Aggressive rejected children: Implications for school psychologists

By a sociometric rating procedure, 32 third-grade and 32 firth-grade boys were classified as peer-rejected. Standardized teacher ratings were completed for all rejected children in order to identify those children who also exhibited clinically significant levels of aggression. A significant portion of the rejected sample at each grade were rated as highly aggressive (t score≥65). Among third graders, however, 69% of the rejected group were classified as aggressive, but only 41% of the fifth graders were similarly classified. The aggressive rejected groups at both grade levels were also rated as exhibiting lower achievement motivation and higher levels of hostile withdrawal than their nonaggressive rejected counterparts. At the fifth-grade level, nonaggressive rejected children were rated as more anxious than aggressive children. Implications for both the identification and treatment of these children are discussed.     

Elementary school principals assess services of school psychologists nationwide

A one-page questionnaire was sent to 400 elementary school principals nationwide to assess their opinions regarding services of the school psychologist. These elementary school principals indicated that the school psychologist was found to be most helpful when providing the traditional services of psychological testing, personality and emotional assessment, consultation, and screening. Changes in school psychological services desired by the elementary school principals were more time from the school psychologist and an increase in individual and group counseling, preventive mental health, and inservice training. If elementary principal opinion is to be regarded, gross alterations to existing services of the school psychologist are not indicated by the results of this study.     

Priority roles for school psychologists as seen by superintendents

A 21-item survey, regarding school psychologist role functions, was completed by 418 Ohio school superintendents. The data indicated support for traditional child study services, inservice work with teachers, and counseling or parents and children.More limited support was found for school psychologists' participation on curricula committees, general services to secondary students or preschool children, and special functions as drug consultants, researchers, and developers of legislation.The priority level assigned by superintendents to particular tasks seemed contingent upon whether there was clear reference to children referred for evaluation or to the prevention of children's problems.Despite some variations, the data was generally consistent with responses of teachers and school psychologists previously reported.     

Research activities of doctoral school psychologists

A survey was sent to doctoral school psychologists to determine their research productivity and topical interests. Approximately two thirds of 147 respondents indicated doing some research during 1974–1975. Studies dealing with topics of assessment and program evaluation were most prevalent. Only about one in five studies was actually published and most of these were in nonprestigious periodicals. Academic school psychologists were more likely to do research and publish than were applied school psychologists. Academic and applied psychologists did not differ in terms of numbers of unpublished written or oral research reports. The correspondence of these results with prior data on school psychology research was noted and suggestions to increase the circulation of research findings are presented.     

University training of school psychologists and certification standards

We are standing on the edge of a new era in the development of school psychology programs and training. It is expected that if such training is related to high level certification standards, there will be a smoother course for both training programs, state certifying agencies, and those certified. This cannot be left merely to chance, or to the whims of state governing bodies. Universities polled have generally played an important part in setting high standards in the past, although some have merely imitated lower existing state standards. Universities, assisted by the suggested certification standards of Division 16, should be active in presenting their point of view at the local level regarding future standards.     

Stereotype threat and test performance: A primer for school psychologists

Ethical guidelines require school psychologists to ensure that their assessment practices are nondiscriminatory, but typical discussions on this topic neglect the possible discriminatory effects of cultural stereotypes on assessment results. Recent research on stereotype threat shows that students' knowledge of stereotype-based negative expectations about their test performance can depress their actual test performance. This paper discusses the range of conditions that promote stereotype threat and identifies important moderators and mediators of the phenomenon. Several practical suggestions are offered for school psychologists to consider when interviewing students, interpreting assessment results, and developing programs to increase schoolwide achievement.     

Conflict and special service teams: Perspectives and suggestions for school psychologists

Perspectives on the notion of conflict in relation to the functioning of special service teams in public schools are delineated, and suggestions for school psychologists in the area of team conflict management are discussed. Conflict is seen as including both intrapersonal and interpersonal dimensions. Thus, both aspects need to be seen separately and in relation to one another in order to understand conflict situations that affect team functioning. In this regard, intrapersonal and interpersonal conflict can be viewed from social psychological, cognitive-behavioral, organizational, and family systems perspectives. Consideration of these perspectives provides a framework that enables the school psychologist to understant how conflict can be manifested in teams, as well as within the individual team member, and appreciate how diverse factors have the potential to create conflict within teams.     

Textbook preferences among trainers of school psychologists

A survey of trainers of school psychologists was conducted in order to determine which texts in each of 16 areas of psychology they felt to be most relevant to the training of school psychologists. Usable responses were obtained from 48 out of 143 training programs. A 69-item bibliography of ranked choices in each area was presented. Possible trends indicated by the trainers' choices were discussed.     

Boundary-spanning functions served by rural school psychologists

The impact of perceived environmental demands on the roles and job satisfaction of the school psychologist in rural school systems was explored. Superintendents rated their perceptions of the community context and the psychologist's involvement in interagency linking functions. School psychologists rated their performance of boundary-spanning functions and their job perceptions. Results indicated that certain perceived environmental pressures are related to the performance of boundary-spanning activities. Those who performed boundary-spanning functions are more satisfied with their jobs and more influential in determining their roles.     

Preparing psychologists for evidence-based school practice: lessons learned and challenges ahead

The evidence-based practice (EBP) movement has the potential to significantly advance the quality of psychological and educational services provided by psychologists working in schools. Training psychologists in EBP has challenged the profession and caused faculty in graduate programs to reevaluate and retool professional training curricula and instructional practices. Four domains of challenges in graduate training are identified: (a) integrating the EBP knowledge base into the curriculum, (b) expanding models of research training, (c) expanding training in prevention science, and (d) expanding training in problem-solving consultation and school contextual issues. For each of these, the author discusses the range and scope of the challenge and possible solutions for advancing graduate training in psychology relevant to school practice.     

Self-reported assessment practices of school psychologists: Implications for training and practice

This study reports the results of an investigation of the assessment views and practices of school psychologists in the United States. Results of the investigation indicated that respondents are predominantly behavioral and cognitive behavioral in orientation; spend most of their professional time in the public schools; and engage in a great deal of assessment. Behavioral assessment and projective testing occupies the greatest amount of their social-emotional assessment time. Behavioral interviewing is the most used behavioral technique, followed by behavioral observation, which is reportedly used by approximately one third of the respondents with from 41% to 100% of clients. Although most of the respondents report a preference for continuing to do approximately the same amount of the various social-emotional assessment activities as they are presently doing, very high percentages of respondents indicate that their use of behavioral assessment strategies would increase with development of published instrumentation, normative standards, and standardized out-of-setting behavioral procedures.