The case studies presented by seven school psychologists illustrate the nature and scope of psychological intervention with emotionally disturbed and otherwise handicapped students. Included are papers with the following titles and authors: "Desensitization--An Approach to the Elimination of Phobic Behavior" (E. Asmus); "Reduction of Classroom…

Overburdened by numerous non-teaching problems and pressures that occupy their daily lives, some secondary school teachers find very little time to address their primary task: that of teaching. As a result, many teachers are frustrated and dissatisfied with their job, and that means that their teaching suffers. Support for classroom teachers is…

Children who have specific learning problems in spite of intact intelligence and sense organs require a type of instruction that is adapted to their particular learning assets and liabilities. The "systems model" that is described consists of two input-output cycles which involve the teacher and the school psychologist. The teacher makes…

This paper examines the assets and problems that occur when a school system relies on part-time, external mental health services. In this case, the "part-time, services" are provided by local university (Yale) graduate students in the role of counsultants The greatest problem encountered is the attitude of the regular teaching staff who find the…

The purpose of the symposium, cosponsored by the American Association of State Psychology Boards and Division 12 of the American Psychological Association, was to focus attention on interesting and innovative approaches to Continuing Education in psychology as a profession in various parts of the country. The participants were asked to focus on…

The gifted student, who has too long been overlooked, is now eligible for placement in special education classes designed to further the development of his unique abilities. The role of the school psychologist in identification of the gifted student is discussed. (Author)

Examined implications of research on locus of control and achievement motivation. It is suggested that locus of control and achievement motivation influence ways in which a child approaches school-related tasks, interprets outcomes of tasks, selects tasks, and persists in activities. (Author)

Describes an intern's experience in a diversified field training program for school psychologists and how the role and function of the school psychologist in each setting changes. Discusses benefits of the "extended diversified" model training program as seen by 15 second-year students in such a program. (Author)

The author addresses the nature of the differences between coping and manipulative styles of behavior. The difficulty in clearly differentiating the two is examined in relation to the implications for clinical practice. Presented at American Psychological Association Convention, New Orleans, 1974. (SJL)

Through a series of fact situations the author demonstrates that reliance by practicing school psychologists on codes of ethics may lead to legal liability. The article concludes with a discussion of why codes of ethics fail to provide adequate support for psychologists and suggests some remedial measures. (Author)

Schools can play an important role in preventing psychological maltreatment of children in the home and community. They can monitor the mental health of students, provide a psychologically positive climate, and act as therapeutic/rehabilitative agents. School-based programming for prevention and intervention is illustrated using case studies. (JAZ)

Examined predictors of parental alienation in parents of 49 urban midwestern fourth-graders using the Dean Alienation Scale. High levels of alienation were associated with single, unemployed female parents, whose child was a female with few perceived friends. In predicting parental level of alienation, race, achievement, and attendance were not…

This article introduces a mini-series on research methods in school psychology. A conceptual overview of research methods is presented, emphasizing the degree to which each method allows the inference that treatment affects outcome. Experimental and nonexperimental, psychometric, descriptive, and meta-analysis research methods are outlined. (SLD)

Compared the efficacy of two methods of cluster analysis, the unweighted pair-groups method using arithmetic averages (UPGMA) and Ward's method, for students grouped on intelligence, achievement, and social adjustment by both clustering methods. Found UPGMA more efficacious based on output, on cophenetic correlation coefficients generated by each…

Identifies a five-level framework of psychological adjustment specifically for use by school psychologists. The levels range from one of excellent adjustment to severe psychopathology. Guides the school psychologist toward interaction with clients based on a differential scale of adjustment. (Author/KS)