Barlow (1981) lists nine reasons why clinical psychologists do not undertake research and why traditional research does not influence clinicians. These reasons focus on: (1) lack of access to a large subject pool; (2) manpower costs of conducting research; (3) financial costs of conducting research; (4) ethics; (5) research's overreliance on…

This handbook explores the dynamics of crisis and the alternatives available to school psychologists in working with students, teachers, and parents. The materials contained in this manual are designed to help direct the school psychologist to other support services in the school and community. The role of the school psychologist in confronting…

Training behavioral consultants in the school psychology field has emerged as a high priority, with most efforts centering on training consultants to assist teachers in solving children's academic and behavioral problems in the regular classroom. With the growing success of consultation procedures in applied settings, a corresponding need has…

In order to compare the practice of school psychology by doctoral and nondoctoral practitioners, the National School Psychology Questionnaire was sent to a nationwide, random sample of practicing school psychologists employed in public school settings. Responses from 869 school psychologists (142 doctoral practitioners and 727 nondoctoral…

This report focuses on a myriad of national, state, and local laws, regulations and court decisions which govern the everyday work of industrial and organizational psychologists. Legislation already in effect and legislation still pending are discussed. Citing relevant legislation and court decisions throughout the text, the paper addresses such…

Many surveys of school psychologists have documented their desire to devote more time to consultation--an indirect service delivery system in which the school psychologist interacts with a consultee (teacher, parent, other professional) for purposes of solving a client problem. To expand the work of Martin and Curtis (1981) on school…

Despite the assumptions some have naively made about various stresses and the quality of life associated with rural settings, most who have studied people residing in rural areas would acknowledge the strong need for mental health services. However psychologists, like most other health care professionals prefer the amenities of more metropolitan…

School psychologists (N=119) were surveyed regarding current practices in diagnosing children with mental retardation. Results showed a wide range of responses for diagnostic criteria. Substantial discrepancies were found in relative weight given to intelligence and adaptive behavior, IQ cut-offs and ranges, importance of various areas of adaptive…

Experiencing the loss of a loved one can be one of the most traumatic events in a child's life. Grief resolution must be attained no matter how trivial a loss and it becomes even more important when a child's parent dies. School psychologists need to understand how the age of the child influences his ability to grieve and what behaviors might be…

Inherent in the many roles of a school psychologist is a primary responsibility to act as a child advocate. Child advocacy carries with it a variety of definitions, all of which are concerned with aligning oneself with the cause of either an individual child or a group. Child advocacy involves asserting and defending those rights of an individual…

Describes an intensive mental health program in a public elementary school in Brooklyn, N.Y. Discusses events and circumstances which hampered "the perfect set-up." (Author/HMV)

The purpose of this pamphlet, written under the auspices of the American Psychological Association, is to inform the reader of the nature of the counseling psychologist's job. It is divided into five sections: (1) what a counseling psychologist does: his roles, his clientele, how he helps, how he solves problems, how he differs from the clinical…

A modified Solomon design was employed to study the effects of a school psychology simulation package on the enacted and written response of a group of school psychology preservice students. Results suggest that simulation as an integral part of a school psychology training program is an effective method of instruction. (Author)

Intended for psychologists in residential schools, the article contains a discussion of the psychosocial aspects of dealing with visually impaired children who have progressive terminal diseases. (Author/LH)