School psychologists need training in being effective consultants, but such training is rarely required for certification or graduation, and there is little research on this problem. Principles for training are discussed, particularly for identifying and minimizing teacher and consultant resistance. (Author/CTM)

Defensible evaluation designs must take into account the impossibility of random assignment and reduced options for the use of control groups. In addition, there are numerous pressures on the construction and development of measuring devices and a need for ingenuity in performing statistical analysis. This article explicates these issues. (Author)

Recent legal developments promise to bring school psychologists increased threat of litigation. Therefore, it is suggested that defensive practices in school psychology are needed. A procedure for dealing with school referrals is presented as a way of possibly reducing the risk of liability for the individual school psychologist. (Author)

This article updates one in the June, 1977, Personnel and Guidance Journal and focuses on the same four issues: support within the counseling profession for additional credentialing practices, professional identity, licensure as the main credentialing thrust, and development and implementation of an effective method of accrediting preparation…

Examines the conflicts which arise for students in the university setting as a result of having ethnic backgrounds different from the middle-class norm. Discusses the impact of ethnic differences upon psycho-social development and some issues regarding the role of psychologists working in the university and dealing with ethnic students. (Author/RK)

A study of cumulative records and psychologist files in 12 representative districts permitted a comparison of the EMR placement of those later decertified (D) with matched nondecertified (EMR). Records showed no systematic differences between D and EMR groups in pre-EMR reasons for referral nor in teacher marks. (Author)

Investigates views held by senior state department of education administrators responsible for school psychology services relevant to acceptance or rejection of behavior modification procedures by educators, parents, and school psychologists. Significant results support the relationship between administrators' preferences and perceived functioning…

Describes a German course for psychologists, given in Italy by the author, using eight original texts by Freud and Mitscherlich. These were assigned for 40-50 hours' continuation reading at home, or were discussed in the 100-120 hours in the classroom. (Text is in German.) (IFS/WGA)

The effects of specific vs. nonspecific referral information and test data on school psychologists' decisions were investigated. Eighty-two psychologists reviewed a hypothetical case study and made psychoeducational decisions. Knowledge of a teacher's reasons for referral did not influence expectations or placement decisions, but test data on…

Presents findings of an examination and assessment of existing privileged communication statutes and rules of evidence in the 50 states and the District of Columbia for clients of selected helping professionals: psychologists, social workers, marriage and family therapists or counselors, school counselors, and licensed professional counselors.…

According to this acceptance speech delivered by the recipient of the 1987 Kurt Lewin Award, social psychological contributions should be placed within an interdisciplinary framework and an institutional structure in order to make it more relevant for public policy. Recommendations for doing this are offered. (BJV)

School psychologists are developing social skills training programs to enhance peer relations. Caution in selecting specific children for intervention and in choosing sociometric instruments for selecting children requiring social skills training, and a strengthening of the link between intervention goals and sociometric status are recommended.…

Specified within the role of school psychologists is provision of liaison services between education and outside agencies, including medical services. This article provides an examination of information available and serves school psychologists in their role as liaison between the schools and the medical community. (Author/LMO)

Poses several questions about some of the factors that contribute to creativity in humans. Provides a variety of possible psychological, cultural, and biological reasons for creative discoveries. Offers testimonies by several renowned artists, scientists, and psychologists. (TW)