Evaluated behavioral self-management interventions with elementary school students. Studies were selected from PSYCHINFO and ERIC databases if they investigated the use of school-based, behavioral, self-management interventions with children of normal intellectual functioning. The review presents an analysis of this technology including treatment effect size, generalization, social validity, and cost-effectiveness data. Results indicate that observation, evaluation, and selection and administration of reinforcers were the intervention components most frequently student-managed. Additionally, results showed a positive relationship between the degree of student management and treatment effect size. Based on review findings, recommendations are made for future research.Developing effective school-based prevention technology and maximizing the utilization and acceptability of this technology are critical mandates facing school psychologists today. Recently, Strein (1987) presented data from a nationwide survey identifying prevention as the number one research priority for school psychologists. He asked school psychology practitioners and recent authors from major school psychology journals to rate the importance of the types of needed research in school psychology. "Prevention of school-related problems and improvement in the functioning of nonreferred populations" (p. 3) received the highest ratings.As practitioners are quick to point out, effective intervention technology is necessary but not sufficient for utilization. Utilization of school-based in-For reprint requests, contact

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The review contains a comprehensive evaluation of studies that have directly compared school-based, teacher-vs. student-management interventions. A search of the PSYCHINFO and ERIC databases produced 26 comparison studies out of a pool of 961 references. The review was limited to studies with nonretarded students in elementary school settings. This review assessed the number of self-management components in each self-management intervention, evaluated the relative effectiveness and generalization of these procedures, and assessed the relationship between the degree of self-management and the resulting treatment and generalization effects. It was found that student-management interventions resulted in greater treatment effect sizes than those of the teacher-management interventions. There also appeared to be a significant positive relationship between the number of intervention components that were student-managed and the treatment effect size.Recent legislation mandating more individualized educational planning (e.g . , PublicLaw 94-142) has significantly increased the costs of educational and psychological services. This added financial burden has placed a greater emphasis on effective and economical behavioral interventions. In recent years, self-management training based on a model of behavioral self-control developed by Kanfer (1977) has been introduced as a promising behavioral strategy to treat a range of behavior problems of students in elementary school settings (Gross & Drabman, 1982)

Relationship is the capacity to develop and maintain a constructive working alliance with clients" (McHolland, chap. 21, p. 162). The relationship competency is the foundation and the prerequisite for all the other competencies in professional psychology. In this context, the relationship competency includes psychological knowledge relevant to relationships, the necessary skills, and relational attitudes appropriate to the professional psychologist. Assessment, intervention, research and evaluation, consultation and education, management and supervision, and other functions of the professional psychologist rely on the basic ability to establish, understand, and maintain an authentic and appropriate relationship.The paramount importance of relationship cuts across both theoretical orientations and professional specializations. Although psychodynamic and client-centered orientations perhaps have been more explicit about the central role of the relationship competency (Messer, 1988; Pinsof, 1988; Rogers, 1965), cognitive and behavioral interventions also are reliant on the relationship context in which services are offered (Arkowitz & Hannah, 1989). In addition, systemic theories focus primary attention on the patterns of relationships, although the nature of the therapist's role varies. From all major perspectives then, the quality of the relationship between the psychologist and the individual, family, or group with whom he or she is working remains central.Similarly, although the clinical and counseling specialities in psychology traditionally have stressed the importance of interpersonal skills, the relationship competency is equally critical in other traditional (e.g., school and organizational psychology) and emerging (e.g., forensic, health, andgeriatric psychology) specialities. As a case in point, in a recent consultation on the development of an organizational psychology program, a distinguished psychologist, formerly on the faculty of a school of management, ad-83

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