This book emphasizes the importance of research to the school psychologist. Written in a conversational style, it looks at research as a tool for problem solving and a basis for action rather than as an academic exercise. Research is described as an interaction, a point of contact to get things moving, a different way of seeing a problem. The usual parts of a research article--literature review, methodology, results and conclusions--are reviewed and some of their shortcomings are discussed. Guidelines are presented for psychologists who want to initiate the research role. Research is defined and the qualifications of the researcher are discussed. Examples of research as a problem solving intervention are discussed in three sections: program evaluation studies, N=1 projects, and descriptive and predictive projects. Each is illustrated by case examples. Although psychology is an applied profession, the place of research in school psychology is described as a way of informing and directing practice. The importance of sharing information with the public is addressed. Research as it appears in school psychology journals is reviewed, and the problem of why research is not carried out more frequently by school-based psychologists is discussed. The use of computers by school psychologists is noted briefly. (JAC)