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This study examined (a) the roles of perceived and personal stigma on attitudes toward professional psychological help seeking and (b) the effects of these constructs across gender in South Asians. Personal stigma and being male was negatively associated with attitudes toward professional psychological help seeking; no difference in the association between personal and perceived stigma and attitudes across genders was found. These findings have implications for the engagement of South Asians in mental health services in the United States.

Examines the relationship between psychopharmocological-related experiences and attitudes toward expanding roles for school psychologists. Profiles the results of a 1993 national survey of school psychologists who are members of the American Psychological Association regarding the appropriateness of expanding the school psychologists' role to drug prescription. (JPS)

Assessed the significance of distinctive versus shared family realities. Data indicated a divergence of adolescents' and parents' perception of the family in domains that concerned adolescents' emerging intellectual and emotional autonomy. Parents' and adolescents' perceptions converged in regard to domains that threatened family cohesion. (BC)

Background and rationale for a comprehensive model of training for psychologists to provide services to children and adolescents are outlined. Eleven integrated aspects of training are described with respect to training topics, justification for the training, and ways to implement the training. The model described addresses the need for guidance in training specialists in psychologically based mental health services for children, adolescents, and their families. Practitioners can use this model to assess their own backgrounds, knowledge, and skills in working with these populations.

National policy calls for the placement of comprehensive, customer-oriented, and accessible health and social services programs for America's children and youth. Schools have been targeted as the ideal location for such services. Numerous models of school-based and school-linked programs have been initiated. The role of psychology in these emerging models and programs is highly variable; however, it is an essential service that increasingly is being recognized as necessary in order for schools to address complex and diverse student and staff health needs. In this article, models for the delivery of school health services are profiled. Implications for practitioners who currently work in schools and for psychologists who are not currently working in schools but who are interested in maximizing psychology's contribution to school health services are offered.

Literature reports of individual and group child-focused interventions designed to help students cope effectively with divorce-related transitions and to reduce potential maladjustment are described. Indirect interventions with parents, teachers, and the school organization are also discussed, and a comprehensive model of divorce-related school services is recommended. (Author/JDD)

This article clarifies basic assumptions, concepts, and practices associated with the structural family therapy approach. The applicability of this approach to school psychology practice is demonstrated through two case studies of families with differing family structures: an intact family and a single-parent family. (Author/LMO)

This article describes a national survey of members of the National Association of School Psychologists (N=115) which was conducted to assess the current family assessment and intervention practices of school psychology practitioners. Results indicated that perceived competence and level of family training are increasing among school psychologists. (Author/LMO)

When second- through fifth-grade learning disabled (N=24) and nonhandicapped (N=24) boys were shown four hypothetical social situations and then interviewed about social interaction goals and strategies, the learning-disabled students were found to perform with less social competence and at lower developmental levels than nonhandicapped peers in conflict situations. (Author/CB)

The theoretical perspective and naturalistic methods of ecological psychology developed by Roger Barker are described. Ecological assessment implies examining (1) naturally occurring behavior; (2) environment immediately surrounding behavior; and (3) the individual-environment link. The specimen record, chronolog, and behavior-setting survey are appropriate evaluation methods. (Author/CP)

The Education and Training Guidelines: A Taxonomy for Education and Training in Professional Psychology Health Service Specialties was endorsed as a policy of the American Psychological Association in 2012. These Guidelines have the potential for broad impact on the field by providing both a structure and recommendations for the consistent usage o f language— definitions and terminology—to reduce current descriptive inconsistencies across education and training programs in professional psychology. The Guidelines are not designed to define specifics of the training or practice of individual psychologists; they are to be used only to describe programmatic structure in a consistent manner. This article details the developmental history o f these Guidelines and highlights the strong alliance between the leaders of the various recognized specialties in professional psychology and the education and training community in health service psychology. The content, application, future dissemination and impact o f the Guidelines are presented. [ABSTRACT FROM AUTHOR]

Family disruption is related to academic and behavior problems in school. This article describes individual and group child-focused interventions, as well as indirect interventions with parents, teachers and the school organization, designed to help students cope effectively with divorce-related school services is expected to most effectively address the scope and complexity of children's response. [ABSTRACT FROM PUBLISHER]

Examines social interaction goals and strategies of children with learning disabilities (LD). Analysis of performance of LD children in relation to social competence and developmental levels as compared with nonhandicapped peers; Variability of LD children's social competence across international contexts; Importance of LD children's social goals and social skills.