Professionals with expertise in school psychology, particularly with regard to the preparation of school psychologists, responded to a questionnaire examining the status of school psychology in fifty-four developed and developing countries. Substantive findings are discussed relating to six issues: functions of school psychologists, their characteristics, their preparation, regulation of services, importance of research and predicted future trends. School psychology is a growing profession. Similar conceptions of the roles and functions of school psychologists are held throughout the world. School psychology is regulated by four sectors: universities and federal agencies together with professional associations of psychology and education. Discrepancies exist in the perceived need for research and the roles accorded to research participation among school psychologists. Expectations for more professionalism within school psychology are higher in the more developed countries. Substantial differences often exist between high- and low-GNP countries. Recommendations for the future development of the field are offered.

Guidelines for the preparation of school psychologists are described. The guidelines have been approved by the International School Psychology Association. The guidelines emphasize six goals commonly found in the preparation of school psychologists internationally: acquisition of core psychological knowledge, development of professional decision-making abilities, acquisition of research and statistical skills, enhancement of interpersonal skills, knowledge of ethics and establishment of professional values. The basis for these goals is described. An example of a professional preparation program based on these goals is provided.

The pioneer work of Alfred Binet (1857–1911) on eyewitness testimony (1900) often is cited today in support for a traditional view of the extreme suggestibility of children. Binet, on the other hand, interpreted his findings as showing that suggestibility is not a static trait among children but rather is a function of cognitive and social factors associated with attempts to influence during interrogation. Ironically, those conclusions made nearly 90 years ago are mirrored in modern conceptualizations of the nature of children's suggestibility. In light of renewed interest in historical work on this topic, this paper provides general information about Binet's La suggestibilité (1900) and of some reactions surrounding its publication.

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Resistiveness to care (RTC) by persons with dementia significantly adds to subjective and objective burden for caregivers and may be triggered by environmental factors, including communication. This case study evaluated behavioral responses of a nursing home resident with dementia to nursing staff use of elderspeak communication (infantilizing speech). Four videotaped staff-resident interactions that were previously recorded were coded for staff elderspeak communication and resident RTC. Total elderspeak scores (M = 29.5, SD = 25.74) and RTC scores (M= 8.75, SD = 13.79) were correlated r= 0.93, p = .03. This preliminary single-subject observational study suggests a relationship between staff elderspeak communication and RTC in a nursing home resident with dementia that warrants further investigation. Limitations include the use of a convenient case study sample with inability to control time of day, medications, different care activities, staff characteristics, and other factors. Knowledge about communication in dementia care may inform nursing care practices to overcome behavioral symptoms such as RTC and improve quality of life for individuals with dementia and working conditions for nursing staff.