Described are the American Foundation for the Blind 2-day workshops for school psychologists which emphasized various techniques, adaptations, and specific information necessary for effective assessment and understanding of school-aged blind and visually handicapped children. The program and a list of participants for each of three workshops are…

The author discusses the problematic term "community psychology" in relation to the many experiences he has had, personally, in the profession. When community psychologists concern themselves with social issues, they quite often adopt the "oversocialized conception of man," which allows for no change and rests firmly on the status quo. Another…

When the psychologist serves Head Start, he must be a consultant to the whole Head Start organization, from top to bottom, director to children, and horizontally from potentially supportive agencies in the community to the Head Start staff, to the children and their parents. In the process of serving as a community psychologist, he will be called…

Examined are the roles of special service personnel (SSP) who provide support services for Iowa public school teachers by three methods: helping a specific child, helping develop instructional program content, and helping develop new instructional skills. The 13 SSPs include counselor, director of special education, educational consultant, hearing…

This paper provides a brief review of the workshop held by the Human Resources Research Organization in March 1974 to acquaint mental health consultants with the procedures and instruments that have been developed to aid them in planning indirect services with schools. Among the specific objectives were: To disseminate information about the…

Consultants ranked teachers in their school consultation placements on ability to meet academic and socioemotional needs of children, receptivity to change, and likability. Results indicate that teachers most in need of assistance are not selected for consultation. (Author)

The need for school psychological services in vocational settings at the secondary school level and in vocational programs for handicapped and disadvantaged youth is discussed. The direct and indirect functions of the vocational school psychologist are outlined, and a sample training program for vocational school psychologists is included. (JAC)

This article describes how a school psychologist used her skills to develop materials, instructional methodologies, and assessment strategies to facilitate the vocational education of students with special needs. The role of psychologist, instructor, consultant, manager of facility, and researcher are described. The importance of training in…

Handicapped students and shop teachers from a comprehensive vocational-technical school provided a model for (1) diversifying and expanding the role of the vocational school psychologist; (2) integrating behavioral, affective, and career aspects of adolescent development; and (3) implementing a program involving students, teachers, parents, and…

Psychologists will become more involved in case conferencing, developing individualized educational plans, and case review as a result of PL 94-142, Education for All Handicapped Children Act of 1975. They will work on multidisciplinary teams. Four consultation models are described: mental health, organizational process, information giving, and…

Introduces the Human Resources Development Center at Richland College in Dallas, Texas which makes a variety of counseling services available to all members of the community, without requiring college enrollment. The center uses the team approach, whereby teachers and school psychologists work together to diagnose and resolve student/family…

The cover test and the near point of convergence test are quick, easy tests to help the school psychologist determine if a child should be referred for professional vision care. Results from these tests should be reported to vision care professional to facilitate the determination of the child's visual status. (Author)

This paper asserts that teacher education is in need of a radical facelifting, not simply tinkering adjustment. Such an objective demands that principles of psychology be systematically connected to classroom practice, creating a bridge between psychology and education. Paper prepared for the Chicago, 1975, Convention of the American Psychological…

The amount of time devoted to seven professional activities by 15 school psychologists during a six-week period was compared with the perceived involvement in these activities of teachers. Teachers were found to be unaware of the service priorities of psychologists in their schools. (Author)

Problems in identification, placement, and treatment of emotionally disturbed (ED) students in rural school districts are discussed. The obstacles to the provision of psychological services to ED cases, the related ethical concerns and issues, and recommendations concerning programmatic and institutional changes appropriate for rural settings are…