This review summarizes research findings related to the cognitive, affective, and behavioral components of teacher attitudes toward children with exceptional educational needs and explores the relationship between certain teacher characteristics and attitudes. (Author)

Describes how vocational school psychologists can make significant contributions to various support service programs in business and industry. Special emphasis is placed upon appropriate training programs and the utilization of school psychological skills in industrial settings. (Author/WAS)

Adolescent counseling presents a number of issues that the secondary-level school psychologist needs to consider. Issues and problems are related to defining the goals of counseling, required versus voluntary referrals, when to refer, and parent involvement. (Author/PN)

A sample of 324 practicing school psychologists received a fictitious case study to which was attached a photograph of an attractive boy, an attractive girl, an unattractive boy, or an unattractive girl. Results indicated that a pupil's attractiveness had a significant effect on the judgments of school psychologists. (Author/HLM)

Examines the issues unique to delivery of school psychological services in a rural setting. Suggests that professionals who do not come from rural backgrounds are seldom able to identify with rural clients, while rural clients are seldom aware of and responsive to psychological models. (AH)

Reviews the research on vocational assessment instruments for evaluating the mentally retarded and suggests that school psychologists, vocational educators, and special educators can work effectively in developing procedures for meaningful evaluation of the mentally retarded students. (Editor/CT)

Surveyed trainers of school psychologists to assess the importance they ascribe to personal growth and interpersonal effectiveness of their trainees. Although results suggest that such qualities are essential for competent practice, the identity of these characteristics, their emphasis in training, and methods of evaluation vary greatly. (Author)

This is a reaction paper to TM 506 168. The author sees school psychology as offering crucial insights to the educational system. In addition, some degree of self-perspective along with a conceptual framework is necessary to further school psychology while avoiding fads. (Author/GK)

Parents are becoming increasingly involved in the education and training of their exceptional children. The use of a behavioral approach by parents in effecting change in their child and his or her environment is examined, as well as the role of the school psychologist in these change procedures. (Author/RL)

A defense of the articles published in the September 1981 issue of "School Psychology Review" is provided. Concerns raised regarding the integration and application of neuropsychological knowledge in the school environment are addressed. Readers are urged to reevaluate their concepts regarding the learning problem child. (Author/AL)

Results indicate that when one characteristic was present and more severe than the others, predictable placement recommendations were made. In more complex combinations, however, no general decision-rules could be found to explain the recommendations. (Author)

Results suggested two relatively divergent views expressed by practitioners. The first was the stated belief that school psychology will become much more closely tied to the field of special education, while the alternative opinion was that the field will remain as diverse as the systems it serves. (Author)

Discusses a cooperative effort between developmental optometrists and school psychologists in meeting the total needs of children with learning problems. (Author)

The roles of school psychologist and school counselor are examined. School psychologists and school counselors should work together closely, using both their separate and shared skills for the benefit of school children. Their skills overlap and are also complementary, making a team approach advantageous. (Author/CC)

Complementary Program and Service System (COMPASS) serves as a guide for multidisciplinary teams charged with planning, implementing, and evaluating programs for children with special needs. This paper describes COMPASS so that school professionals may consider its usefulness in relation to their local circumstances. (Author)