A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement.

No abstract

No abstract

No abstract

A national survey of practicing school counselors was conducted to obtain information regarding (a) their accountability practices, (b) barriers to the collection of accountability data, (c) the relationship between involvement in accountability efforts and demographic variables, and (d) strategies for increasing activity in the area of accountability. Results indicated that 55% of the 239 respondents were collecting accountability data, often for the purpose of enhancing their professional growth and development. The 108 school counselors not involved in the collection of such data identified lack of familiarity with procedures and time constraints as major barriers. Respondents indicated a need for additional preservice and in-service training, as well as for dissemination of exemplary procedures. Thomas N. Fairchild is chairperson, Counseling and Human Services Department, University of Idaho, Moscow. Joseph E. Zins is an associate professor, Department of School Psychology and Counseling, University of Cincinnati, Cincinnati, Ohio. The questionnaire and tabular data may be obtained from

No abstract

No abstract

Faculty who educate and train psychology students in consulting from clinical, counseling, school, and industrial/organizational graduate programs were identified via mail from department chairs and program directors. Of 197 faculty members identified, 89 (46.9% response rate) completed a detailed survey questionnaire about demographics and professional consulting activities, including teaching practices in consulting in their graduate program. Results were somewhat encouraging within industrial/organizational and school psychology programs and least positive in counseling/clinical programs, especially clinical programs. Detailed results are presented along with some implications for future graduate training in consulting psychology. A call is made for convening a national conference on educational standards in consulting psychology. Historically, consultants have had a specialty in clinical, counseling, industrial/organizational (I/O), or school psychology but have received little preparation in the actual process of consultation. Recently, however, formal training in consultation has received increased attention in the literature as this method of service delivery becomes a more important aspect of the role of many psychologists (Zins, Kratochwill, & Elliott, 1993). It has become clear that proficiency in consultation requires not only specialty knowledge and skills but also competency in the consultation process, a skill that frequently transcends all specialty areas in psychology. In other words, specialty area skills and expertise alone do not necessarily im-ply proficiency as a consultant (Robinson Kurpius, Fuqua, Gibson, Kurpius, & DavidT. Hellkamp is a clinical/consulting psychologist and professor of psychology at Xavier University, Cincinnati, Ohio. He is a fellow of Division 13, a former president of the Division of Consulting Psychology, and a former president of the Ohio Psychological Association. He served on the American Psychological Association Council of Representatives from 1989 to 1992. His areas of specialization in consulting are forensic psychology, sports psychology, and community psychology. He serves as an associate editor of Consulting Psychology Journal: Practice and Research. Joseph E. Zins is a professor in the College of Education at the University of Cincinnati and a consulting psychologist with the Beechwood Independent Schools. He is editor of the Journal of Educational and Psychological Consultation and has published more than 115 articles, chapters, and books. He is a fellow of Divisions 13, 16,27, and 37 of the American Psychological Association. Kathleen Ferguson and Michelle Hodge both received their MA degrees in psychology from Xavier University, Kathleen Ferguson is completing her PhD in psychology at the University of Kansas.