Questionnaires were administered to public school teachers to evaluate their perceptions of the school psychological services provided by a local community mental health center. Rating differences attributable to varying number of contacts resulted. Generally, teachers with more contacts rated the psychologists more productively. (Author/MM)

Analysis of questionnaires completed by 79 special education supervisors revealed that (1) schools are satisfied with appraisal services provided; (2) the majority of districts contract for appraisal services; (3) employed examiners are more involved in total assessment processes than contracted examiners; and (4) examiners do not participate in…

A historical survey of special education in Great Britain traces the part played since 1944 by psychologists, psychiatrists and guidance clinic personnel. Noted are the change from medical to educational models; growth of child guidance clinics; role of psychiatrists; and development of new guidance concepts in the 1970s. (Author/CL)

A survey of 285 assessment personnel in Texas indicated that most assessment personnel do not believe themselves adequately prepared to conduct assessments of students with severe disabilities and desired additional training. Further, a higher percentage of those assessment personnel with training perceived themselves to have the competency than…

Examines career issues for counseling center psychologists inherent to the first six years of employment, including role clarification, development of support networks, and professional developmental activities. Discusses personal reactions to one's work which may indicate the need for change. (JAC)

The purpose of this paper is to present a model for systematic evaluation of school psychological reports that may prove useful in providing administrators, teachers, and psychologists with information on the efficacy of the reporting of student assessment methods used in the district. (BW)

Lists predoctoral internship programs that have been accredited by the Committee on Accreditation of the American Psychological Association. (GC)

Discusses a study of the role of school psychologists in serving the needs of handicapped students in secondary vocational education. Results indicated that psychologists can work with students in terms of value clarification, work adjustment, and job application processes and can provide educators with information about characteristics and…

Provides guidelines for the effective writing of psychoeducational reports based on a literature review and logical analysis. Presents a relatively standard report outline with specific recommendations for each section. The literature reviewed consists of surveys of consumers' opinions, research studies, and books and articles describing the…

Previous investigators have reported a dip in deaths prior to birthdates and an elevation following. The current study failed to replicate these findings with deceased members of the American Psychological Association. An incidental finding of these psychologists dying at the rather young mean age of 59.47 years was discussed. (Author)

A 21-item survey, regarding school psychologist role functions, was completed by 418 Ohio school superintendents. Data indicated support for traditional child study services, inservice work with teachers, and counseling or parents and children. Despite some variations, data was generally consistent with responses of teachers and school…

Discussed is the role of the psychologist in serving handicapped children and their families. (SB)

Crafted to meet the day-to-day needs of school psychologists and other practitioners working with children, this is the most concise, practical, and up-to-date book of its kind. The expert author offers guidelines for interviewing children of different ages-as well as their parents and teachers-and for weaving the resulting data into multimethod…

This paper posits the thesis that socialization into the profession of psychology is a process of acculturation. Students enter training with their own value traditions but are required to learn new ones when they become psychologists. The assumptions of the framework are that this "professional acculturation" (a) takes place over time, (b)…