Reviews the status of school psychology in Australia. Information is presented on the education system, the role of the school psychologist, historical development, special problems, contributions, and future trends in Australian school psychology. (Author)

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)

Describes the emerging area of Organizational School Psychology (OSP) and the kinds of activities engaged in by practitioners. Factors relating to organizational readiness of schools for OSP are discussed. Practice of school psychology at the organizational level has potential to complement individual and group approaches. (JAC)

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)

Study sought to identify critical cross-cultural competencies for school psychologists. To identify the competencies, an extensive literature search about cross-cultural school psychology competencies was conducted, as well as a questionnaire to ask expert panelists. The 102 competencies identified cover 14 major domains of professional activities…

Presents an account of the development of school psychology from 1952 to the present, as viewed through the author's personal experiences. Includes graduate school's influence, counselor training, and beyond the university. Notes implications for the future, and offers a conception of what school psychology is, or should be. (Author/JAC)

Questions concerning school psychology services for children of diverse ethnic groups have related to problem identification, acceptability of interventions, the efficacy of special programs and interventions and the preparation of professionals to deal with multicultural and cross-cultural practice. Reviews models of ethnic validity and examines…

Results of a survey of directors of school psychology programs support the notion that training in neuropsychological screening and assessment techniques is appropriate in the preparation of specialists in the area of school psychology. (Author)

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…

Despite an attractive set of premises, the article "Where Will...?" (this issue) fails to identify the reasons for school psychology's frustrations with role and function. Many wonderful ideas and blueprints have appeared in previous literature with little accompanying revolution in practice. The reasons for these failures are outlined. (Author)

Examines current educational reforms and their influences against a backdrop of historical change in education. Suggests future directions of school psychology and proposes a renewed emphasis on science. Assessment is reexamined with a focus on empirically based intervention and a systematic evaluation of outcomes. Discusses the implications and…

Considers the need for a theoretical and practical model for family-oriented school psychology. Discusses family systems theory and recommends ecological developmental theory as a more comprehensive alternative. Uses the ecological framework to describe family orientation with respect to the school psychologist's roles. (JAC)

Argues that, although conceptualizing school psychology as primarily an indirect service specialty has advanced our thinking about effective service delivery, conceptualizing school psychological services from a public health perspective will provide an even broader framework that can increase both the efficacy and efficiency of school…

Rapid growth in the psychological professional has brought an attempt to make the doctoral degree the minimal credential for entry to independent practice. Examination of the characteristics of doctoral and nondoctoral training programs in school psychology suggests that each type of program has points in its favor. (Author)

In consonance with previous articles advocating change in school psychology role/function change efforts, this article places the burden for change on individual practitioners. Offers preliminary suggestions for how to bring about change through strategies at multiple levels--college/university, professional organization, school…