outcome was determined in light of the reason prompting the referral recommendation. (Author)

Past influences of the school psychologist in effecting understanding and acceptance of individual differences of children are examined in relationship to the contemporary need to relate this knowledge to appropriate educational planning for a culturally diverse school population. (Author)

The proposed contiguous model of applied experience woven with planned didactic sequences meets most of the professional training needs of school psychologists enrolled in the University of South Carolina Training Program. The student in the doctoral program will have acquired fundamental skills in four important areas of school psychology;…

Describes the Oregon Psychologists' Professional Development Project after one year of operation. (GB)