B O O K R E V I E W S

Gilbert R. GredlerUniversity of South Carolina

Book Review Editor

Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden, MA: Black-well Publishing, 140 pp., $25.00.

Bullying as a school problem has now come center stage in the educational world. Too-longignored recent events in American schools have turned educators to the importance of understand-ing bullying problems and the need to plan suitable intervention programs.

Olweus’book of only 140 pages is a superb “read.” That educators and psychologists have foundit valuable can be seen from its publishing history. Appearing first in 1993, the book was reprintedin 1994, twice in 1995, again in 1996, and twice in 1999. In 2000, it was reprinted three times, twicein 2001, and so far in 2002, three times. Obviously, many individuals have found it to be of value.Olweus is a professor of psychology at the University of Bergen, Norway, and has been involved inthe “bullying/victim” problem since the early 1970s.

The book is divided into four sections. In Part I, the author discusses what we know aboutbullying. The recent studies on the problem, the frequency of bullying, gender differences, andcharacteristics of the typical bully and victim are all considered. Olweus ends with a helpful ninepages that provide a guide for the identification of possible bullies and victims.

In Part II, the author discusses what can be done to stop bullying. Measures to be takeninclude organizing a school conference day for teachers, providing better supervision of student’soutdoor activities, establishing teacher groups to develop the “social milieu” of the school, andorganizing study groups at the PTA. Detailed attention is given over to the importance of classmeetings and counseling sessions with individual bullies.

Part III reviews the major findings of the intervention program inaugurated by the author.Part IV provides more practical advice that is needed to successfully implement an interventionprogram in schools, and restates some of the important principles discussed in previous sections ofthe book.

This reviewer is in agreement with the statement appearing on the back of the book cover.This is “the definitive book on bully/victim problems in school, and on effective ways of coun-teracting and preventing such problems.” The intervention program reduced bully/victim prob-lems by 50% or more, reduced antisocial behavior such as vandalism and truancy, and providedimprovement in the “social climate” of the classroom.

The implications of the book’s message to school personnel are many, and include the following:

1. School psychologists interested in implementing a program for reducing the incidence ofbullying in the schools will need to read Olweus’ book first. He provides an in-depthdiscussion of the necessary components of an intervention program. These componentsinclude providing a teacher booklet on bullying, a parent information folder, a videotapeon bullying, and a bully/victim questionnaire. This material could probably be obtainedfrom the author; elaborate assessment measures would not be needed.

2. Reading of this book will provide school psychologists with a thorough understanding ofthe bully/victim problem.

Psychology in the Schools, Vol. 40(6), 2003 © 2003 Wiley Periodicals, Inc.Published online in Wiley InterScience (www.interscience.wiley.com).

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3. Although at first the reader may think they are now able to plan and implement anintervention program, a week’s workshop with an experienced leader utilizing the plansoutlined in the book would probably be necessary.

The most important adult participants in Olweus’ program are the classroom teachers. Healso emphasizes the importance of the school psychologist in providing support to the teacher andhelping out with individual counseling cases.

It is obvious that no intervention program on bullying will be successful unless the principalis a full and willing participant.

Practicing school psychologists have busy schedules and generally little time to read themany articles in the area of school psychology. However, they should welcome this book becauseit is short, well written, and provides the reader with important research data and practical adviceabout a major problem existing in schools today.

Gilbert R. GredlerUniversity of South Carolina

DOI: 10.1002/pits.10114

Merrell, K.W. (2001). Helping students overcome depression and anxiety: A practical guide.New York: The Guilford Press, 231, pp., $29.00.

This book is the first to appear in the newly launched Guilford Practical Intervention in theSchools Series, edited by Ken Merrell. In a brief introduction to this series, Merrell discussesexpanding concerns of educational support service professionals to meet the growing need forinterventions that are both evidence-based and easy to use. This series was proposed in responseto that need. All books in the series are intended for educational support service professionalsworking with at-risk students in school settings. In particular, the author suggests that this bookmay be beneficial to school psychologists, school counselors, school social workers, special edu-cation consultants, and mental health specialists.

