With heightened national attention to the problem of child sexual abuse, school districts have responded by seeking out and implementing prevention programs in an attempt to prevent abuse from occurring. Unfortunately, many such programs are based on questionable assumptions, limited understanding of how children learn and process information, and…

The paper identifies some of the needs of parents of retarded children and proposes that school psychologists can promote more effective parent-school relationships. Two case studies illustrate family concerns with moderately retarded adolescents and describe interventions to provide immediate, short term solutions. The central function of the…

This study was designed to start a data base on black mental health practitioners working with black clients. The sample group consisted of 177 (57 men, 120 women) black school counselors and 36 (5 men, 31 women) psychologists in seven predominantly black, urban public schools. The information gathered covered the following areas: (1) demographics…

Although there appear to be only minor differences between clinical, counseling, and school psychology disciplines, doctoral training typically involves application to a doctoral specialty training program in one of these separate fields. Perhaps the American Psychological Association (APA) has focused too much on existing differences and not…

This document, one of five volumes that compose the Pupil Personnel Services Recommended Practices and Procedures Manual, is designed for school counselors and psychologists and provides recommended practices and procedures to assist pupil personnel workers in better serving students in Illinois schools. Chapter 1 presents the philosophy of pupil…

The identity problems of school psychologists are complicated by the emergence of applied developmental psychology. Traditionally, school psychology has recognized developmental psychology as one of its major foundations; however, the two fields are not synonymous. School psychology also applies other disciplinary practices, and conversely, all…

The study compared perceptions held by a sample of 240 students of counseling psychologists, college counselors, high school counselors, advisers, clinical psychologists, and psychiatrists. Greater differences were found within the counseling psychologists and either clinical psychologists or psychiatrists. (Author)

Discusses the accreditation practices of school psychology programs by the APA, and the jurisdictional conflict that has still not been fully resolved. Focuses on self-regulation, nondoctoral program accreditation and the role of social issues in accreditation. (Author/PC)

Needs assessment activities are presented as a basis for gathering information essential to program development, revision, and evaluation and include surveys of trends advocated by national authorities and consumers and identification of needs of students and local school systems. These data form the basis for developing program objectives in a…

A comparison is made between the training and practice of school psychology in the U.S. and in Ontario, Canada. Results of a questionnaire completed by practicing school psychologists in the two countries are compared in terms of demographic data, 25 skill variables, and six role functions. It was found that, despite many differences in training…

Reports the results of a categorical analysis designed to ascertain the kinds of dissertation research completed for the doctoral degree in school psychology during the years 1967-73. Major areas of research emphasis were delineated although trend analysis revealed no significant trends over the seven-year period. (Author)

No differences in achievement were evident in a college-level general psychology course between students who had completed a high school psychology course and those students who had not. The results are discussed in terms of the content, quality, and objectives of high school psychology courses. (Author)

Presents six accountability tools to help school psychologists document their effectiveness and justify their presence in the public schools. The tools described include a daily log, time elapsed information, accountability interviews, follow-up questionnaires, telephone follow-up, and behavioral consultation. (EJT)

Results of this study indicate that a discrepancy exists between how principals see themselves functioning and how they feel they should be functioning. The authors feel school psychologists must work with the principal to bring about the desired change. (Author/HMV)

An intervention program for the modification of classroom aggressive behavior is outlined. The primary components of this program are positive reinforcement, behavior rehearsal and modeling, and group activity procedures. (Author)