Reviews the research on vocational assessment instruments for evaluating the mentally retarded and suggests that school psychologists, vocational educators, and special educators can work effectively in developing procedures for meaningful evaluation of the mentally retarded students. (Editor/CT)

Surveyed trainers of school psychologists to assess the importance they ascribe to personal growth and interpersonal effectiveness of their trainees. Although results suggest that such qualities are essential for competent practice, the identity of these characteristics, their emphasis in training, and methods of evaluation vary greatly. (Author)

This is a reaction paper to TM 506 168. The author sees school psychology as offering crucial insights to the educational system. In addition, some degree of self-perspective along with a conceptual framework is necessary to further school psychology while avoiding fads. (Author/GK)

Clinical psychology interns and counseling psychology interns rated the emphasis on various roles and functions at internships and university training programs. Found a relationship between specialty and degree of emphasis on roles. Suggests clinicians are better trained for some roles, such as diagnosing learning disabilities and personality…

Parents are becoming increasingly involved in the education and training of their exceptional children. The use of a behavioral approach by parents in effecting change in their child and his or her environment is examined, as well as the role of the school psychologist in these change procedures. (Author/RL)

A defense of the articles published in the September 1981 issue of "School Psychology Review" is provided. Concerns raised regarding the integration and application of neuropsychological knowledge in the school environment are addressed. Readers are urged to reevaluate their concepts regarding the learning problem child. (Author/AL)

Master's and doctoral level counselors face exclusion from the mental health care system because of the trend toward funding by health insurance. Organized psychology is moving to bar doctoral level counselors and counseling education graduates from licensure. Counselors are losing their jobs to practitioners with insurance-eligible credentials.…

High ranking areas were: good communication skills, knowledge of community referral resources, training in assessment (including individual mental testing), basic individual and group counseling/therapy and consultation skills, a basic psychology course-work foundation, and a degree from a department/major that includes the word psychology.…

Argues that psychology training programs must stress decision-oriented research and provide students with the knowledge required to assume a posture of advocacy that promotes through action the healing and improvement of the entire human condition. States that psychology has traditionally ignored the conditions of poverty and oppression.…

Results indicate that when one characteristic was present and more severe than the others, predictable placement recommendations were made. In more complex combinations, however, no general decision-rules could be found to explain the recommendations. (Author)

Results suggested two relatively divergent views expressed by practitioners. The first was the stated belief that school psychology will become much more closely tied to the field of special education, while the alternative opinion was that the field will remain as diverse as the systems it serves. (Author)

Discusses the generalization of findings from analogue therapy research to the clinical situation. Rakover contends this leads to self-contradiction and lack of scientific progress and proposes theory testing. Kazdin suggests research to determine the relationship of analogue therapy to clinical practice. (JAC)

Discusses a cooperative effort between developmental optometrists and school psychologists in meeting the total needs of children with learning problems. (Author)

The roles of school psychologist and school counselor are examined. School psychologists and school counselors should work together closely, using both their separate and shared skills for the benefit of school children. Their skills overlap and are also complementary, making a team approach advantageous. (Author/CC)

Complementary Program and Service System (COMPASS) serves as a guide for multidisciplinary teams charged with planning, implementing, and evaluating programs for children with special needs. This paper describes COMPASS so that school professionals may consider its usefulness in relation to their local circumstances. (Author)