Excerpted from the second volume of his three-part autobiography, this essay describes B. F. Skinner's first year as a graduate student at Harvard University. Although he focuses on his study of psychology, particularly behaviorism, Skinner also discusses his interest in physiology. (JMD)

Argues that blacks must concern themselves with the sharp increase in the demand for psychological and counseling services in the black community, and that it is imperative that black professionals address the issue of training. Discusses two graduate programs that prepare students to become viable mental health professionals within the black…

Discusses some guidelines for effective persuasion derived from the research literature. Illustrates these guidelines' application to problems of consultation and focuses on three broad tasks that a persuader faces: identifying the potential bases of resistance, constructing effective messages aimed at such bases, and following up after the…

Reviews group-based social psychological work. Focuses on the need for improved outcome criteria with which school psychologists can assess the quality of group decision making, the power of majorities in groups, the value of minority dissent, group polarization, and the establishment of shared norms. Examines implications for psychologists. (RJM)

Presents an interview with and biographical analysis of Harold Cheatham, an African American scholar and pioneer in the field of counseling and student development. Explores Cheatham's childhood, his college years, his roles as mentor and teacher, and his historic appointment in university administration. (RJM)

The purpose of this article is to present a brief review of research linking social cognition and emotion to responsible behavior. Implications for school psychologists are discussed, with a particular emphasis on the importance of developing and implementing prevention and intervention programs that address the multiple components of responsible…

Presents a conceptual model of strong school-based interventions. Notes strong interventions are ecological in nature, naturalistic in scope, contain elements from the research base that are predictive for success, and incorporate the constructs of social validity in a practical manner. Provides suggestions and implications for strong school-based…

This article discusses barriers to collaboration that are specific to Professional Development School (PDS) leadership team meetings. It offers a rationale for involving the school psychologist on the PDS team as a facilitator and concludes with suggestions for breaking the barriers to successful PDS leadership team meetings. (SM)

Surveyed 512 elementary and secondary administrators regarding their perceptions of the time spent by school psychologists in 15 role functions and other duties. Results indicate that administrators desired school psychologists to spend less time in assessment and administrative activities than they were perceived to be spending in these areas.…

Presents results of a qualitative study of four school psychologists' and four teachers' beliefs about causes of student behavior problems and their relation to preferred treatment, teachers' perceived role(s) in consultation, and beliefs about the process and efficacy of consultation. Thematic analyses of the data produced four themes that are…

The purpose of this article is to spark discussion regarding the value and feasibility of empirically based procedures for goal setting and evaluation of educational services. Recent legal decisions and policy debates point to the need for clearer criteria in decisions regarding appropriate educational services. Possible roles for school…

Reviews the literature on school-based social and emotional skill development and examines the relevance of this area to the work of the school psychologist. Suggestions are made for ways in which school psychologists can improve the social and emotional climates of their schools in areas such as prevention and health promotion, professional…

Discusses training in the field of school psychology in relation to the needs of lesbian, gay, bisexual, transgender, and questioning (sexual minority) youth. Using the NASP Principles for Professional Ethics, explains how ethical principles are used to advocate for sexual minority youth. The final section describes specific strategies that school…

School psychologists are in a key position to participate in comprehensive health care of children and adolescents. Presents a model for school psychology in which practitioners assume an active role in addressing the health and mental health needs of children and adolescents. The model is rooted in developmental- ecological theory and action…

Presents a response to "School Psychologists as Health-Care Providers in the 21st Century: Conceptual Framework, Professional Identity, and Professional Practice" (this issue). The author supports the call for school psychologists to assume leadership in facilitating the necessary coordination across systems for such a role change to…