Our commentary responds to the five articles of the special issue on multidisciplinary collaboration to support struggling readers. From our perspectives informed by experiences working with diverse student and family populations in urban settings, preparing pre- and in-service educators and specialists to do the same, and working in federally…

"School Psychology: A Blueprint for Training and Practice III" ("Blueprint III"; Ysseldyke et al., 2006) represents a model for future school psychology instruction and practice. This model illustrates how, along a continuum of skill development from "novice" to "expert," school psychologists can develop professional competencies that support…

Currently, more than two thirds of school-aged children with mental health needs do not receive treatment. By exploring the numerous barriers that limit children's access to mental health care, the authors argue that school psychologists have a key role to play in supporting comprehensive mental health services for children. This article provides…

This article presents the author's talk, entitled "Engaging with Parents," which was delivered as the National Association of School Psychologists (NASP) Distinguished Lecture at the NASP 2010 Annual Convention on March 4, 2010 in Chicago, Illinois. At the time of this talk, the author believes education and psychology are involved in three…

A response to ideas set forth in J. Brien O'Callaghan's article, "School-Based Collaboration with Families: An Effective Model for a Society in Crisis," this article applauds and discusses school-based collaboration. Areas of concern are unfounded diagnostic assumptions, questionable ethical behavior, and limited breadth and scope of suggested…

Nine cooperative learning techniques are described and classified according to the following categories: (1) type of subject matter; (2) nature of student interdependence; (3) interaction among cooperative groups; (4) method of grouping students; (5) basis for evaluation and reward; and (6) practical requirements for implementation. The academic…

Considers arguments that William Erchul (1999) presented in response to the author's literature review (Gutkin, 1999) of collaborative versus directive consultation. Identifies and analyzes critical points of agreement and disagreement. Presents an expanded model of "rapprochement" in response to Erchul's recommendation to incorporate the dyadic…

Examines and discusses the principles and practices of organizational changes as they relate to efforts to bring about meaningful school reform, with an overview of a six-step model for collaborative planning and problem solving. (Author/JDM)

Asserts that therapeutic gains for children may be maximized if important systems serving their mental health needs collaborate. Contends that collaborative efforts between clinic- and school-based practitioners may increase ecologically valid treatment options. Explores both the gains and the potential pitfalls that may arise when school- and…

In response to Bardon and Lambert, the author develops the topics of problem resolution, possible merger of professional organizations, and some chosen future for the field of school psychology. (JAZ)

A solution to the problem in the knowledge gap between educational institutions and the medical world is proposed: send a school psychologist to a medical setting to bridge the gap. The author contends that both school and medical facilities would benefit as psychologists could offer physicians and medical students training in the psychological…

Raises the questions of where school psychologists fit into school reform and whether they have the organizational knowledge and skill to contribute to this comprehensive process. Critical to success of programs is the use of a collaborative problem-solving consultative model, which incorporates a four-stage process: problem identification,…

Introduces issue of collected articles that work towards providing an integration of and across-fertilization between education- and mental health-oriented theory, research, and school-based practice. The articles seek to show how academic and social-emotional assets and problems are interrelated and how schools have a role in their development…

Consultation services have been considered an essential and important role for school psychologists throughout the history of the field. Traditionally consultation has been cast as a problem-solving process, nevertheless, it can be thought of as a knowledge-linking process in which psychologists advance knowledge in schools to various mediators…

In response to Fagan's article, author believes that some, but not all, of the current issues facing school psychology are associated with the organizations representing the field. School psychologists must be accountable for the present condition. They should control their future rather than be controlled by policy differences among…