Perceived effectiveness of school psychological services: A comparative study

In order to isolate variables present in school psychologists which may enhance effective delivery of school psychological service, supervisors of psychological services, classroom teachers, and building principals within the state of Iowa were asked to evaluate the performance of their school psychologist in 10 functional areas. Both supervisors and classroom teachers perceived those school psychologists with 4–9 years experience as the most effective. Teaching experience, as a requirement for school psychology certification, did not receive support. The level of training for the psychologist (degree) yielded conflicting results among the raters.     

A program for psychological education: Some preliminary issues

The recent interest in personal and/or psychological education as an objective for school programs has created the necessity for the development of a careful theoretical framework. This paper examines the current status of theory vis à vis personal education and suggests a number of major issues for consideration. A toxonomy for personal education has yet to be developed. Concepts of emotions as “bad”, pathological, and private need revision. Also, it is suggested that adolescence as a stage of development comprehends a special set of theoretical questions which cannot be begged. Particular attention is directed at implications derived from a developmental framework suggested by Piaget in cognitive areas and by Kohlberg in moral growth. Such a framework connotes educational goals as objectives which avoid the problems inherent in other current theoretical frameworks.     

Measures of self-concept, attitudes, and achievement motivation of primary grade children

Semi-projective measures (suitable for small group testing) of Self-Concept and Attitutes toward School, Home, Peers, and Society along with a teachers' rating instrument of Achievement Motivation have been developed for preschool and primary grade children. National norms for disadvantaged children are reported along with correlations of these measures with standardized achievement tests.     

Criterion-referenced and norm-referenced assessment of minority group children

A variety of problems have been experienced with psychological assessment of minority children. Traditional norm-referenced measurement has repeatedly received criticism concerning cultural unfairness or bias. Responses to such accusations primarily have been in the form of new instrumentation aimed at attaining a culture fair assessment. Little response has been evident from a conceptual standpoint addressing the issues of purpose and use of test results Although many have turned to criterion-referenced measurement as an answer to the problems of norm-referenced evaluation, cultural bias is not necessarily avoided in this framework either. Issues of who determines criteria and what those criteria include must be addressed if criterion-referenced measurement is to meet adequately the challenge of multicultural evaluation.