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This study examined how high school students cope with stress as a function of their attachment style. Data were gathered from 75 adolescent-parent pairs in Texas and included measures of attachment, coping style, life stress, and whom the respondent would turn to in times of stress. Adolescents' attachment security was positively related to family communication and negatively related to negative avoidance behaviors such as drinking or using drugs. Attachment insecurity was positively related to negative avoidance. Parent and child attachment ratings were related for secure and preoccupied but not fearful or dismissing styles. Research limitations and implications for school psychologists are discussed.

The results of 54 controlled studies of psychological consultation using mental health, behavioral, and organization development models were synthesized using meta-analysis. The results supported the continued use of consultation as an effective practice in modifying consultee and, to a lesser extent, client behavior and attitudes. On the average, consultees showed improvements greater than 71% and clients showed improvements greater than 66% of untreated comparable groups. No differences were found in terms of effectiveness among the three models.

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Two studies were conducted examining classroom teachers' attributions for severe school problems. In both studies, teachers who had referred a student for psychological services were asked to assign causality for the referral problem. Additionally, in the second study, teacher praise and criticism of referred students were examined as functions of causal attributions. Both studies revealed that teachers held student factors more responsible for classroom problems than teacher factors, and that teachers' attributions varied somewhat for learning versus behavior problems. The second study indicated that problem students perceived as lacking motivation were criticized more often by their teachers. Relationship of the results to attribution theory and teacher attribution research is discussed, and further research conducted in naturalistic settings is recommended.