The Psychovocational model, which features a multidisciplinary team approach to composite, ecological testing in planning appropriate career/vocational goals for handicapped students, is described. The model incorporates reevaluation of each teenaged handicapped student in five areas: (1) intelligence, (2) achievement, (3) social-emotional…

A number of critical issues concerning the assessment of children with intellectual disabilities, including definitional problems, psychometric factors, and practical difficulties, are raised in this article. It is suggested that school counsellors and psychologists should consider these issues when assessing children with probable or known…

Through the use of a daily activities log, the author describes what services are being provided by the school psychologist in the "real world." Results indicate that assessment services consumed the greatest percentage of time. (HMV)

Presents a method for school psychologists to work with teachers. A workshop approach which encompasses a theoretical frame of reference, experience with a classroom model, and concrete suggestions about classroom changes, is utilized. (Author)

Discusses the problems encountered when counseling a student who does not wish to talk. Suggests that counselors have many objects about office, including games, on which students can focus attention to facilitate movement from nonverbal to verbal. A case study is included. (Author/HMV)

A LIKERT-TYPE ATTITUDE SCALE WAS CONSTRUCTED TO DIFFERENTIATE BETWEEN DUGAN'S DISTINCTION OF TWO VIEWS OF COUNSELOR ROLE AS A SPECIALIST AND AS A GENERALIST. IN A PILOT STUDY, RELIABILITY OF THE INSTRUMENT WAS ESTABLISHED AT .90. USABLE RETURNS OF THE ATTITUDE SCALE WERE RECEIVED FROM 291 ASSOCIATION FOR COUNSELOR EDUCATION AND SUPERVISION (ACES)…

Defining the role of the elementary counselor requires comparison with, and contrast to, the role of the school psycholigist. In preparation, the psychologist receives training similar to that of the counselor, with additional work in learning theory, psychological testing, and, perhaps, psychotherapy and case analysis. In function, both study…

A list of approximately 645 doctoral dissertations in school psychology written between 1967-1973 is presented. Listings, arranged alphabetically by state and author's name, include the title of the dissertation and its date. The dissertations address a wide variety of subjects, such as classification skills in deaf children, beginning reading,…

A set of behavioral objectives was developed for the consultant role of the school psychologist, based on Meyers' consultation model. A Likert-type questionnaire was developed to assess the degree to which teachers and school psychologists agreed upon the desirability and the actual accomplishment of these objectives. (Author)

This article describes adversary evaluation and explains its use in evaluation of school-based programs by school psychologists. The authors discuss the history of adversary evaluation, the various models that have been used, and major research findings. Three diverse examples of adversary evaluation are presented, along with criteria for…

Described are the development and evaluation of a 5-day inservice program to train school psychologists to work with hearing impaired students. (CL)

A survey of practicing school psychologists in Nebraska was conducted to gather facts and opinions. Results indicate consultation was considered the most important function in both the hypothetical ideal situation and on the job, though a significantly greater amount of time was reported spent in assessment. (Author)

Describes the contribution of school psychology to the educational enterprise by analyzing activities as school psychologists and program trainers. Highlights sources of stress and strain in the field and recommends mechanisms for handling such issues. (KS)

Describes education system of Denmark and reviews background and development of school psychology in that country. Discusses organization of school psychology work and practice. Explains qualifications and training of school psychologists and describes professional organizations, wages, and problems in school psychology. (NB)