Books in school psychology: The first forty years.

Reviews books about school psychology published from 1930 to 1970 and describes trends in emphases over that time period. Common themes include the importance of assessment, the role of consultation, individual study of Ss, and the need for expanding the role of the school psychologist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Baccalaureates in psychology: 1969 and 1970.

Results of questionnaires administered to psychology BA-degree recipients (N = 4,320) in 1969 and 1970 showed 29% planning to enroll in a graduate department of psychology, 24% planning post-BA education in some other field, and 47% with no immediate educational plans. 27% of the employed Ss stated that their work was directly related to their training in psychology. Data are also presented on employment setting and salaries, financial support for graduate school, and fields of study other than psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An introduction to ten years of psychology in Canada: 1970 to 1980.

The notion of a 1970s Decade Review of Psychology in Canada was first discussed in April of 1979. The main goal was to have as thorough a coverage as possible of Canadian-based research. This article introduces the nine papers which will appear in the Canadian Psychology/Psychologie Canadienne Decade Review. The first six articles will appear in this issue of the Journal; the last three will be published in the next issue. It seems apparent that Canada has provided a fertile atmosphere for scientific progress of which all who live here may be proud. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A neuropsychological approach to school psychology.

Reviews advances in clinical neuropsychology and how they can be integrated into school psychology training and practice. Neuropsychological techniques, such as perinatal assessment, neuropsychological symptomatology, and the mental status examination, are evaluated in light of the school psychologist's role and function. Training models in neuropsychology are reviewed, with emphasis on school psychology training programs that offer specialization in neuropsychology. Future directions in pediatric/school neuropsychology are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptual foundations for school psychology: Perspectives from the development of the school psychology program at Berkeley.

Describes the Berkeley School Psychology Program, instituted in 1965 to prepare doctoral level school psychologists in the cognitive, social, and behavioral sciences and to be skilled in applying this knowledge to educational programs for children and youths. Grounded in a scientific basis for practice and trained in developing applications of this knowledge base to direct and indirect services for children and youths, the school psychologist promotes individual effectiveness and prevents educational failure. The medium through which the school psychologist's knowledge is translated into action by the educators who are responsible for educational programs is school-based consultation. An overview of the history of the program from its inception to the present is provided, and challenges for program and professional development for the remainder of the century are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research in self-management: Applications in school psychology.

One of the most important psychological developments over the past 25 years has been the design of interventions that are, to one degree or another, self-administered. Much of the self-management research has focused on children and school-related problems, making this approach toward assessment and intervention of particular interest and relevance to school psychologists. The three articles in this miniseries reflect new developments in self-management research and practice. Collectively, these articles provide direction for future self-management research as well as break new ground with populations that have received little attention in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics training in school psychology.

Outlines topics and methods in ethical issues that can be integrated into ethics training in professional school psychology programs. These topics include professional ethical codes and regulatory schema, basic philosophical foundations of ethical principles, and models of ethical decision making. Teaching methods and processes are discussed, including teaching and modeling, practicum-based processes, and seminars in ethics. Suggestions for future training in ethics include evaluation of models of instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mainstreaming psychology of women with school psychology.

With the resurgence of the women's movement in the late 1960s, a new scholarly field, the psychology of women, developed within psychology. Scholarship on women continues today both as a separate area of investigation and study and as an area integrated into mainstream American psychology. Although this effort has been ongoing within psychology, school psychology has focused relatively little on women's issues and on issues of sex and gender. This is surprising given the many women in the field of school psychology and in the schools. Thus, the purpose of this special issue is to begin a process of enrichment, much as other psychology fields have already been enriched, by mainstreaming the psychology of women with school psychology. Three articles and a discussion are presented in the miniseries. Each of the authors explores a different topic relevant to women and school psychology and includes a literature review as well as discussion of the salience of the literature to professional school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching psychology to grade school children: The Mini-University program.

The Mini-University program, which introduces Canadian school children (aged 10–16 yrs) to academic and sports/recreational activities during the summer session, is discussed in terms of its value. Specifically, the program is viewed as an opportunity for fostering an understanding of the discipline of psychology. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trends in the selection of psychology department heads: 1946-1970.

Discusses the characteristics of department chairmen and postwar conflicts between experimental, clinical, and emerging applied psychologists. Data obtained from the American Psychologist and the American Psychological Association (APA) indicate that experimentalists have retained their power in the academic setting, while clinicians, the most numerous group, are underrepresented. Present trends include the selection of younger chairmen and less holders of APA Fellow status. A distribution of the APA division affiliations of new chairmen and the universities where they were trained are presented. It is concluded that the selection of a moderate in psychological politics would help alleviate the fragmentation between research and applied psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professionalism within school psychology.

