The findings of earlier studies are reviewed and results of analyses of recent data are reported in presenting an overview of the current and possible future status of school psychology in the United States. Recognizing that legislation could have major, but as yet unclear, implications for the field, projections suggest that school psychology is likely to face a severe personnel shortage over the next 10 years. Projections also indicate that serious, although less severe, shortages are likely to continue through at least 2020. Shortages are predicted to vary markedly by geographical region of the country and type of school setting. Potential implications of the shortage are examined for the public schools.

Eds.), Effective consultation in school psychology (2nd ed.). Cambridge, MA: Hogrefe & Huber. 507 pp. $49.95.Despite advances in the practice of school psychology and the desire of school psychologists to spend their time providing intervention services, assessment activities continue to occupy the majority of school psychologists' time (Fagan & Wise, 2000). Impediments to changes in professional role and function are numerous, and include such factors as preconceptions on the part of school administrators and other personnel as well as legal mandates for special education evaluations. Effective Consultation in School Psychology was written to provide school psychologists with ideas for expanding their role beyond assessment via model explanation and descriptions of innovative programs and case illustrations.The book is divided into three parts. Part 1, " Perspectives on Consultation and Training," provides an overview of consultation services that sets the stage for programs described later in the book. This section contains chapters outlining Cole and Siegel's model for consultation, research on roles and functions of multidisciplinary school teams, a review of literature related to consultation as practiced internationally, an overview of problem-solving consultation and important areas of inquiry related thereto, and a qualitative investigation of practitioners' views of what consultation means and how it is used in schools. The chapters in this section provide a useful, though not particularly unique, discussion of the state of consultation. A notable exception is the focus on the development of consultation as an international service-delivery model. Also useful is Cole and Siegel's grid for describing services as primary, secondary, or tertiary prevention wherein recipients may either be organizations, school staff, or students and parents (directly or indirectly).Part 2, "The Psychologist as a Change Agent," consists of nine chapters that describe schoolbased programs and illustrate their use via case examples. The related chapters have very different foci, including interventions for specific difficulties, models of service delivery, and issues related to multicultural practice. Interventions for specific problems include discussions of a parentteacher-mediated intervention for depression, a cognitive-behavioral approach for assisting underachieving adolescents, and a holistic intervention for students with attention deficit / hyperactivity disorder. These chapters address a specific approach or model that is applied to particular concerns. Several other chapters in Part 2 describe models of practice that could be used in a variety of circumstances (i.e., an ecosystemic developmental perspective on consultation with young children, use of narratives as a tool for assessing difficulties and problem-solving interventions, and peer supervision for training preservice professionals in consultation.Other chapters in this section address service-delivery approaches with diverse populations. As is evident, the ...

No abstract

Eds.), Effective consultation in school psychology (2nd ed.). Cambridge, MA: Hogrefe & Huber. 507 pp. $49.95.Despite advances in the practice of school psychology and the desire of school psychologists to spend their time providing intervention services, assessment activities continue to occupy the majority of school psychologists' time (Fagan & Wise, 2000). Impediments to changes in professional role and function are numerous, and include such factors as preconceptions on the part of school administrators and other personnel as well as legal mandates for special education evaluations. Effective Consultation in School Psychology was written to provide school psychologists with ideas for expanding their role beyond assessment via model explanation and descriptions of innovative programs and case illustrations.The book is divided into three parts. Part 1, " Perspectives on Consultation and Training," provides an overview of consultation services that sets the stage for programs described later in the book. This section contains chapters outlining Cole and Siegel's model for consultation, research on roles and functions of multidisciplinary school teams, a review of literature related to consultation as practiced internationally, an overview of problem-solving consultation and important areas of inquiry related thereto, and a qualitative investigation of practitioners' views of what consultation means and how it is used in schools. The chapters in this section provide a useful, though not particularly unique, discussion of the state of consultation. A notable exception is the focus on the development of consultation as an international service-delivery model. Also useful is Cole and Siegel's grid for describing services as primary, secondary, or tertiary prevention wherein recipients may either be organizations, school staff, or students and parents (directly or indirectly).Part 2, "The Psychologist as a Change Agent," consists of nine chapters that describe schoolbased programs and illustrate their use via case examples. The related chapters have very different foci, including interventions for specific difficulties, models of service delivery, and issues related to multicultural practice. Interventions for specific problems include discussions of a parentteacher-mediated intervention for depression, a cognitive-behavioral approach for assisting underachieving adolescents, and a holistic intervention for students with attention deficit / hyperactivity disorder. These chapters address a specific approach or model that is applied to particular concerns. Several other chapters in Part 2 describe models of practice that could be used in a variety of circumstances (i.e., an ecosystemic developmental perspective on consultation with young children, use of narratives as a tool for assessing difficulties and problem-solving interventions, and peer supervision for training preservice professionals in consultation.Other chapters in this section address service-delivery approaches with diverse populations. As is evident, the ...

No abstract