As the title of this first book indicates, it is intended to be a practical guide to dealing withstudent depression and anxiety. The author has indeed achieved the goal of practicality, as evi-denced through his use of uncomplicated language, and inclusion of handy reference tables andreproducible worksheets. Of particular interest for organizational purposes is an index of thevarious programs that includes the purposes and appropriate developmental level, and a list oftechniques grouped by program component (e.g., evaluating automatic thoughts and beliefs, relax-ation training). Practitioners will find this book to be a manageable read, yet also packed withvaluable information, convenient suggestions, and interventions that are easy to adapt and imple-ment in their particular settings.

The two introductory chapters (“Understanding Depression and Anxiety in Children andAdolescents,” “How Depression and Anxiety Develop and Are Maintained”) provide the readerwith a knowledge base regarding types of internalizing disorders as well as the developmentalcourse and maintaining factors of depression and anxiety. Throughout these chapters, essentialinformation is offered, and the reader’s understanding of the text is aided through supplementationof illustrative case studies and quick-reference tables.

In Chapter 3, Merrell offers guidelines for assessment and intervention planning. Recom-mended assessment methods, including behavior rating scales, self-report instruments, and inter-views, are discussed. Here, a listing of several specific instruments designed to measure internalizing

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symptoms and problems are included. For each instrument, the purpose, structure, norm sample,and necessary contact information are presented. Taking the view of assessment as a problem-solving process, Merrell discusses how to link assessment and intervention through the use offunctional assessment techniques. Practitioners should find this chapter greatly beneficial in plan-ning an assessment of internalizing disorders.

The majority of the remaining text is devoted to discussion of various treatments for depres-sion and anxiety. Chapter 4 deals exclusively with comprehensive intervention programs for depres-sion. In this section, Merrell presents a thorough discussion of four such programs (i.e., TheAdolescent Coping with Depression Course; The Taking ACTION program; IFT: A Comprehen-sive, Family-Centered Intervention; Interpersonal Psychotherapy for Adolescents with Depres-sion). Although this chapter does not offer all of the tools needed to implement any one of theseprograms, the section concludes with appropriate contact information for obtaining the necessarymaterials. Practitioners may find this chapter particularly beneficial, as they may compare andcontrast the packages before deciding which, if any, to purchase. In addition, this chapter alsotakes the reader through the steps of designing an original comprehensive treatment program.

In Chapters 5 through 7, specific interventions for depression are discussed, while Chapters 8and 9 deal with interventions for anxiety. The interventions contained in these chapters varywidely in theoretical approach, but are mainly derived from cognitive-behavioral and psychoedu-cational perspectives. Most importantly, as stated in the preface to the book, “all of the interven-tion techniques that are included have at least a moderate amount of empirical support behindthem, and several of these techniques have a great deal of empirical support for their efficacy”(p. xvii). Throughout these chapters, numerous reproducible worksheets that are designed to assistin the implementation of the interventions are presented along with specific descriptions of theinterventions. Purchasing this book grants the individual the right to photocopy the worksheets foreducational and clinical purposes.

In the concluding chapter of the text, Merrell takes the reader through a decision-makingprocess regarding seeking additional resources, such as making outside referrals for mental healthcounseling, psychiatric medications, and alternative treatments. Of particular interest is a sectionoutlining popular medications used to treat internalizing disorders, as well as discussion regardingthe pros and cons of medication. This chapter will help readers understand other possible optionsfor students, including when and how to take advantage of those options.

In summary, Merrell’s text is well written, extremely user-friendly, and is an ideal resourcefor the busy practitioner aiming to help students suffering from depression and anxiety. The bookis marketed as a practical guide, and it delivers just that—condensing relevant information oninternalizing disorders in children and adolescents into a comprehensive yet easy to referenceformat.

Mahri J. Elinoff and Sandra M. ChafouleusUniversity of ConnecticutDOI: 10.1002/pits.10113

Wampold, B.E. (2001). The great psychotherapy debate: Models, methods and findings. Mahwah,NJ: Lawrence Erlbaum, Publishers, 263 pp., $49.95; $29.95 (paper).

The Great Psychotherapy Debate, simply stated, should be required reading for those involved inthe delivery of mental health services. Gene Glass states in the foreword that Wampold presents

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perhaps the most articulate and arguably the best defense of the “common factors” explanation forthe effectiveness of psychotherapy. A result of reading Wampold is that one clearly is convinced ofthe need to focus research on how “professional” attention to the client, regardless of the under-lying theory or model, affects positive client change. Again, to reference Glass, it is not thatimportant to study how the therapist “cures,” but how the client “heals.” The medical model is notappropriate in the study or practice of psychotherapy; rather, the focus should be on how clientseffect change in themselves as a result of some yet unknown set of common processes that arefundamental to all therapies. Perhaps the reason the client heals is, to a degree, related to theclient’s belief in the treatment.