Seven attributes of professionalism are examined in light of school psychology: a profession's activities, self-regulation, professional preparation programs, socialization, status, rewards and recognition, and professional practice within organizations. More programs may be needed at the doctoral level. National organizations should become more involved at the state and regional levels. Professional status and identity are affected by esoteric knowledge, difficulty in obtaining an education, the centrality of school psychology within education and psychology, client qualities, and low salaries. Psychological services should be institutionalized in schools. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychoanalysis and school psychology.

Explores the history of the interface between psychoanalysis and education. What started out as a cordial relationship early in the history of psychoanalysis turned sour as each field became more entrenched in its own function. Whereas school psychologists interpreted children's difficulties from a cognitive point of view, psychoanalysts interpreted from an affective point of view. By the late 1980s some change began to occur. School psychologists have begun to broaden their strictly cognitive point of view, and psychoanalysts have turned their attention to education. The author elaborates on this rapprochement. The case of a 36-yr-old woman for whom schooling issues had been important conflicts in her life is presented as an example of how the understanding of educational processes can enrich the psychoanalyst's understanding. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Toward a focus on positive psychology in school psychology.

Introduces this special issue of School Psychology Quarterly and summarizes the articles contained in this issue. The major purposes of this special issue are twofold. One purpose is to illustrate that some of the various threads of positive psychology research related to children and youth, particularly focusing on the area of positive subjective experience (or subjective well-being: SWB). The second purpose is to underscore the importance of understanding the interrelationships of SWB of children and youth, and their various environmental contexts. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Applied behavior analysis and school psychology: An introduction to the mini-series.

Provides an overview of a mini-series on behavior analysis which stemmed from the authors' view that applied behavior analysis and school psychology are complimentary and that each area can make contributions to the other. It is suggested that there are 4 features of behavior analysis that make it particularly well-suited for assessment and intervention in the schools: the emphasis on analysis, the emphasis on repeated measures of individual behavior, the emphasis on observable behavioral and environmental events, and the reliance on proven principles of behavior to account for behavioral persistence and behavioral change. Behavior analysis is equally concerned with questions about why behavior is occurring and knowing why interventions are (or are not) effective. Behavior analysis also emphasizes repeated measurements of individual behavior, which is advantageous because the trends and patterns of behavior can be evaluated while those trends and changes are in progress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate study in psychology, 1970–1979.

Used 4 editions of Graduate Study in Psychology published in the 1970's to determine changes in graduate psychology departments and students. General department characteristics indicate that number of departments increased 52% (mostly in master's programs). Application and acceptance data are presented, as are the characteristics of 1st-yr students. There has been a decline in mean number of applications to programs. The effect of American Psychological Association accreditation was assessed by comparing accredited and nonaccredited doctoral programs. Results show that accredited programs received more applications than nonaccredited ones. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practicing school psychology: A turn-of-the-century perspective.

Contemporary school psychology is more than an extrapolation of its early circumstances. However, several aspects remain intact despite changes in child classification, technology and instrumentation, regulation, and professionalization of the field. A snapshot is presented of school psychology practice during its origin period at the turn of the 20th century. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Darwin and developmental psychology: Past and present.

Addresses the historical question of what influence Darwin has had on the emergence of developmental psychology as a scientific discipline. Suggestions for possible synergistic connections between modern evolutionary theory and developmental psychology are offered. Darwin's distinctive contributions to evolutionary theory appear to have had less influence on developmental psychology than traditionally believed. Possible reasons for this include developmentalists' commitment to meliorism, conceptual issues characterizing differences between ontogenetic and phylogenetic change, and methodological differences in studying proximate and ultimate factors. It is suggested that developmentalists use evolutionary theory as a heuristic for structuring new research into human development. In return, evolutionary biologists can have hypotheses concerning the impact of phylogeny on human ontogeny tested by those best qualified to test them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

High school psychology courses in Florida.

States that enrollment in high school psychology courses in Florida has increased each year since 1965. Compared with 2 other "New Social Studies" courses, sociology and political science, psychology courses have proven to be much more popular and pervasive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating evidence-based interventions in school psychology.

Argues that the tactics adopted by the Task Force on Evidence-Based Interventions in School Psychology have advantages in terms of literature coverage and providing data on multiple dimensions that school researchers and practitioners should find useful. Two suggestions to improve Task Force efforts are offered in terms of the specification of key outcomes and the use of effect sizes to gauge the impact and value of interventions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Introduction to community psychology in Canada: Past, present, and future.

The introduction to the special section on community psychology in Canada provides background information about the field in Canada and provides summaries of the four articles and the commentary that comprise the issue. The articles address (a) theory, research, and practice in community psychology; (b) training in community psychology; (c) community psychology practice; and (d) a vision for the future of community psychology in Canada. These articles highlight the many contributions of Canadian community psychologists to a field that is growing throughout the world to address pressing social problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)