This article summarizes the development of vocational school psychology over the last 10 years, presents its current status, and proposes its probable future. Vocational school psychology is viewed on both a specialty and as an area of services expected from school psychologists in general. (Author/BW)

This critique of the previous article (TM 510 107) notes that the Graden survey is similar to previous surveys in many of its findings. It is argued that the survey results do have important implications for continuing education of school psychologists. (BW)

Reports results of a 1977-78 survey of administrators in 122 Tennessee school districts to determine psychological services available, immediate and future manpower needs, positions available, and appropriate training. Notes that most districts both provided and need more services and that psychological service differed in rural and urban…

The article summarizes current knowledge as it relates to three basic requirements for assessment (qualified personnel, adequate tools, and fair implementation) and identifies research and evaluation priorities for special education and school psychology. Priorities include defining minimum competency for assessment personnel and identifying…

Summarizes aspects of cognitive dissonance theory (theory that predicts when a particular persuasive attempt will be successful) that are most relevant to consultation. Reviews the corresponding experimental support and suggests practical applications of dissonance research and theory to consultation. (LLL)

School psychologist services in Great Britain are designed to provide assistance to teachers in advising, provide backup services for children with special needs, organize in-service programs for teachers, diagnose learning problems, and perform therapy. (BW)

Presents an account of the author's early vocational experiences which contributed to a career in school psychology. Provides a practitioner's view of activities and responsibilities and their implications for training and the future. (Author/JAC)

Uses verbatim examples from observation notes to describe common pitfalls of beginning testers in the area of rapport with children. Concluded that trainees in testing often cannot translate guidelines in the literature into effective rapport in the testing session. Observation of test administration in a realistic setting is essential. (JAC)

Surveyed 364 school psychologists about involvement in career development functions. Findings revealed school psychologists are interested in career development functions, with particular interest in career counseling; they are minimally involved in career assessment, counseling, and consultation. Most respondents felt unprepared to participate in…

The author states that special education and school psychology were established concurrently, with psychologists providing psychometrics to accommodate exceptional children's education; that the conjunction prevailed until passage of P.L. 94-142; and that ensuing educational complexity requires educators to become committed to guided, planned…

Offers some pointers on how school psychologists can do a better job. (Editor)

Four social development programs in elementary education are examined. None of the programs (1) has a clearly articulated developmental rationale, (2) focuses heavily on a concern for others, (3) has ongoing programmatic research, and (4) has a rationale for its implementation strategy. (Author)

School psychologists were surveyed as to their perceptions and opinions of the fourth edition of the Stanford-Binet Intelligence Scale. Responses were received from 97 of the 200 psychologists surveyed, for a response rate of 48.5%. The survey indicated that the majority of school psychologists need additional training in administering, scoring,…

The roles and expectations of school psychologists are expanding. Practitioners are increasingly being asked to move beyond the testing expectations to provide effective counseling and consultation interventions. Training programs are expected to create balanced, functioning practitioners who will make positive impacts on children's lives. This…

School psychologists face the challenge of completing standardized, multiple choice tests for professional development in order to meet the competency standards set by organizations and regulatory agencies. Research has indicted that adequate preparation in test-taking skills can significantly improve attitudes toward test taking and actual…