This national survey of school psychologists was undertaken to provide comprehensive data regarding this professional speciality including such areas as background and training certification requirements, professional affiliation, professional needs and problems, part-time activities, salary and contractual arrangements, psychologist-student…

Three dimensions (namely, predetermination of questions, interviewer response options, and breadth of content explored), which appear to determine assessment interview structure and format, are described and operationally defined, and then combined into a conceptual model indicating 27 different assessment interview formats. This paradigm affords…

A behavioral consultation school psychology service model is presented which provides a vehicle for services and communication of process and outcome measures in program evaluation research. The consultation model promotes process and outcome evaluation, leads to use of an applied research technology, and provides a communication technology for…

Purpose was to determine what parents want and the degree to which they value psychoeducational reports prepared by school psychologists. The sample (N=44) consisted of parents whose children were seen as out-patients of the UCLA Learning Disorder Clinic. Results showed positive impressions regarding evaluations, usefulness, and content. (Author)

A survey of 96 school psychologists and 75 school superintendents showed the two groups to have generally similar personal value systems and to be in overall agreement in their respective rankings of school psychology goals. (Author)

Because a state must provide personal security for children in its care, possible false positive errors in identifying maltreatment are less grievous in schools and other institutions than in families. States have a legal duty to prevent intrusions upon privacy that may damage self-esteem. School psychologists have to prevent such intrusions. (JAZ)

The translation of research into practice in school psychology is seen as having three related but distinct components: (1) the application of research findings to practice; (2) practice as a form of research; and (3) practice informing research. It is concluded that research and practice are compatible, but that stereotypic thinking about…

This article identifies factors which have contributed to difficulty in implementing the scientist-practitioner (S-P) model as a training doctrine in school psychology. Various conceptualizations of S-P training are discussed and the fundamental principles upon which the S-P model is built are identified. (Author/LMO)

Surveyed school psychologists (N=127) practicing under three types of state criteria used in identifying children as seriously emotionally disturbed (SED) to determine the legal accuracy of their identifications of 12 behavioral descriptions of specific disorders. Found considerable differences in the perceptions of school psychology personnel.…

The article examines how teachers and school psychologists can work together more effectively in using school psychologists' testing skills and helping them to provide better psychological assessment services. (CB)

A short-term resolution of the professional differences separating the American Psychological Association and the National Association of School Psychologists appears impossible. There have been some joint efforts by the groups that may lead to constructive movement in matters of concern such as professional autonomy and comprehensive service…

The realities of indirect service delivery are examined, and indirect services that might ideally be provided are considered. Obstacles to moving into a more indirect service oriented model of service delivery, including system-level factors, personal factors, and training factors are discussed. Suggestions are provided for overcoming obstacles.…

Provides a justification for identifying alternative work settings for school psychologists and describes one school psychologist's experience practicing in a business/industrial setting. The relationship between the services provided in this setting and the services traditionally provided by school psychologists in schools is described.…

Examined the preferences of school psychologists and school staff for reports varied in respect to organization as reflected in expert versus novice problem-solving strategies. The results indicate a preference across all professional groups for the traditionally organized school psychological report. (Author/BL)

A historical perspective of the role of school psychologists is outlined, including a discussion of recent developments that encourage a reconceptualization of school psychologists' traditional assessment activity. (Author/LMO)