This article explores supervision as an important professional activity which can positively influence school psychologists' service delivery awareness, skills, and interactions, thereby improving their overall effectiveness with referred and identified children. A representational model of the supervision process is presented, coordinating the…

The growth in the number of training programs in school psychology from 1920 to the present is discussed. (DWH)

Examined how staff in an elementary school district perceived their school psychologists and how these perceptions differed across components of service and staff groups. Findings reflect differences in perceptions of time allocation, domains for involvement, helpfulness, and services. Comparisons between master's level and doctoral level school…

Describes the author's early educational experiences and details his work in several aspects of school psychology from the 1950s to the present. Discusses special education in the 1950s, early research, gifted education, developments in the 1960s, technical assistance systems and Wang's (1983) Adaptive Learning Environment Models (ALEM). (MCF)

Surveyed practicing school psychologists (N=516) about present and future training needs focusing on preferred course work, current course trends, rankings of course categories, practica, and internships. Results showed assessment as the dominant training need and an expanded role for school psychologists. Discusses training, certification and…

Presents the emerging field of early childhood special education, clarifies some major concerns in educating young handicapped children, and raises issues for school psychologists working in this area. (Author/ABB)

Describes how the integration of vocational assessment data into special education triennial reevaluations can facilitate educational programing of intermediate and secondary level handicapped students. Advantages of integrated assessments, roles of school psychologists, and the description of a model assessment program are included. (Author)

Results indicated that school psychology and special education students and practitioners (total N=80) did not differ in their relative uses of the data in the decision-making process and that all Ss consisently made placements in least restrictive environments. (Author/CL)

To provide training in issues of child abuse and neglect, steps followed to develop a training module for preservice and inservice school psychologists are logically analyzed to present a prototype training module which can be modified to accommodate a particular school's objectives and its staff's existing skills and training. (MM)

Surveys of 105 regular class teachers, teachers of the gifted, building principals and school psychologists were analyzed to determine differences in perceptions toward the educational needs of gifted students. The greatest differences were found between regular classroom teachers and teachers of the gifted. (CL)

A study of the growth of school psychology preparation programs reveals their rapid increase since 1950. With somewhat obscure origins related to professional growth in generic education and psychology, preparation has gained increasing clarity and stature that are consistent with the identity of school psychology in general. (Author)

Turnover rates for rural and urban school psychologists in Virginia were determined for the years 1977-78 through 1979-80. The turnover rate for rural school psychologists is four times the rate for urban school psychologists. Remaining psychologists were more likely than those who left to have been raised in nonurban communities. (Author/ABB)

Relates personal experiences as they influenced the emerging role of the school psychologist, especially in Pennsylvania and Indiana from 1930 to 1970. Observes that knowledge and techniques of a regular teacher are important, and understanding problems of the handicapped and methods of handling and instructing them is essential. (Author/LLL)

A brief history of vocational school psychology is followed by descriptions of direct services (such as individual and group assessment and counseling) and indirect services (such as inservice education, public relations, and grant writing assistance). Areas of collaboration among school psychologists and other members of career development team…

The author comments on the results of a survey of school psychologists (TM 510 107), in particular the results concerning the training emphasis on direct service activities. (BW)