In a letter to a student with disabilities who is included in mainstream education, a school psychologist shares issues, concerns, and insights about their year together. The letter examines what this student taught school personnel and peers and explains that inclusion is nothing more than quality education for all students. (SM)

Examines relationship between structural family model and self-psychology constructs. College women (n=164) completed the Structural Family Interaction Scale-Revised (SFIS-R), the Parental Relations Inventory, and the Goal Instability and Superiority scales from the Self-Expression Inventory. Indicated that women raised in families with strong…

Describes Pianta's book as a manual to guide teachers through a theory and analyses that should lead to more effective relationship skills in their work with individual children and groups of children. Highlights how Pianta argues effectively that instructional strategies are embedded in a system of interpersonal relationships that can enhance or…

Examined levels of burnout and relationships between burnout and selected personality characteristics and role expectations in a sample of school psychologists employed as practitioners in school settings. Results indicated personality variables related significantly to burnout over and above demographic and work condition variables. Implications…

Examines the existing and projected work force changes and the ways in which organizations themselves are evolving. Discusses issues that will demand the attention of psychologists in the workplace. Examines implications for the education and training of industrial/organizational psychologists. Presents an overview of the contents of the journal.…

To demonstrate the school psychologist's role in effecting appropriate interventions for children with communication disorders, a 5-year individualized education program for 1 boy (followed from age 27 months to 6 years) with a severe communication disorder is described. The collaborative nature of the consultative parent/educational staff…

The role of the school psychologist in assessing communication skills of students with severe disabilities is explored, and the psychologist's role as educational team leader in interventions is discussed. A contextual assessment procedure is recommended for its practical value to direct service providers. (SLD)

A simulated report of a child referred either for learning disabilities or gifted placement consideration was reviewed by 40 practicing school psychologists. Results indicate that reason for referral resulted in significant levels of bias regarding assessment and recall of the report and classification of the student. (TJH)

Proposes a counseling model for elementary schools that integrates five consultation parameters: (1) consultation goal; (2) consulting relationship; (3) consultant role; (4) consultee role; and (5) consultant communication skill. Discusses relation between parameters and five consultation stages. Model assumes no sophistication on the part of the…

Five scenarios of child abuse were used to study the recognition and reporting of child abuse by 664 teachers, counselors, school psychologists, principals, and district superintendents. Areas of concern included: reporting rates, effects of victim and reporter gender, and knowledge of and support for mandatory reporting among educators. (SW)

Presents longitudinal data on the status of the training of clinical psychologists for work with ethnic minorities on the basis of surveys completed in 1980 and 1990. Discusses the implications of these data in terms of desirable changes in the conceptualization and implementation of minority training for all clinical psychologists. (GLR)

Complex HIV and AIDS related legal issues confronting mental health professionals are addressed, specifically: living will, statutes, durable power of attorney, durable power of attorney for health care, rational suicide, euthanasia, workplace discrimination, and laws affecting minors. (JBJ)

A total of 951 school psychologists responded to a survey about language learning disabilities and speech/language referral practices. Findings suggest limited training about speech and language disorders and a need to develop greater awareness of appropriate assessment measures among school psychologists. (SLD)

Research on cooperative learning is reviewed, with emphasis on issues related to the formation and implementation of cooperative learning groups. Theoretical bases for the efficacy of cooperative learning are presented. Specific suggestions are provided for implementing a collaborative approach to learning based on extant theory and research. (SLD)

An overview is provided of parent training approaches for treating Attention-Deficit Hyperactivity Disorder (ADHD). The empirical and theoretical roots of these therapies are discussed, with a brief review of parent training program developed by (1) R. B. Barkley (1987); (2) G. R. Patterson (1972); and (3) R. Forehand (1981). (SLD)