The ethical dilemmas presented to the practicing school psychologist by the plethora of laws that dictate procedures, policies, and instrumentation are discussed. Coordination of efforts among various groups and development of political expertise is urged as a way to approach issues of concern to both psychologists and their clients. (Author)

Based on consideration of the environmental role in determining behavior, an approach to direct intervention with a pupil in a classroom is described. Assumptions underlying the intervention approach, examples of the method, and cautions in its use are presented. (Author)

This compilation of graduate programs in school psychology from 180 institutions in U.S. and Canada includes: (1) names and address of institution; (2) responsible administrative unit; (3) degree(s) conferred; (4) type and quantity of financial assistance; and (5) program emphasis. (HMV)

Reports the results of a survey sent to graduates from 1953-1970 to determine their background, professional development and interests, and their concerns about training. Concludes that separate doctoral programs appear to be an efficacious way to ensure orientation, commitment, and training for the application of psychology to school problems.…

Examined the mentoring experiences of master and doctoral level school psychologists (N=607) as a basis for further exploration of its process and its improvement. Questionnaire responses identified characteristics of mentors, the proteges, and their relationships. Findings suggest implications for the field. (Author/ABL)

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)

Presents a model for upgrading school psychology practice in a state by raising the level of entry for school psychology certification. Discusses the plan to permit those who do not meet the revised standards to participate in a field-based program. Presents the development, implementation, and evaluation of the program. (Author)

The author summarizes and reacts to articles in an issue of the Journal of School Psychology'' devoted to describing exemplary work relating school psychology to special education during a period of transition. (BY)