Discusses various problems school psychologists encounter when attempting to consult with school personnel. Conceptualizes resistance to consultation services within a behavioral/cognitive behavioral framework and discusses how resistance can result from contingencies operating at both the system and the building levels. (Author/WAS)

The Olympia Conference on the Future of School Psychology--designed to develop action strategies on critical issues of the next 25 years--was cosponsored by the American Psychological Association's Division 16 and the National Association of School Psychologists. Conference origins in the Spring Hill Symposium, issues, leadership, and design are…

To maximize the adaptation of school psychology to societal conditions, the discipline must: (1) focus on understanding the socialization process; (2) develop preventive and remedial strategies to compensate for disruption in family socialization; (3) devise more effective assessments of social competence; and (4) maintain standards of scholarship…

The independent and autonomous practice of psychology in schools, and the need for reciprocity of certification among states, are advocated in a discussion of professional organizations to improve the position of school psychologists. Training standards and the lack of self-analysis in relation to professional conduct are discussed. (CM)

Crucial issues in the future of school psychology, regardless of the opinion rating in a questionnaire were found to be the role definition of school psychologist, influences of PL 94-142, assessment practices, intervention techniques, political and economic forces and legal-ethical conflicts. The survey of psychologists was an information base…

As structures for effective future planning in school psychology, Olympia conference participants built scenarios of world, national, societal, and educational conditions for the 1980s, 1990s and the first decade of the twenty-first century. Possible changes in school psychology's role and nature are projected for each decade. (CM)

The Adjective Generation Technique (AGT) was useful for counteracting the clinical bias prevalent among undergraduate psychology majors. It stimulated student discussion and provided quantifiable evidence to support the hypothesis that there are systematic differences in student perceptions of scientists and psychologists. (SR)

Working with three groups of mildly to severely mentally retarded children in counseling sessions, it was found that the ease with which groups develop and work productively is dependent upon the social-emotional makeup of their members more than upon their mental retardation. Recommendations for public school counseling are presented. (Author/PN)

Discusses the role of the school psychologist in the administration and interpretation of comprehensive psychoeducational vocational evaluations designed to aid individualized education program committees in constructing vocational programs for handicapped students. (Editor/CT)

Appraises selected issues and developments in the field of psychotherapy since 1940. Discusses increased participation of clinical psychologists in the area of psychotherapy, increased popularity of psychotherapy, declining influence of psychoanalysis and related views, emergence of behavioral and cognitive therapies, and recent emphasis on…

Commonalities and variations across basal reading programs are discussed. The major physical and instructional components are described, including instructional materials, teachers' guides, and management systems. It is asserted that familiarity with basal programs is useful for the school psychologist. Procedures are suggested for acquiring…

Discusses results of a 1981 survey of psychologists holding full-time faculty positions in 22 schools of public health; includes information on representation in various departments, research conducted and publications produced, and the perceived advantages/disadvantages of employment in schools of public health. (GC)

Systems analysis and synthesis are applied to the supervision of school psychological services. A brief review of the key concepts of systems theory is followed by an explanation of one possible system for supervision. Illustrations of the usefulness of the systems approach to supervision are included. (Author)

This paper describes the application of game theory and its implications for the analysis of interpersonal interactions to supervision in school psychology. Both supervisor- and supervisee-initiated games are presented with examples of their influence upon supervision. Lastly, methods of minimizing the negative impact of games are discussed.…

Effective supervisors need to have exemplary interviewing and interpersonal skills; they also need to be excellent problem solvers who possess first-hand knowledge of conditions in the field. (Author/BW)