Children with significant behavior problems are at risk for poor school adaptation and a host of deleterious school outcomes. Given the time children spend in school, there is a need to better understand the normative contexts and processes within schools that may enhance the positive adaptation of children with significant behavior problems. This study evaluated one such context, the teacher-student relationship, specifically, the degree of closeness and conflict in the relationship, between urban, American elementary schoolchildren with significant externalizing or internalizing behavior problems and their teachers. The results suggest that the qualities of the teacher-student relationship predict children's successful school adjustment. Having a relationship with a teacher characterized by warmth, trust, and low degrees of conflict was associated with positive school outcomes. Some moderation effects were noted, including differential effects for warmth on the reading achievement of children with externalizing distress, and conflict on the school adaptation of children with internalizing problems. Results are discussed in light of theory and school-based intervention and prevention efforts.

Professional organizations and federal legislation stipulate that assessments of all students must be fair and unbiased. Although these entities provide guidance, there continues to be a gap between guidelines and practice. This article examines the nature of culturally competent practice with Ebonics-speaking youth. Many school psychologists face challenges such as large caseloads, lack of knowledge about Ebonics, and limited access to culturally appropriate assessment materials. The present article fills this gap by providing practitioners with information on the history of Ebonics, implications for the students they assess, and practical ways to address these issues with limited resources.School psychologists are held to a certain standard of practice. They are charged with the responsibility of serving as an advocate for and promoting the welfare of their clients, typically children. In accepting this responsibility when entering the field, they are prepared with ethical principles and legal guidelines that are designed to help guide decision making. Upon entering practice, however, school psychologists frequently encounter situations that are not directly addressed by existing guidelines. They inevitably discover that the profession's legal and ethical standards do not always fit neatly into the schools in which they must operate.

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