Suggests that an organizational perspective on the school psychologist's role can provide a basis for integrating disparate activities, reduce ambiguity produced by lack of role consensus, and facilitate more effective role behavior. Implications for practice, training, and research in school psychology are discussed. (JAC)

This article addresses the rate at which pediatric-related articles were published among school psychology journals from 1981 to 2001. The overall number of such articles increased from 11 during the 1981-1983 interval to more than twice as many during every subsequent 3-year interval. The available literature seems to support school…

Stressful events in professional lives of 535 school psychologists were identified and rated. Factor analysis performed on events yielded nine factors. Analyses of variance pairing demographic variables with factor scores yielded statistically significant factors for gender, age, type of community, number of districts, number of years, and salary.…

Suggests ways school psychologists may transform their historically defined roles through education training, assessment practices, and advocacy. Discusses the role school psychologists must play in working cooperatively and proactively with students and teachers in the everyday activities that constitute school life. (JDM)

Describes the contribution of school psychology to the educational enterprise by analyzing activities as school psychologists and program trainers. Highlights sources of stress and strain in the field and recommends mechanisms for handling such issues. (KS)

Examined how staff in an elementary school district perceived their school psychologists and how these perceptions differed across components of service and staff groups. Findings reflect differences in perceptions of time allocation, domains for involvement, helpfulness, and services. Comparisons between master's level and doctoral level school…

Surveyed superintendents (N=16) and school psychologists (N=18) to explore the impact of perceived environmental demands on the roles and job satisfaction of the school psychologist in rural school systems. Results indicated that those who performed boundary-spanning functions are more satisfied with their jobs and more influential in determining…

Presents a detailed description of the school psychological services in Israel. An explanation of the educational system and its characteristics is provided. The school psychologist's activities, areas of emphasis, and field work are reviewed, important issues are described, and future challenges and objectives are discussed. (BH)

The appropriate domain" is a function of the competencies and interests of the psychologist, the characteristics of the situation in which he works, and the effects of the interaction between the two. (Author/CJ)

Discusses the rationale behind a view of parents as primary clients, offers supportive evidence for the parent as client orientation, and suggests how school psychology will have to be reshaped. Replies by Hyman and Kicklighter are included. (Author/HLM)

Reported responses (N=77) to a questionnaire designed to collect information about perceptions of the role of school psychologists. Results indicated that overall respondents had a fairly accurate sense of what a school psychologist does, although they overestimated the importance of psychotherapy as one of the school psychologist's functions.…

Explores major problems involved in the ethical and adequate use of behavior modification procedures in social settings, i.e., selection of the target child, data collection and record keeping, implementation of a behavior change program, and personnel qualifications. Suggested guidelines for addressing the problems are provided. (Author)

Presents an account of the author's early vocational experiences which contributed to a career in school psychology. Provides a practitioner's view of activities and responsibilities and their implications for training and the future. (Author/JAC)

This paper documents the type of functions performed by interns and the relative quantity of time devoted to each function. It also evaluates the program from the point of view of the teaching staff of the school and assesses the effects of the program on the teachers' conceptions of the optimal functions of mental health professionals. (Author)

Teachers were surveyed concerning the importance of 12 potential roles for school psychologists. Results showed that direct and remedial services which did not require the school psychologist to intrude on the teacher's prerogatives were considered to be most important. (Author)