The authors describe the comprehensive vocational rehabilitation center concept and their roles as school psychologists on the comprehensive rehabilitation center team. Also discussed are training considerations in preparing for employment in such a center. (Editor/CT)

Learning theory, instructional methodology, and research are part of the preparation program in school psychology. School psychologists in a vocational setting would have the skills to pursue research on the potential implications of such models in special needs vocational education. (Editor/CT)

Psychology has the answers to reach the stated goals of education; school psychologists must demonstrate that psychology has some answers to problems in education. By working as partners with educators, school psychologists would be able to adjust educational programs to the desired objectives. (Author/GK)

The perspective of the child as an active problem solver is promoted. Three theoretical orientations consistent with this perspective are presented, and the value of conceptualizing treatment change in the context of developmental change is stressed. (Author/GK)

Presents a rationale for the use of local norms and a procedure, illustrated with an example, for updating a norm group's test score mean and variance. Local norms can be more recent, relevant, and representative for local groups. (Author)

A preschool psychologist recounts his personal experiences performing three roles other than the traditional diagnostic and psychometric functions: those of consultant, program developer, and researcher. (CP)

Teachers were surveyed concerning the importance of 12 potential roles for school psychologists. Results showed that direct and remedial services which did not require the school psychologist to intrude on the teacher's prerogatives were considered to be most important. (Author)

Discusses a conceptual framework for work behavior (WB) in the school psychology service (SPS) in Norway. A four-factor model of selected tasks was hypothesized and empirically assessed by application of generalizability (G) theory and confirmatory factor analysis. G studies demonstrated that the SPS allocates different priorities to aspects of…

Traces the inception and implementation of school-based health centers in the Winston-Salem/Forsyth County (NC) school system. Discusses the challenges that arose during implementation, along with the opportunities to enhance the provision of comprehensive services for children. Notes that SBHCs provide an opportunity for school psychologists to…

Examines the use of current consultation approaches and modifications with European-American, African-American, Asian-American or Latino consultants and students in interviews of cases in which the consultant and student were from the same or different cultural background. The results, illustrated by case descriptions, strongly suggest that…

This article describes the implications of the consultation process when working with an educationally and linguistically heterogeneous Spanish-speaking immigrant Latino community. Suggestions for consultants include recognizing the heterogeneity within bicultural communities and conducting thorough family interviews in an informal setting and…

Presents a response to "School Psychology Training for the 21st Century: Challenges and Opportunities" (this issue). The author highlights additional points to consider, including performance-based accountability and expertise in system level change. (GCP)

Reviews criticism of research on judgmental biases in cognitive psychology and recommends using caution in applying the findings of this research to research in school psychology. Provides suggestions regarding the potential of theory in cognitive psychology to reconcile discrepant findings in selected research on special education decision…

The role of the school psychologist in the prevention of injuries to children is discussed. Targets, methods, and tactics of injury prevention are considered, and some examples of prevention programs are presented. (SLD)

Investigated perceptions by elementary school teachers (N=28) of the usefulness and ease of implementation of traditional recommendations that attribute the cause of referral problems to the individual student's characteristics or environmental conditions, as compared to recommendations that address a student's problem with varying degrees of…