Beeman N. Phillips

Experiences of School Psychology Interns in Psychology Internship Centers.

Abstract In the development of psychology internship centers, we must not overlook what is happening to interns from different specialty backgrounds. This article describes centers that accept school psychology students, and examines the nature of the experiences that such students receive as interns. The author suggests implications for school psychology and the broader development of the internship in professional psychology.

Law-Related Training in School Psychology: A National Survey of Doctoral Programs.

Abstract This article deals with the nature of law-related training in doctoral programs in school psychology. The characteristics of such training efforts are described, and implications for future training activities are discussed.

The relation between psychometric measures of anxiety and masculinity-femininity

Abstract Prior developmental studies led to the expectation that inappropriate sex typing would be associated with higher anxiety for boys but not for girls. The relation of anxiety to masculinity-femininity (M-F) was studied in preadolescents from five ethnically diverse schools. Differential predictions were made for boys and girls. Psychometric procedures were used to obtain scores on both major variables. The Pupil Perceptions Test (PPT) was developed to measure sex-typed role perceptions of elementary school age children. M-F scores from the PPT were shown to be independent of general intelligence. Anxiety was significantly related to M-F for boys but not for girls. The hypothesized relations were supported.

Trainers of school psychologists and council of directors of school psychology programs: A new chapter in the history of school psychology

Abstract Paralleling and supporting the development of school psychology has been the establishment of professional structures that provide the resources, training, means of communication, encouragement, and direction necessary to the maturation of the field. In the area of education and training, these functions have been provided by the Trainers of School Psychologists and the Council of Directors of School Psychology Programs. In this article, the history of these organizations is reviewed, and a critical assessment of their impact on the field is presented. It is concluded that, as the diversity and specialization within school psychology continues to increase, these organizations may be even more important, as the main vantage point from which to maintain a sense of coherence in the education and training enterprise.

Personality traits associated with altruistic behavior of children

Abstract In the psychological literature, adaptive and non-neurotic traits, and maladaptive and neurotic traits are viewed as correlates of altruism. In a study of school-age children, results for boys only showed that “negative” types of traits occured with low and high levels of altruism, and that “positive” types of traits occurred with in-between levels of altruism. Described at a conceptual level, it seems that both rational-altruistic and conscientious-altruistic types of behavior were represented in the data obtained. Boys were significantly more altruistic on the behavioral measure, although girls were seen as most altruistic in teacher ratings. The lack of personality correlates of altruistic behavior among girls was related to other sex differences in the study, and certain methodological problems were discussed in relation to the findings reported.

An Attempt at Implementing the Diagnosis Intervention Class Model.

Abstract The Diagnosis-Intervention Class Model, its implications for “disadvantaged” school populations, and the results of implementing a variation of this model in an elementary school setting are presented and discussed.

Analysis of Errors Made in Scoring Standardized Tests

FROM the beginning of the testing movement there has been great concern over the validity and reliability of tests, and tremendous efforts have been made to develop tests which are as valid and as reliable as possible. However, such efforts are largely negated if tests are not accurately scored, for it is a truism that a test can be no better than the person who scores it. A test may be constructed and standardized to have high validity and reliability, as indicated in the manual; but if it is

Reminiscences of Things Past.

Abstract A personalistic and selective view of the history of school psychology is offered. A brief biographical sketch, and some of the early personal encounters and major professional preoccupations of the author, are presented first. This is followed by an exposition centered on the development of school psychology as a specialty. Two historical streams of intellectual thought, intervention methods, and professional affiliation, along with their consequences for school psychology, are then described. Finally, some observations on the future of school psychology are made.

New Directions in Aptitude-Treatment Interaction Research

This chapter contains two messages. One message is methodological and conceptual. Aptitude-treatment interaction (ATI) research strategies must be powerful enough to forge generalizations about instruction. In the future, more treatments should involve learning through instruction rather than learning through practice, be longer in duration, and be more realistic, educationally. The other message is substantive. Aptitude-treatment interactions exist and can be practically important. In addition to being directly useful in instruction, ATI effects can suggest mechanisms in learning from instruction that can be the basis of a framework for learning-from-instruction theory.