There is wide agreement that school psychologists must have expertise in the consultation process. Some authors argue that consultation is more likely to be effective if the consultant also has expertise related to the content of the problem. Teachers seek consultation concerning diverse types of difficulties that children experience in school. A…

Increased concern has been directed toward students who have been identified as disaffected or alienated and who are not responding to the traditional school program. These students are not usually classifiable as educationally handicapped. A system-wide programmatic approach to deal with disaffected and disruptive students in a manner that allows…

Ten papers contributed by school psychologists or university educators working with school psychology programs review psychological theory and research on behavioral strategies for psychological intervention. Following an overview on the effective use of behavior modification in the school, nine behavior change methods are examined in terms of…

The physical abuse of children is a serious and growing problem. In spite of increasing knowledge and skill in treating physical abuse, many professionals continue to be dissatisfied with the effectiveness of treatment. This study examined the myths and beliefs about abuse and abusers and the theoretical models of cause and treatment that are…

The idea of making general psychology more accessible to and/or usable by the general public is considered (i.e., the idea of giving psychology away). A larger and related question is whether general psychology, as an academic course and as an orientation to psychology, should be approached as general studies. One impediment to giving psychology…

Research in the late 1950's showed a trend towards increased multiple authorship, as opposed to single authorship, of research papers in psychology. To investigate whether the trend has continued into the 1980's, convention papers presented at the meetings of seven psychological associations and articles published in nine American Psychological…

This manual, written for university program staff, students, and practitioners, delineates the requirements for and philosophical concepts supporting the school psychology internship program in Illinois. Chapter 1 presents the background and rationale for the internship program. Chapter 2 presents the requirements for approval as a school…

Mental health professionals have often reported differences in the psychiatric symptoms and diagnoses of adopted and nonadopted children and adolescents. Since psychiatric diagnoses are influenced by the judgments of the professionals who assign them, it is possible that the differences observed between adopted and nonadopted psychiatric patients…

This monograph was created to stimulate more thorough study of the history of school psychology. In the first section, "Mapping the Territory for Historical Study of School Psychology," by Liam K. Grimley, some fundamental questions are raised about what should be studied in the history of school psychology, how that study might be…

This study examined the effectiveness of a school psychologist's recommendations to teachers about student needs as influenced by variables of the psychologist's sex and expertise and the effort required of the teacher for compliance. (JH)

Professionals' support for the concept of continuing education is contaminated by a strong opposition to any legislative mandate. Predicting that the relicensure pattern and a continuing education requirement will soon become fixtures of all professional statutes, the author recommends a task force to develop standards, programs, and evaluation…

This paper presents an oberview of the etiology and treatment of anxiety in children. Cites two case histories as examples of two approaches to treatment. (HMV)

To achieve full professional maturity, counselors must begin the process of self-study and assess the direction and leadership that is developing within the profession. The acceptance and success of counseling in educational settings may depend on the degree to which counselors are change-oriented, team-oriented, and outcome-oriented. (Author)

This article considers some of the ethical dilemmas confronting the counselor, educational diagnostician, and psychologist in the school setting. Comparisons are made between the ethical codes of the American Psychological Association, the American Personnel and Guidance Association, and actual practices in many school settings. (Author)

Describes a program wherein four adolescent boys participated in a six-session group that utilized transactional analysis principles. Homework exercises were assigned to the participants at the end of each session. Concludes that the structured, time-limited transactional analysis group approach is useful in working with adolescents. (Author/HMV)