Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. C 2011 Wiley Periodicals, Inc.

The single-subject reversal design graph is a critical element to basic research and applied behavior analysis. This technical tutorial gives thorough instructions for creating a reversal graph with most recent versions of Microsoft Word including Word for Windows 2003 and for Mac 2004. Directions for use with prior versions of this program are included. Following these stepby-step instructions will yield graphs that conform to the Manuscript Preparation Checklist in the Journal of Applied Behavior Analysis (2000).

Psychotherapy with adolescents with emotional and behavioral disorders is complicated by the physical, cognitive, emotional, and social changes occurring during this period. Developmental shifts, including those in identity, autonomy, intimacy, and sexuality, frame adolescents' needs and motivations. The authors propose that Assimilative Psychodynamic Psychotherapy (APP; Stricker & Gold, 1996), being a flexible multitiered approach, is well suited to adolescent psychotherapy. The authors examine the application of APP to adolescents with an increased emphasis on systems variables given their greater dependence on the world around them and the importance of "goodness of fit" with the environment. The authors review the application of APP to the needs of adolescents with particular attention to systems variables and developmental issues. In addition, the authors include case examples to illustrate how APP can be integrated into individual therapy with adolescents.

The practice of supervision is crucial to the development of novice and future school psychologists. Given the changes in contemporary practice, it is valuable to determine the supports and continuing education opportunities that could benefit supervisors. One hundred forty-two school psychology supervisors completed a 34-item questionnaire that surveyed the following: (a) their practice as school psychologists, (b) their use of contemporary practices, (c) their training in supervision, (d) their knowledge of supervision, (e) their role as supervisor, (f) their ongoing education as supervisors, and (g) their beliefs about the needs of supervisors. Respondents practice in a variety of states, with a concentration from the northeast. Data indicate that supervisors receive little training for the role and use varied strategies to remain current and address training gaps. Findings and their implications for training programs are discussed. KEYWORDS supervisors, needs assessment, school psychology, questionnaire, training program needsThe past decade has seen dramatic changes to the knowledge and skills expected of school psychologists. Essential to meeting that challenge is effective clinical supervision for school psychologists by school psychologists.

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