The peer support group represents a promising means of meeting the need to facilitate professional development among school psychologists. A case example of peer support for this professional position is presented to illustrate goals, structure, composition, activities, and outcomes of peer support. (TJH)

Two tasks are necessary for successful practice in school psychology: (1) to educate school psychologists to provide state-of-the-art psychological services; and (2) to teach psychologists to change their work environments to support comprehensive psychological services. Domains of knowledge, programmatic considerations, and practical guidelines…

This article points out some of the problems related to the recruitment of school psychologists in Israel. The factors discussed include intention to study and practice school psychology, the official professional requirements in comparison to the actual qualifications held by school psychology practitioners, the openness of the field, and the…

Surveyed 142 rural school psychologists asking them to describe the advantages of practicing school psychology in rural school settings. Three main clusters of responses emerged including close contact and good working relationships with teachers, administrators, and parents; role diversity and autonomy; and positive environmental context. (JAC)

The study assessed job satisfaction among school psychologists in public schools. Analysis of completed surveys determined that most respondents were satisfied with their current jobs. Participants expressed dissatisfaction with advancement opportunities and school system policies and practices. Job satisfaction could be predicted by age and…

A survey of trainers of school psychologists was conducted to determine which texts in each of 16 areas of psychology they felt to be most relevant to the training of school psychologists. A 69-item bibliography of ranked choices in each area was presented. Possible trends were discussed. (Author)

The Ethical Principles for Psychologists now states, "The modifiers used in some of the standards of this Ethics Code (e.g. reasonability, appropriate, potentiality) are included in the standards when they would (1) allow professional judgment on the part of psychologists, (2) eliminate injustice or inequality that would occur with the…

This study surveys practicing school psychologists (N=86) in both private and public sectors for their estimates of the time required to administer, score, and interpret the tests they regularly administer in their schools. It provides school districts and school psychologists with time estimates, which can be used to quantify the actual time…

Briefly describes the use of a newsletter to transmit information about current articles or books of interest to teachers, to provide a vehicle for explaining role of school psychologist, and to help teachers learn to bring psychological matters out in the open for discussion. (CJ)

If school psychology is to make a significant impact on educational processes in the years ahead, it must develop a theoretical base from which systematic intervention and evaluation procedures can be established. The model presented in this paper is an effort to provide one base from which such a theory could evolve. (Author)

A procedure was developed to establish control of three tarbet classroom behaviors by making point reinforcers backed up by hard goods contingent upon working behavior in both math and reading classes. Behavior frequencies experimentally established were maintained during the fading procedures in both math and reading classes. (Author)

This paper proposes a consultative model for school psychology which includes four levels of functioning: I) Direct Service to the Child; II) Indirect Service to the Child; III) Direct Service to the Teacher; and IV) Service to the School System. A distinction is made between the content and process of consultation. (Author)

This study was designed to determine if anxiety in intermediate grade school children would influence their perceptual reading pattern of word phrases. Higher anxiety scores significantly limited student perceptions among 3-, 4-, and 5-word length phrases. (Author)

This study investigated patterns of WISC performance of children with serious school learning and adjustment problems. WISC scores of mentally retarded, learning disordered, and hyperactive learning disordered children were analyzed in terms of three categories of subtests to reflect process or functional aspects of intellectual performance.…