This project involved a school psychologist's efforts to train teachers about chronic illnesses. A two-session training presentation was offered and supplemented by materials in written form and a specially designed Web site with links to additional resources. The training was offered to 91 educators in Georgia, United States. Training focused on…

Reports the results of two studies comparing school professionals' attributions of blame to a child victim, a father/perpetrator, and a nonparticipating mother in hypothetical vignettes of father-daughter incest. Results indicate that all professional groups assigned some degree of blame to the child victim and nonparticipating mother and very…

Discusses some guidelines for effective persuasion derived from the research literature. Illustrates these guidelines' application to problems of consultation and focuses on three broad tasks that a persuader faces: identifying the potential bases of resistance, constructing effective messages aimed at such bases, and following up after the…

Reviews the results of 29 studies on the effectiveness of school consultation published between 1972 and 1977. Of the studies reviewed, 76 percent reported at least one or more positive effects resulting from consultation interventions. Despite the problems entailed in measuring consultation outcomes, the practice does appear to be effective.…

A survey was sent to doctoral school psychologists to determine their research productivity and topical interests. Approximately two thirds of 147 respondents indicated doing some research during 1974-75. Studies dealing with topics of assessment and program evaluation were most prevalent. (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)

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)

School psychologists and elementary school teachers were shown videotapes of a psychologist consulting with a teacher, with the psychologist using either behavioral or mental health consultation techniques. In general, teachers preferred behavioral consultation, while psychologists rated the mental health consultation as more effective. (Author)