School nurses are indispensable for students' educational success. They are often the only healthcare professional a child will see who can care for immediate health needs, coordinate care for students' chronic health conditions, and promote healthy behaviors. This qualitative study is the first to investigate the experiences that influence the…

As the second leading cause of death for adolescents, suicide is a major concern for school personnel. School psychologists' training in mental health makes them well-positioned to lead in suicide prevention efforts; however, studies have shown a lack of preparedness in crisis intervention and, more specifically, suicide risk assessment. This…

Many college students display academic and social-emotional needs that are not being addressed by extant university supports. School psychologists who work in postsecondary settings and have expertise in providing psychoeducational services may be uniquely positioned to help many of these students. However, few school psychologists currently work…

The purpose of the current study was to examine therapists' perceptions about literacy in early intervention services. Little effort has been devoted to the incorporation of literacy into therapy services for very young children with special needs. In an attempt to understand how therapy providers view the role of literacy in their services, 168…

Examined roles and functions of 52 school psychologists from Iowa and Tennessee. Examined time spent on prereferral, assessment, intervention, consultation, and curriculum-based assessment. Found significant differences for time spent in all areas. Findings suggest that Tennessee psychologists spend majority of time on assessment and Iowa…

Surveyed 80 special education directors regarding functions of school psychologists. Results revealed that there was no single activity accounting for majority of school psychologist's time. Psychologists were rated as more effective in assessment, consulting, and crisis intervention. Activities rated as needing more involvement were counseling…

Even though the role of the school psychologist has become more diversified in recent years, many public school systems remain unaware of the range of potential competencies available. Suggestions are made pertaining to practitioner-initiated activities that can serve to facilitate implementation of the desired role. (Author)

A survey of practicing school psychologists in Nebraska was conducted to gather facts and opinions. Results indicate consultation was considered the most important function in both the hypothetical ideal situation and on the job, though a significantly greater amount of time was reported spent in assessment. (Author)

Provides a justification for identifying alternative work settings for school psychologists and describes one school psychologist's experience practicing in a business/industrial setting. The relationship between the services provided in this setting and the services traditionally provided by school psychologists in schools is described.…

Results of this study demonstrated that boys identify strongly with masculine role models both in primary relationships and in those in which they are not acquainted directly with the role model; girls tend to identify with both male and female role models more than boys. (Author)

Used Minnesota Satisfaction Questionnaire and demographic data form to investigate relationship between job satisfaction and actual/desired role functioning and perceived control over role functioning among school psychologists. Results indicated that school psychologists spent more time in assessment activities than they desired and less time in…

This survey and comparison study of school psychologists suggest that the areas most important in their jobs are the functions that revolve around the individual child. Data supports the notion that the school psychologist is heavily involved with individual assessment and remediation. (Author/PC)

This study suggests that teachers and mental hygienists continue to hold differing attitudes toward student behaviors and their effects on mental health. It is likely that differential training and role expectations of these two groups have contributed to the stability of their different attitudes toward behavior and mental health. (Author/PC)

School psychology certification implies limited opportunities in so far as it provides for a narrow age range and functioning within a public school setting. Child psychology as a professional model should encompass school psychology training, but broaden its scope to include children of all ages from infancy to adolescence. (Author)