In this article several functions for the school psychologist were proposed, including assistance in the selection of students for vocational programs designed for the handicapped and disadvantaged, teacher consultation, and consultation in the development of career programs. (Author)

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)

Research findings indicated that job-related tension and propensity to leave a position were highly correlated for school psychologists (N=171) high in need for clarity. Discussed correlations between other variables. (Author/RC)

It is argued that both traditional school psychologists and university-affiliated psychologists are restricted from influencing change processes in schools. An alternative approach to psychoeducational change is developed whose fundamental feature involves the engagement of internally responsible socioeducational specialists by schools. (Author)

Draws on the experience of an innovative school mental health project, emphasizing early detection and prevention of school adjustment problems, to describe emergent, needed roles for school psychologists. (Author)

School consultation and its purposes are defined, the expansion of the school psychologist's traditional diagnostic role is explored; and some guidelines from research and theory which will assist the school psychologist to maximize the effect of consultative efforts are presented. (Author)

Discusses the increasing tendency of legal rules to shape school psychologist's conduct. The article suggests that "the legalization of the school psychologist's world" may afford an opportunity to reshape, in more "nonformal" and collegial ways, relationships with other school professions, students, and parents. (Author)

School-based and other mental health consultants are confronted with consultees who must adjust to the process of consultation by learning the parameters of the interaction. Consultees must learn how to act in this unique setting, and how to use the consultant and the process for their own ends. (Author)