This study investigated the recommendations for special services made by 76 teachers and 53 psychologists for children characterized through 106 case studies with reference to 16 variables. Results indicated that both groups consider IQ, test achievement, class achievement, and home-related anxiety important in making recommendations. (Author)

School psychologists are being required to evaluate educational programs. This paper discusses the role and responsibilities of a program evaluator, the problems of measurement, and the staff fear of evaluation. A model for program evaluation is then described with an illustrative example. (Author)

The development of organizational and industrial psychology as a profession is discussed within political, economic, and social contexts. The need for a more integrated approach to problems, increased communication between professionals, and clearer definitions of individual roles and expectations is discussed. (RW)

Focuses on the emotional/cognitive processes associated with teacher ratings of empathic and socially competent behaviors. Results indicate that children (N=120) with higher empathy ratings and at higher grade levels received higher scores on a storytelling measure--the Thematic Apperception Test. Clarifies the social information processing of…

Describes a class assignment that was used in a social psychology course in which students worked in groups of three and produced a 15-20 minute presentation about a prominent social psychologist. Evaluates the reactions of the students to the assignment. (CMK)

Discusses an Instrumental Enrichment (IE) program of cognitive modification. Presents the IE program as an intensive intervention curriculum designed to enhance the capacity of the low functioning adolescent to modification as a result of exposures to new experiences. Discusses results of the intervention on a group of 7th grade students (N=93).…

Examines perceptions of reform in the role and function of school psychologists. A national sample of 137 psychologists endorsed integrated features of traditional practice and reform on assessment activities and classification issues, but they more strongly favored reform positions on activities associated with consultation/intervention and…

Used metaphoric pictures to investigate Greek preservice teachers' perceptions of the school psychologist's role in the school community, teachers' and psychologists' perceptions regarding that role, and variability of working conditions. Most respondents considered school psychologists members of the school community, felt their role was…

A longitudinal consultation project with teachers in an early education program for Ethiopian immigrant children in Israel is presented to illustrate the application of the reciprocal distancing model in cross-cultural consultation. Evidence for disengagement as well as joining of teachers and challenging children despite frustration and…

Describes a participatory approach to consultation that builds upon contemporary models of research and practice and is designed to address the culture-specific needs of individuals and systems. The Participatory Culture-Specific Consultation (PCSC) model embodies a participatory interpersonal process and relies on ethnographic and action research…

The research and practice of consultation affect people from across the range of human diversity. Proposes that the emergent literature of cross-cultural consultation, including the contributions to this special issue, offers valuable information for increasing the responsiveness of consultation in schools. Researchers and practitioners must…

Argues that the typical school psychology approach of solving problems one student at a time will not be successful in impacting the big problems of illiteracy, technological and mathematics deficiencies, writing, and problem solving. Proposes that the need to build academic competence and resilience through early intervention and prevention…

Presents a response to "School Psychology from an Instructional Perspective: Solving Big, Not Little Problems" (this issue). The author considers specific obstacles toward problem solving, particularly in a public school system that knowingly and unknowingly throws up obstacles for school psychologists. (GCP)

Presents a response to "School Psychology from an Instructional Perspective: Solving Big, Not Little Problems" (this issue). The author supports Shapiro's arguments but worries much about the barriers that would have to be overcome to enable such a paradigm shift to occur. (GCP)

Explored effectiveness of one-session classroom presentations about recently initiated school counseling services with grades five through eight students (N=207). Following presentations all grade levels on average were able to provide four reasons for seeking counseling, offer a definition of counseling, and report two methods of securing an…