The psychologist must translate demands for educational improvement into a program for educational improvement. He must share the teacher's burden of aiding youngsters to obtain relevant experiences appropriate to their growth and development. His ability to fulfill these functions constitutes the very essence of his claim to professional status.…

The case history method is used to demonstrate how school psychologists actually perform and to illustrate some of the general characteristics of the ecological approach; it also demonstrates how teacher consultation, family therapy, and student role-playing are organized into a meaningful and unified strategy directed at helping a child in…

The functions of the Psycho-Education Center at the University of Washington are described, together with the services it will offer to the state and local communities. (MM)

An account by the author of the problems and solutions he encountered as a blind school psychologist. (RD)

Seeking new frontiers" and role identifications" is more reflective of the orientations of the seekers than of fundamental newness. While a search for the new can and will be productive if the searchers are well grounded, much remains to be accomplished under commitments which long have been acknowledged by those more fully trained and…

Chronicles the efforts of a school psychologist to help students through individual counseling and remedial programs and to communicate effectively with parents, teachers, and community groups. (NH)

A behavioral model relates observations of students' academic and social functioning to teaching strategies. In this system school psychologists acquire specific behavioral information about students' responses, types and schedules of reinforcement and sensory modes so they may select appropriate instructional strategies, including academic and…

The school psychologist's handling of behavioral and academic problems may be improved if more attention is directed to various instructional methods which would bring him into greater contact with normal classroom activities. (Author)

An historical analysis is presented of the controversy surrounding an alleged study, the data from which were originally published in 1969. Despite considerable evidence refuting the validity of both the data and the study, the results continue to be cited in school psychology literature. (Author)

School psychologists' concerns about collective bargaining issues are examined: organizational model; fair representation; unit alignment; the negotiation process and professional concerns; and the delegation of decision-making power. An example of a cooperative approach which overcomes some of these problems is presented. (MH)

This article addresses the rate at which pediatric-related articles were published among school psychology journals from 1981 to 2001. The overall number of such articles increased from 11 during the 1981-1983 interval to more than twice as many during every subsequent 3-year interval. The available literature seems to support school…

Examined the mentoring experiences of master and doctoral level school psychologists (N=607) as a basis for further exploration of its process and its improvement. Questionnaire responses identified characteristics of mentors, the proteges, and their relationships. Findings suggest implications for the field. (Author/ABL)

Examined roles and functions of 52 school psychologists from Iowa and Tennessee. Examined time spent on prereferral, assessment, intervention, consultation, and curriculum-based assessment. Found significant differences for time spent in all areas. Findings suggest that Tennessee psychologists spend majority of time on assessment and Iowa…

Reviews history of Trainers of School Psychologists and Council of Directors of School Psychology Programs and presents critical assessment of their impact on the field of school psychology. Concludes that, as diversity and specialization within school psychology continues to increase, these organizations may be even more important. (Author/NB)