A three-phase study was conducted to examine the types of instructional information requested by teachers and the ways in which school psychologists currently attempt to obtain such information and provide instructional consultation. In response to a questionnaire, first and fourth grade teachers reported concerns that they had about students, the…

Since classroom teachers may ask school psychologists and principals for suggestions on handling classroom behaviors, the classroom management approach of these two groups is important. To determine whether teachers, school psychologists and principals respond differently to the aggressive, dependent, and academic behaviors of elementary age…

The report evaluates and describes a series of 18 regional inservice training workshops designed for school psychologists working with visually impaired students. The project's background is described in terms of the need for school psychologists to be trained to work with the specific problems manifested by visually impaired public school…

This article introduces a new clinical technique for psychologists who examine children with school problems. The Kinetic School Drawing, a simple variation of the Kinetic Family Drawing, asks the child to draw a picture of himself in school with a teacher and one or two friends to reveal his perception of his role. (Author/HMV)

This paper is concerned with various aspects of the philosophy and training of school psychologists in several countries around the world and offers some thoughts about the possible implications of the different approaches. (Author)

Accountability for school psychology is presented through the Planning, Programming, Budgeting Systems (PPBS) approach. The nature of goals and objectives in this model are explored in detail. The actual goals and objectives as developed in the Greenwich (Conn.) Public Schools are used as an illustration. (Author)

The authors suggest that how a child learns is as important as what he learns. The school psychologist can help determine the most suitable methods of teaching for those students who are having difficulty learning, and pupil instruction can then be individualized. (HMV)

This study investigates students' perceptions of the school psychologist and his or her role, and how that role relates to their felt needs and concerns. (Author)

Professional psychologists considering becoming consultants to school systems need to address the problems of getting contracts, managing referrals, reporting results, and handling financial and legal matters. Contracts, in the author's experience, are won less by knowing administrators than by offering low prices and performing well on initial…

Intended for school psychologists, the paper discusses current approaches to instrumentation in the standardized psychological schools. A framework is presented for the classification of assessment instruments, and examples of some currently employed instruments are provided along with a comparative analysis. Problems identified with existing…

The roles of school psychologists and special educators are examined, and an educational process model is offered to determine shared goals and unique services. The school psychologist's affiliation with the field of psychology is stressed. (CL)

The author considers the involvement of school psychologists in research projects designed to improve services and meet the educational and behavioral needs of children. Reasons why research and evaluation are important are pointed out, the kind of research needed to be done is discussed, and a brief description and schematic of a service model…

The role of the school psychologist is conceptualized as demanding general expertise in classroom management, curriculum, and factors affecting the learning of children. The psychologist's client is the classroom teacher, but his success depends on whether or not his consulting efforts with teachers make a difference with children. The author…

The role of the school psychologist in social change is described from a field theory position. According to this theory, objects in a field take on their dynamic character as a result of their position in the field. Roles are therefore responsive to and dependent upon definitions of their setting. The many roles of the school psychologist are…