School psychologist services in Great Britain are designed to provide assistance to teachers in advising, provide backup services for children with special needs, organize in-service programs for teachers, diagnose learning problems, and perform therapy. (BW)

Presents an account of the author's early vocational experiences which contributed to a career in school psychology. Provides a practitioner's view of activities and responsibilities and their implications for training and the future. (Author/JAC)

Uses verbatim examples from observation notes to describe common pitfalls of beginning testers in the area of rapport with children. Concluded that trainees in testing often cannot translate guidelines in the literature into effective rapport in the testing session. Observation of test administration in a realistic setting is essential. (JAC)

Surveyed 364 school psychologists about involvement in career development functions. Findings revealed school psychologists are interested in career development functions, with particular interest in career counseling; they are minimally involved in career assessment, counseling, and consultation. Most respondents felt unprepared to participate in…

The author states that special education and school psychology were established concurrently, with psychologists providing psychometrics to accommodate exceptional children's education; that the conjunction prevailed until passage of P.L. 94-142; and that ensuing educational complexity requires educators to become committed to guided, planned…

Offers some pointers on how school psychologists can do a better job. (Editor)

Describes the experience of a graduate program in psychology which has evolved a pattern having as a major objective the development of a new profession, the public affairs psychologist. Discussion aims to identify the general educational and operational issues involved in this setting. (Author/AM)

Four social development programs in elementary education are examined. None of the programs (1) has a clearly articulated developmental rationale, (2) focuses heavily on a concern for others, (3) has ongoing programmatic research, and (4) has a rationale for its implementation strategy. (Author)

School psychologists were surveyed as to their perceptions and opinions of the fourth edition of the Stanford-Binet Intelligence Scale. Responses were received from 97 of the 200 psychologists surveyed, for a response rate of 48.5%. The survey indicated that the majority of school psychologists need additional training in administering, scoring,…

The roles and expectations of school psychologists are expanding. Practitioners are increasingly being asked to move beyond the testing expectations to provide effective counseling and consultation interventions. Training programs are expected to create balanced, functioning practitioners who will make positive impacts on children's lives. This…

School psychologists face the challenge of completing standardized, multiple choice tests for professional development in order to meet the competency standards set by organizations and regulatory agencies. Research has indicted that adequate preparation in test-taking skills can significantly improve attitudes toward test taking and actual…

School psychology consultants are confronted with consultees who must learn to take advantage of the consultation process for their own ends. This study explored teachers' subjective experiences of being consultees receiving services from school psychologists. Ten teachers were interviewed about five categories of consultee learning needs. Results…

ClassMaps is a whole class mental health consultation model that makes the social and emotional elements of classrooms visible so that educators can assess the impact of affective supports they provide. By redirecting school psychologists' visions to the school and class contexts within which students with disabilities are included, ClassMaps…

This paper presents an overview and rationale for a systematic, multidimensional, theory-driven model of consultation for the school psychologist based on the Teacher Variance approach. Teacher Variance, a combination of five theoretical approaches to preventing, diagnosing, and remediating misbehavior, suggests a solution for the treatment of…

Data on practicing school psychologists (N=211) were derived from a modified version of the National School Psychologists Questionnaire to determine the characteristics of Florida school psychologists. Significant differences were found between the actual and preferred time (in hours) that Florida school psychologists engaged in job functions,…