An account by the author of the problems and solutions he encountered as a blind school psychologist. (RD)

Seeking new frontiers" and role identifications" is more reflective of the orientations of the seekers than of fundamental newness. While a search for the new can and will be productive if the searchers are well grounded, much remains to be accomplished under commitments which long have been acknowledged by those more fully trained and…

Chronicles the efforts of a school psychologist to help students through individual counseling and remedial programs and to communicate effectively with parents, teachers, and community groups. (NH)

A behavioral model relates observations of students' academic and social functioning to teaching strategies. In this system school psychologists acquire specific behavioral information about students' responses, types and schedules of reinforcement and sensory modes so they may select appropriate instructional strategies, including academic and…

A survey of 16,000 psychologists and psychiatrists invited to participate in an investigation of psychotherapy revealed that less than 1 percent of those contacted wished to participate. Additional data were collected to help isolate the reasons for such limited participation. The reason most frequently given by those who refused participation was…

The school psychologist's handling of behavioral and academic problems may be improved if more attention is directed to various instructional methods which would bring him into greater contact with normal classroom activities. (Author)

Concludes that personal relations, professional experiences and occupational success form a network of relationships which integrate the occupational and nonoccupational roles of highly specialized practitioners. Part of a Study of Careers in the Mental Health Field, supported by National Institute of Mental Health Grant MH-09192 and directed by…

An examination of the historical record fails to uncover any support for the claim that the racially biased Immigration Act of 1924 was passed with the help of the intelligence testing community. (GC)

Presents a study investigating whether psychologists in academic settings apply the psychological principles and procedures which they teach to their personal problems. Questionnaires sent to 640 members of the American Psychological Association asked subjects to rate their personal use of psychological knowledge, measurement instruments, and…

This article describes the author's courtroom experience as a witness for the defense in the Larry P. v. Wilson Riles case; provides excerpts of the testimony and cross-examination; and makes suggestions for individuals who may testify as expert witnesses. (Author/BW)

An historical analysis is presented of the controversy surrounding an alleged study, the data from which were originally published in 1969. Despite considerable evidence refuting the validity of both the data and the study, the results continue to be cited in school psychology literature. (Author)

School psychologists' concerns about collective bargaining issues are examined: organizational model; fair representation; unit alignment; the negotiation process and professional concerns; and the delegation of decision-making power. An example of a cooperative approach which overcomes some of these problems is presented. (MH)

Addresses the questionable need of the concept of "the ego" as presented by Schafer and others. The concepts of ego and ego development remain useful, the former to cover the person's striving for meaning and self-consistency, and the latter to cover aspects of character formation, interpersonal relations, and self-conception. (Author/BEF)

Argues that in the past few decades, it has become increasingly evident that psychotherapy, generally speaking, is ineffective. The present paper suggests three major respects in which much (perhaps most) psychotherapy and counseling is being "misdirected or misapplied." As corollaries, alternative types of remedial endeavor are suggested. (Author)

As a result of eight years' experience of Piagetian research and subsequent work as a practicing psychologist, certain aspects of Piaget's theories are criticized. In particular the existential status of operatory structures, the relation between logicality and understanding, and the representativeness of the tasks are questioned. (Editor)