The ® rst stage of a long-term, cyclic evaluation of one secondary school's introduction of a cognitive skills development programme into its mainstream curriculum is described. A traditional research design is rejected in favour of a more open-ended, semi-structured framework for evaluation within which aspects of the setting, the plans, the action and initial results are scrutinized. Important issues are raised about what might be considered positive outcomes of cognitive interventions and how these can be achieved. The broader and more long-term aspects of evaluation are also emphasized.

This paper describes a consultancy service to whole-school systems that is offered by a small team of educational psychologists employed by a Local Education Authority in the south-west of England. Starting from an approach to service delivery that is essentially systems-orientated, the South Devon Psychological Service team has developed a working model for helping secondary schools to combat disruptive behaviour by students and develop their own effective and caring discipline policies. In developing this essentially preventative model, the team has incorporated its own outside consultant from the local university. The main focus of the paper is on the process involved in moving from clientcentred to systems consultancy work, particularly within the context of the English educational system where educational psychologists rarely work with ratios of less than 1:5000 and where it is expected that they will cover an age range of 0-19.

Global warming is a rising problem caused by humans. As we release greenhouse gases into the atmosphere, we are rapidly heating our planet. Thankfully, there are solutions, such as reforesting, using clouds to protect the Earth from the sun’s rays, and switching from fossil fuels to renewable energy sources that don’t release greenhouse gases. Working together, we can limit the effects of global warming.