Continuing education requirements for psychologists will be mandated by law unless voluntary programs of implementation are framed and developed by the professionals. (Editor)

This paper proposes two models, an identification model and a diagnostic teaching model, that may be used effectively by the school psychologist in his efforts to assist teachers in the identification and educational management of handicapped children. The models are designed to help teachers make intelligent decisions about children in their…

It may be possible to reduce significantly the amount of consultation time required in applying behavior modification techniques to classroom behavior problems if modifications are made in certain procedures commonly associated with a behavioral approach, including recording frequency data, teaching behavioral principles in individual cases,…

Survey results indicate psychologists' concern in areas of consultation, competence, confidentiality, and role conflict between lay and professional people. Offers suggestions for early ethics education in professional training programs. (CJ)

It was not known what recommendations were being offered by school psychologists to the teachers and parents of handicapped children. The investigator completed a survey and received 3,700 psycho-educational recommendations to aid such children. The concepts were classified, edited, and compiled into a manual for trainees and experienced…

The internship program in school psychology in Ohio involves the close and continuing cooperation of the Ohio Department of Education, Ohio Inter-University Council on School Psychology, and field supervisors employed by local school districts. The roles of each are briefly discussed. (Author)

The school psychologist should attempt to influence the course of study pursued by the students under his care and should make every effort to follow up all cases under his supervision to determine whether his recommendations have produced positive results. (CK)

The appropriate domain" is a function of the competencies and interests of the psychologist, the characteristics of the situation in which he works, and the effects of the interaction between the two. (Author/CJ)

Reviews the development of the field of the psychology of aging during the past 30 years. Points out that much additional work is necessary in order for psychologists to apply knowledge gained to improvement of the quality of life for older Americans. (Author/AOS)

Networks in urban school psychology, computers in school psychology, social skills development, and innovative in-service are among 15 in educational psychology listed with purposes and participant names and addresses. The networks were formed at the Olympia Proceedings. (CM)

The role of the school psychologist in gifted education can include developing identification procedures, describing behavioral characteristics, and educating parents. (Author)

An alternate approach in delivering mental health service to school systems is introduced. Rooted in preventive and community based principles, it switches the emphasis to primary preventive interventions as well as examining environmental and social system influences on children's development and adjustment. (Author/PN)