The high incidence of head trauma and other causes of brain damage during political torture challenges psychologists and other health professionals to consider the need for thorough neurological and neuropsychological evaluations of the survivors they may treat. In this article, the authors argue for contributions to the assessment, documentation, and rehabilitation of the consequences of torture from the perspective of clinical neuropsychology on the basis of ethical, humanitarian, and epidemiological considerations. Traumatic brain injury and posttraumatic stress disorder are among the most common sequelae of torture. Neuropsychologists are uniquely qualified to make significant contributions in this area. Indications and limitations of the utility of neuropsychological assessment in the documentation of torture are discussed, and a brief clinical case study is provided. Case IllustrationA.B. was a man in his fifties who came to a treatment center for torture survivors in the context of his application for political 458 This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

Many of the nation's homeless people suffer from unrecognized mental illnesses and do not have access to the kind of disability benefits they would be entitled to when properly assessed. The current system of disability evaluations for Social Security income claims is frequently inadequate and leaves these individuals without any source of income, health insurance, and mental health treatment. This article introduces a model of providing psychological assessments for homeless, mentally ill individuals by supervised student examiners, a model that could be replicated by other psychologists and training institutions. The authors argue that that there may be a large number of homeless adults who suffer from disabling mental conditions but who are not properly diagnosed and, therefore, do not qualify for benefits. The authors propose that the model presented can help to fill a gap in services and may serve as a model of socially relevant clinical training.

Schulseelsorge ist ein kirchliches Handlungsfeld an der Schule. Personell ist es an die Religionslehrkräfte gekoppelt, die sich als Schulseelsorgerinnen und Schulseelsorger haben qualifizieren lassen und von den Kirchen zur Schulseelsorge beauftragt wurden. Dieses Kombinationsmodell lässt Rechtsfragen aufkommen, um deren Beantwortung es dem Verfasser geht: Wie ist die Schulleitung einzubinden? Findet die Schweigepflicht im "System Schule" Grenzen? Wem gilt die Seelsorge? Besteht die Gefahr des Rollenkonflikts?

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