The present investigation analyzed the content of all school psychology research published between 1975 and 1990 in terms of racial/ethnic minority topics. All articles from the three major school psychology journals, Journal of School Psychology, Psychology in the Schools, and School Psychology Review, were reviewed to see whether they contained minority issues information. The qualifying articles were systematically analyzed with regard to specific minority group studied, geographic area and population sampled, subject area addressed, and total number of articles published. Two hundred twenty‐five studies were included in the analysis. An examination of the data suggests that (a) African American children and youth were sampled most frequently (64%), followed by Mexican‐American youngsters (20%); (b) the majority of samples were drawn from southwestern populations; (c) most empirical studies (77%) dealt with psychoeducational assessment issues. Implications for training and practice in school psychology are discussed.

This project was designed to review and evaluate parent training research conducted between 1975 and 1990 and, based on the results, suggest some directions for future research. One hundred forty‐eight published studies were analyzed regarding the effectiveness of parent training as an intervention. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were represented in the review. The reviewed studies were classified as group or case studies and were categorized in terms of theoretical orientation adopted and methodology employed. Case studies exhibited several methodological shortcomings, including limited social validation and treatment integrity data and an over‐reliance on single, rather than multiple, outcome measures. Group studies also did not routinely collect treatment integrity information, and 50% of group parent training research did not employ control groups. Recommendations for future directions in parent training research are provided.

This project was designed to provide a retrospective analysis of the parent training literature during the last decade. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were selected for review. Data related to the number of articles published in each journal, year of article publication, referral problem, and contributing institution were collected. Results indicate that behavioral journals published the most empirically based parent training articles (66%), followed by clinical/counseling psychology (26%'0), special education (6%), and school psychology (3%) journals. Parents with noncompliant, handicapped, or abusedheglected children comprised the majority (58%) of research participants. Suggestions for involving school psychologists in parent training research and broadening the focus of parent training to include preventive, as well as remedial, efforts are presented.

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