Some guidelines for school consultants

Research output: Contribution to journalArticle

Abstract

School consultation and its purposes are defined, the expansion of the school psychologist's traditional diagnostic role is explored; and some guidelines from research and theory which will assist the school psychologist to maximize the effect of consultative efforts are presented.

Original languageEnglish (US)
Pages (from-to)308-319
Number of pages12
JournalJournal of School Psychology
Volume15
Issue number4
DOIs
StatePublished - 1977

Fingerprint

school psychologist
Consultants
Guidelines
school
Psychology
diagnostic
Referral and Consultation
Research

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Some guidelines for school consultants. / Alpert, Judith.

In: Journal of School Psychology, Vol. 15, No. 4, 1977, p. 308-319.

Research output: Contribution to journalArticle

@article{a591a43b120949bb9ed45588a197086c,
title = "Some guidelines for school consultants",
abstract = "School consultation and its purposes are defined, the expansion of the school psychologist's traditional diagnostic role is explored; and some guidelines from research and theory which will assist the school psychologist to maximize the effect of consultative efforts are presented.",
author = "Judith Alpert",
year = "1977",
doi = "10.1016/0022-4405(77)90038-3",
language = "English (US)",
volume = "15",
pages = "308--319",
journal = "Journal of School Psychology",
issn = "0022-4405",
publisher = "Elsevier BV",
number = "4",

}

TY - JOUR

T1 - Some guidelines for school consultants

AU - Alpert, Judith

PY - 1977

Y1 - 1977

N2 - School consultation and its purposes are defined, the expansion of the school psychologist's traditional diagnostic role is explored; and some guidelines from research and theory which will assist the school psychologist to maximize the effect of consultative efforts are presented.

AB - School consultation and its purposes are defined, the expansion of the school psychologist's traditional diagnostic role is explored; and some guidelines from research and theory which will assist the school psychologist to maximize the effect of consultative efforts are presented.

UR - http://www.scopus.com/inward/record.url?scp=49349129442&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=49349129442&partnerID=8YFLogxK

U2 - 10.1016/0022-4405(77)90038-3

DO - 10.1016/0022-4405(77)90038-3

M3 - Article

VL - 15

SP - 308

EP - 319

JO - Journal of School Psychology

JF - Journal of School Psychology

SN - 0022-4405

IS - 4

ER -