Transactional Analysis as it can be applied to the needs of the school counselor and school psychologist is discussed. An overview of the major tenents of transactional analysis is presented, followed by a descriptive diagnosis of operating ego states. Game playing on the parts of parents and psychologists is discussed and the author concludes…

Described are the roles and functions of four learning disability specialists in the French educational system of the Province of Quebec. It is explained that the "orthopedagogue", the specialist concerned with the learning aspects of the school problems, may work with individual students in small groups or with other teachers as a…

Ten special education teachers and two school psychologists scored the Bender-Gestalt protocals of elementary school children using the Koppitz scoring system. The reported correlations between teachers and school psychologists compared favorably to correlations between school psychologists as well as to interrater reliabilities reported in the…

This study sought to determine whether graduate school psychology students place more emphasis on professional skills or personality qualities, when they are asked to describe the essential characteristics of their most effective and ineffective teachers. A significant proportion of the total sample's responses emphasized personality qualities…

It is proposed that the school psychologist with his/her specialized training in research theory and methodology and unique role as a practitioner in the school setting is the ideal professional to effect a linking of formal knowledge to educational practice. (Author)

The purpose of the study was to establish developmental norms for maternal-rated problem behaviors within a disadvantaged group of preschool children. The data are discussed in terms of their utility in assisting the school psychologist to select appropriate intervention strategies for the preschool child. (Author)

Mainstreaming legislation requires that special-needs students participate in regular classroom activities to the extent possible. Studies indicate that neither parents, peers, nor professionals may be expected to hold positive attitudes toward these students or be competent providers of positive growth experiences. existing evidence supports the…

The school psychologist often is viewed as a diagnostician instead of a remediator. The purpose of this paper is to stress the remedial role that school psychologists can assume without detracting from the importance of diagnosis. (Author)

School psychologists need training in being effective consultants, but such training is rarely required for certification or graduation, and there is little research on this problem. Principles for training are discussed, particularly for identifying and minimizing teacher and consultant resistance. (Author/CTM)

Defensible evaluation designs must take into account the impossibility of random assignment and reduced options for the use of control groups. In addition, there are numerous pressures on the construction and development of measuring devices and a need for ingenuity in performing statistical analysis. This article explicates these issues. (Author)

Recent legal developments promise to bring school psychologists increased threat of litigation. Therefore, it is suggested that defensive practices in school psychology are needed. A procedure for dealing with school referrals is presented as a way of possibly reducing the risk of liability for the individual school psychologist. (Author)

Examines the conflicts which arise for students in the university setting as a result of having ethnic backgrounds different from the middle-class norm. Discusses the impact of ethnic differences upon psycho-social development and some issues regarding the role of psychologists working in the university and dealing with ethnic students. (Author/RK)

A study of cumulative records and psychologist files in 12 representative districts permitted a comparison of the EMR placement of those later decertified (D) with matched nondecertified (EMR). Records showed no systematic differences between D and EMR groups in pre-EMR reasons for referral nor in teacher marks. (Author)

Investigates views held by senior state department of education administrators responsible for school psychology services relevant to acceptance or rejection of behavior modification procedures by educators, parents, and school psychologists. Significant results support the relationship between administrators' preferences and perceived functioning…