When compared to students with no training in psychology, students with training in psychology perceived psychologists to be significantly less truthful. (RL)

The rationale for and a description of formative evaluation is presented for a nondoctoral training program in school psychology. It is suggested that the evaluation model used is appropriate for both training and service programs and can be used as an educational strategy for those involved in it. (Author)

The consultant or psychologist called in to test a student referred for learning difficulties needs to establish rapport and offer reassurance to children who are often unprepared or ill prepared for the testing experience. (DB)

A survey of 26 Rorschach experts and 19 students of Rorschach use was conducted to help students using the Exner Comprehensive System determine whether to code movement for nouns with definitions that include movement. Experts and students did not reach agreement, but a literature review suggests such nouns should often be coded as movement. (SLD)

Provides psychologists with the rationale and needs for addressing multiculturalism and diversity in education, training, research, practice, and organizational change, along with basic information and relevant terminology to support these guidelines. Provides references for additional information and discusses paradigms that broaden the purview…

Vignettes of depressed females aged 42 or 72 were reviewed by 414 psychologists and 293 counselors (38% response). Most correctly identified depression regardless of client age. The elder client was considered to be less able to develop a therapeutic relationship, to have a poor prognosis, and to be less acceptable as a client. (Contains 54…

Since reading is the academic area for which most children are referred to school psychologists, further exploration of the implications of the National Reading Panel data may be warranted. Effect size data for reading outcome measures were qualitatively interpreted, with none of the posttest effect sizes, and only one-third of all of the effect…

Little has been written about the nature of group supervision for school psychologists in training. In organizing the supervisor's approach to running such a group, the following theoretical models may prove effective: attachment theory, object relations theory, group theory and self psychology. Case examples are discussed in order to illustrate…

Considers the work of developmental scholar William Kessen (1925-1999) in light of James Mark Baldwin, one of the founders and principal architects of developmental psychology. Traces Kessen's interest in Baldwin's thought and examines Baldwin's legacy for developmental psychologists. Asserts that Baldwin's theory sought to integrate the role of…

Searches for an understanding of developmental scholar William Kessen, and of what he was trying to teach in his later years. Discusses possible sources of Kessen's dissatisfaction with the field of child development, and whether any of these issues can be resolved in ways that Kessen might not have fully anticipated. Summarizes the main lessons…

Many families move to a number of different countries and the children are subjected to a wide variety of different cultures and experiences. This article highlights information collated in this area together with some of the experiences of being a school psychologist working in an international context. (Contains 12 references.) (GCP)

Conducted two studies to clarify nature of anchoring errors in clinical judgments. Judgments from 103 undergraduates in Study 1 evidenced neither anchoring errors nor gender differences. Judgments from 157 psychologists in Study 2 affirmed adjustment and mitigation hypotheses over anchoring hypothesis alone. Mitigation process appeared adaptable…

Applied critical incident technique to determine dimensions of performance among psychology interns by surveying training directors (n=46). Identified seven dimensions: clinical skills, commitment to own professional development, crisis and emergency situations, interpersonal relationships, knowledge, professional and ethical behavior, and…

Reviews research on major behavior disorders in children for school psychologists who are required to evaluate severity of such disorders. Review suggests five criteria by which severity of children's behavior disorders can be evaluated: age of onset, number of settings in which problem occurs, number of coexisting disorders, pattern of problem,…

Examined how emerging body of knowledge regarding nature, prevalence, assessment, and treatment of childhood depression compares with perceptions and practices of school psychologists. Identified need for school psychologists to define concept of childhood depression. Advocates use of Diagnostic and Statistical Manual of Mental Disorders (third…