Referral of a child/family for outside counseling confronts school psychologists on a frequent basis. The literature is reviewed in order to describe procedures of a cooperative program between a school district and a community mental health center which is designed for keeping initial counseling appointments. (Author/RL)

The article examines school psychological services for learning disabled students in the areas of assessment, consultation, program development, counseling, and research. (DB)

Even though the role of the school psychologist has become more diversified in recent years, many public school systems remain unaware of the range of potential competencies available. Suggestions are made pertaining to practitioner-initiated activities that can serve to facilitate implementation of the desired role. (Author)

The rationale for and a description of formative evaluation is presented for a nondoctoral training program in school psychology. It is suggested that the evaluation model used is appropriate for both training and service programs and can be used as an educational strategy for those involved in it. (Author)

The consultant or psychologist called in to test a student referred for learning difficulties needs to establish rapport and offer reassurance to children who are often unprepared or ill prepared for the testing experience. (DB)

Since reading is the academic area for which most children are referred to school psychologists, further exploration of the implications of the National Reading Panel data may be warranted. Effect size data for reading outcome measures were qualitatively interpreted, with none of the posttest effect sizes, and only one-third of all of the effect…

Little has been written about the nature of group supervision for school psychologists in training. In organizing the supervisor's approach to running such a group, the following theoretical models may prove effective: attachment theory, object relations theory, group theory and self psychology. Case examples are discussed in order to illustrate…

Many families move to a number of different countries and the children are subjected to a wide variety of different cultures and experiences. This article highlights information collated in this area together with some of the experiences of being a school psychologist working in an international context. (Contains 12 references.) (GCP)

Reviews research on major behavior disorders in children for school psychologists who are required to evaluate severity of such disorders. Review suggests five criteria by which severity of children's behavior disorders can be evaluated: age of onset, number of settings in which problem occurs, number of coexisting disorders, pattern of problem,…

Examined how emerging body of knowledge regarding nature, prevalence, assessment, and treatment of childhood depression compares with perceptions and practices of school psychologists. Identified need for school psychologists to define concept of childhood depression. Advocates use of Diagnostic and Statistical Manual of Mental Disorders (third…

Investigated examiner errors on 46 protocols completed by certified and/or licensed clinical and school psychologists. Findings showed that nearly 83 percent of the protocols contained at least one error, about one-half containing errors that resulted in an incorrect Mental Processing Composite Global score and/or Achievement Global score.…

Conducted survey of state school psychological associations (N=46) (as follow-up to earlier survey of state psychological associations) to determine existence of client referral systems. Found that none of the state school psychological associations operated referral services and had only begun to consider them. Discussed school psychological…

Attempts to use teacher evaluation methods to assess school psychologists' performance are counterproductive. Schools need instruments to evaluate clinical and general professional skills and to select appropriate evaluators. A sidebar outlines the basics of evaluating psychologists. (MLH)

Seventy-one school psychologists were surveyed concerning their knowledge base, training, and experience in the area of traumatic head injury. Results indicated that school psychologists have received little systematic training in the area of traumatic head injury and do not have broad-based information about this group of children. (Author/JDD)

Explains how resources of various settings located in one geographic area of North Carolina were linked in attempt to resolve educational problems. Uses concept of collegium as mechanism for working together to present assumptions governing these efforts. Discusses rationale for successes and failures, and offers suggestions about how such…