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School consultation
Reviews
iUItS O l a c o n i e r e n c e
m an oojg.gtlve
y a set of papers without topical grouping. relationship between entries adds to the amo~ resentation without distortion, it makes selec ded entries are of the brief report or summa] ers would require further communication wit~ s no doubt a logistical necessity, some of thos ~eless. And finally, there is no index inclu~ d. This organizational fact could prove problq rested in examining specific areas rather th~ is organized does somewhat preclude that tyl~ useful, informative one. The information inc ~)1 psychology in terms of topic, scope, and a d and perhaps unavoidable in any attempt to manner. manner. Rosemar Universit)
eyers, J., Martin, R., & Hyman, I. School consultation. Springfield, I1.: Charles 1977. Pp. xvi & 348. describi School Consultation has two goals: to organize in one volume articles artic tues school psychologists use to bring about change and to develop a framework i wit] dizes these techniques under the rubric of consultation. The volume succeeds s] al but misses the latter. Rather than begin on the downbeat, this revi :view will dis~ :ht with School Consultation before dwelling on what is wrong. ists have kno~ School Consultation underscores what practicing school psychoiogis ae--that they have as many roles as there are problems in educational educationa3 settings. R tether these problems deal with children's learning, adjustment to school, teacher mental alth, or organizational functioning, school psychologists routinely b(ecome involved in their solution. lution. No one can read this volume and leave with the notion that ther there is such a thing as "the role" te" of a school psychologist. Rather, roles are determined by the particular needs of the educational ucational settin settings in which school psychologists find themselves. This volume groups the various roles of school psychologists under four headings: ps)ychoeducational diagnosis, behavior modification, mental health consultation, con and organizational real development consultation. Each section presents articles that have hay appeared over the last decade cade in journals dealing in matters related to school and community ps~sychology. Some articles offer fer id ideas that are timely; other articles are dated. A theme woven through the first group of articles is the problem of translating the results of ps)ychoeducational assessment into classroom activities that help the nreferred child. For those frusl for bringing about classnstrated with the apparent uselessness of psychological assessment fd ~ns are presented that can make the diagnostic role more satisroom change, practical suggestions fying for all. Two articles stand out in this section: Forness' "Educational prescriptions for the cright's "Two decision models: Identification and diagnostic school psychologist" and Cartwt5 teaching of handicapped childreni in the regular classroom." The section on "Behavior Modification xlification" tion" describes techniques used by school psychologists to change children's behavior andI the difficulty in gaining acceptance of these methods. Most of the articles, as well as the commq~nts of the editors, paint a picture of behavior modification that was accurate for the 1960s but out, t of touch with both methodological and theoretical advances in the 1970s. However, the articles discussing the difficulties involved in implementing behavior management programs in schools are relevant for current practice. The strength of this volume lies ies in the last two sections, which describe what mental health and organizational development consultants do. The editors, in their introduction to these sections, face the fact that both these e roles suffer from poor descriptions of procedures and lack of empirical data validating their assum sumptions. However, anyone who spends the time reading the case studies and theoretical discussions assions will leave with a clear grasp of some of the goals and procedures of these two forms off psychological service. Mann's article dealing with factors actors related rela to consultant effectiveness is required reading for
iUItS O l a c o n i e r e n c e
m an oojg.gtlve
y a set of papers without topical grouping. relationship between entries adds to the amo~ resentation without distortion, it makes selec ded entries are of the brief report or summa] ers would require further communication wit~ s no doubt a logistical necessity, some of thos ~eless. And finally, there is no index inclu~ d. This organizational fact could prove problq rested in examining specific areas rather th~ is organized does somewhat preclude that tyl~ useful, informative one. The information inc ~)1 psychology in terms of topic, scope, and a d and perhaps unavoidable in any attempt to manner. manner. Rosemar Universit)
eyers, J., Martin, R., & Hyman, I. School consultation. Springfield, I1.: Charles 1977. Pp. xvi & 348. describi School Consultation has two goals: to organize in one volume articles artic tues school psychologists use to bring about change and to develop a framework i wit] dizes these techniques under the rubric of consultation. The volume succeeds s] al but misses the latter. Rather than begin on the downbeat, this revi :view will dis~ :ht with School Consultation before dwelling on what is wrong. ists have kno~ School Consultation underscores what practicing school psychoiogis ae--that they have as many roles as there are problems in educational educationa3 settings. R tether these problems deal with children's learning, adjustment to school, teacher mental alth, or organizational functioning, school psychologists routinely b(ecome involved in their solution. lution. No one can read this volume and leave with the notion that ther there is such a thing as "the role" te" of a school psychologist. Rather, roles are determined by the particular needs of the educational ucational settin settings in which school psychologists find themselves. This volume groups the various roles of school psychologists under four headings: ps)ychoeducational diagnosis, behavior modification, mental health consultation, con and organizational real development consultation. Each section presents articles that have hay appeared over the last decade cade in journals dealing in matters related to school and community ps~sychology. Some articles offer fer id ideas that are timely; other articles are dated. A theme woven through the first group of articles is the problem of translating the results of ps)ychoeducational assessment into classroom activities that help the nreferred child. For those frusl for bringing about classnstrated with the apparent uselessness of psychological assessment fd ~ns are presented that can make the diagnostic role more satisroom change, practical suggestions fying for all. Two articles stand out in this section: Forness' "Educational prescriptions for the cright's "Two decision models: Identification and diagnostic school psychologist" and Cartwt5 teaching of handicapped childreni in the regular classroom." The section on "Behavior Modification xlification" tion" describes techniques used by school psychologists to change children's behavior andI the difficulty in gaining acceptance of these methods. Most of the articles, as well as the commq~nts of the editors, paint a picture of behavior modification that was accurate for the 1960s but out, t of touch with both methodological and theoretical advances in the 1970s. However, the articles discussing the difficulties involved in implementing behavior management programs in schools are relevant for current practice. The strength of this volume lies ies in the last two sections, which describe what mental health and organizational development consultants do. The editors, in their introduction to these sections, face the fact that both these e roles suffer from poor descriptions of procedures and lack of empirical data validating their assum sumptions. However, anyone who spends the time reading the case studies and theoretical discussions assions will leave with a clear grasp of some of the goals and procedures of these two forms off psychological service. Mann's article dealing with factors actors related rela to consultant effectiveness is required reading for