Schools are being asked to support the physical, cognitive, and emotional development in students, particularly those identified with chronic physical and mental health challenges. Dissatisfaction with minimal screenings, the growing awareness of the neurology of learning disorders, and the passage of the Individuals With Disabilities Education Improvement Act of 2004 obliges all school-based mental health providers to consider how to fully integrate the tools of clinical neuropsychology into school-based psychological services.

This study investigated the efficacy of covert other modeling, covert self-modeling, and written material on the acquisition of a counseling strategy that involved developing goals. Thirty-six student counselors were assigned randomly to the following four treatment conditions: covert other model, covert self-model, written material, and delayed-treatment control. Written pretest, posttest, retention test measures, and role-play pre-and posttest measures were obtained. A repeated measures ANOVA revealed that performance on the written measures for the three treatment groups increased significantly from pre-to posttesting and from pre-to retention testing. On the role-play measure, the performance of the three treatment groups also increased significantly from pre-to posttesting. The performance of the control group on pre-and posttesting for the written and role-play measures did not increase significantly.During the past several years, covert modeling has become a popular therapeutic procedure. The covert modeling procedure is derived from overt modeling principles in which a live or symbolic model demonstrates the desired behavior for the client (Bandura, 1969). Instead of overt demonstration however, in covert modeling clients are instructed to imagine a model engaging in behaviors they wish to develop, increase, or decrease (Cautela, 1976;Cormier & Cormier, 1979). In the covert modeling procedure, clients are asked to imagine another person or themselves performing the target behavior(s) via live or tape-recorded instructions. Covert modeling is based on imagery and on behavior modification principles. It has been effective in reducing fear (Cautela, Flannery,

This article describes a case study in which a 7-year-old first grade boy (Phil) underwent neuropsychological assessment to determine the possible existence of attention deficit hyperactivity disorder. Subsequent performances on tests of attention and executive functioning were quite variable. Specifically, there were indicators of inattention, erratic response style, and executive dysfunction evidenced by a large number of commission errors. In addition, there were difficulties maintaining attentional focus in the presence of distracters, weaknesses in working memory, information processing speed, and difficulties with planning and inhibition. Treatment implications are subsequently described, particularly the growing use of computer-assisted cognitive training to address working memory and executive functioning. Finally, the article concludes with a discussion about how to employ neuropsychological results in an effort to meaningfully engage the family of an attention deficit hyperactivity disorder child in long-term therapy.

This article describes a case study in which neuropsychological assessment was carried out on a 30-year-old, previously diagnosed, bipolar female to determine existence of specific deficits in cognitive function. The patient, whose mood cycles were 12 hours to 24 hours, was subsequently evaluated 8 hours per day for 5 consecutive days (a complete work week of neuropsychological assessment). Neuropsychological results showed motor slowing, right hemispheric dysfunctioning, and memory problems during depressive periods and attentional and executive problems during hypomanic and manic periods. The most normal performance was found during euthymic periods. In addition, left and right hemi visual neglect, aphasia, and sensorimotor problems were present across all mood states. Treatment implications are subsequently described.

This study examined the relationship between the assertiveness, conformity, and drug use of sixteen (n = 16) university students. Subjects were exposed to a series of ten conformity tasks based on Asch's classic paradigm. The College Self-Expression Scale and the Tentative Drug Use Scale were administered. Assertiveness and conformity scores were blocked on alcohol-marijuana and “hard” drug-use. One-way analyses of variance revealed that alcohol-marijuana users were less assertive and more compliant than “hard” drug users.