The National Association of School Psychologists (NASP) represents 21,500 school psychologists and related professionals throughout the United States and abroad, from first-year graduate students to doctoral-level researchers and practitioners. Although most members work directly with students in schools, NASP members are also supervisors,…

Five contributors, viewing the field from divergent phenomenological spaces, provide a variety of viewpoints on the status of the field of school psychology. In "Glimpses of the Future in Current Practice?" Randy W. Kamphaus discusses the changing nature of school psychology, its two identities today, and the need to adapt a core value for…

The locus of mental health care for individuals with severe and persistent mental illness continues to shift from inpatient units to outpatient and community services. Among community-based approaches, assertive community treatment (ACT) teams have demonstrated clinical and cost effectiveness in state and federal public systems. However, public…

"Communique" is the "official newsletter of the National Association of School Psychologists" (NASP). This "Special Edition" of "Communique" is a compilation of twelve previously-published articles/pieces all of which touch on the theme of "School Safety." Articles in this issue include (1)…

The present study showed that the inconsistent results with regard to the relationships between locus of control, school achievement, and intelligence are at least partly due to the fact that the various methods used to assess locus of control are sufficiently different not to be equally applicable in all situations. (Author)

The results of this study support the notion that different parts of Raven's Coloured Progressive Matrices Test tap different processes. Sets A and Ab employ the rationale of the Inhelder-Piaget Test and rely on solution by graphic processes, whereas set B involves solution by opeational means. Total score results may be less appropriate than the…

This is a report of a psychological consultative effort in a large, suburban, public school system in the southwest. (Author/CB)

Deaf elementary school children were administered the Leiter International Performance Scale and the five nonauditory, nonverbal subtests of the Illinois Test of Psycholinguistic Abilities. The intellectual quotient derived from the Leiter and the psycholinguistic quotient derived from the five visually oriented subtests were then correlated. The…

This paper reviews the respondent (Hull-Spence) and operant (Skinnerian) conditioning definitions of reinforcers and reinforcement and demonstrates the need to keep the systems separate when consulting about behavior modification. The two systems are shown to lead to different modification procedures. (Author)

It was found that the school psychologist's behavior in attaching labels to deviant child behavior is diametrically opposite that of psychiatric personnel; school psychologists tend to be more attracted to the less complex labels and/or interpretation impressions. (Author)

The results of this study showed that: (1) school psychologists were doing more consulting than evaluations of individual children, (2) school personnel tended to perceive their psychologists as cooperative, knowledgeable, and skillful, though relatively inefficient and undependable, and (3) school personnel preferred consulting activities to…

This article describes one internship training model in school psychology based on an extended internship in diversified settings with many field-based supervisors. (JC)

The internship program described in this paper provides the trainee with experiences and skills consistent with a consulting model for school psychological services. This model is a single-setting, school-based internship under the supervision of a single faculty member. (Author)

This article describes a training model in school psychology which utilizes a geographically separated internship and suggests using a concurrent externship'' in which supervision and field experience are closely tied to the university. (Author)

Results illustrate that teachers view the psychologist as a specialist in emotional problems whose major diagnostic procedure is testing, who recommends treatment but does little himself. Statistical analysis indicates that both the factors of teaching experience and contact with psychologists differentiate between teachers' perceptions of the…