Wampold embraces a Wilsonian “consilience,” in that he has reduced the gross lack of orga-nization and the complexities of the countless variations of theories and interventions to the con-text of the therapist–client relationship. Further, a therapist could be defined as anyone trying tohelp, not necessarily someone who supposedly was professionally trained to help. It is not thetherapist’s competent allegiance to a particular theory, or the fidelity of that theory’s treatmentdelivery, that is significant; it is the extent that the person attempting to help can get the client tobelieve that he or she is, in fact, being helped. It appears, in these reviewers’ opinion, that theimportant curative element in the contextual model is the formation of a friendship between theone who assumes the role of therapist and the recipient of that friendship or therapy. The formationof this “professional friendship” may, in fact, underline the holistic common factors approach tounderstanding the effects of psychotherapy.

Wampold has presented a rationale for the usefulness of meta-analysis to examine the effi-cacy of different psychotherapies. He refers to Rosenweig’s (1936) conclusion, that all types oftherapy when capably implemented are uniformly effective, and can be considered as the harbin-ger of future research findings. However, the absence of differential treatment effects, or the lackof evidence for specificity, suggests that it is not the underlying theory or the competency of thedelivery of a particular theory’s components, but some elements common to all treatments, such asthe previously mentioned friendship. As a matter of fact, Wampold has reduced the commonelements to a “working alliance” or, as we have interpreted it, friendship, as the only majorpredictor of treatment effects. The particular psychotherapy, delivered expertly or incompetently,does not matter. As Wampold so elegantly points out, it is the person who is delivering the therapythat matters.

The revelation is that professional preparation in the delivery of various psychotherapies isirrelevant. Wampold’s citation of Klein (1996) was justified in stating that if the Food and DrugAdministration was responsible for approving psychotherapies, then no current psychotherapywould be approvable. All psychotherapy, or as we wish to call it, “professional friendship forma-tion,” works, and this therapist–client relationship needs to be fully investigated, and above all, asWampold concludes, free from the suffocating effects of the medical model.

Thomas J. Kehle and Melissa A. BrayUniversity of ConnecticutDOI: 10.1002/pits.10115

References

Klein, D.F. (1996). Preventing hung juries about therapy studies. Journal of Consulting and Clinical Psychology, 64,81–87.

Rosenzweig, S. (1936). Some implicit common factors in diverse methods of psychotherapy: “At last,” the dodo said,“Everybody has one and all must have prizes.” American Journal of Orthopsychiatry, 6, 412– 415.

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Levine, M. (2002). A mind at a time. New York: Simon & Schuster, 352 pp., $26.00. Alsoavailable in audio cassette for $26.00. Running time: About 5 hours.

A large number of books on learning problems of children are published each year. Levine’s bookis different in that he presents a wide ranging discussion of how children learn. Levine states he ison a mission: “I’m obsessed with helping children find success (in learning)” (p. 14).

Levine discusses the many different facets that are involved in learning: the attention controlsystems, memory and language, and the spatial and sequential ordering systems. He also includesa chapter on higher thinking and social thinking. The last few chapters discuss problems thatdevelop when the child falls behind, and the steps needed to be taken by the school and home toimprove children’s learning.

This reviewer found Levine’s description of children’s thoughts and feelings about theirlearning problems to be outstanding. Although Levine’s classification system for learning prob-lems is somewhat different from what is generally taught in school psychology classes, readerswill find it of interest. The author also discusses a number of ways parents can help with theirchildren’s learning problems.

In summary, school psychologists will find Levine’s sensitive descriptions of how childrenfeel about their learning difficulties helpful when interviewing children. Psychologists on the runfrom school to school in their daily activities will find the audio cassette version an easy way ofdigesting the essence of Levine’s message.

Gilbert R. GredlerUniversity of South Carolina

DOI: 10.1002/pits.10116

Walfish, S., & Hess, A.K. (Eds.). (2001). Succeeding in graduate school: The career guide forpsychology students. Mahwah, NJ: Lawrence Erlbaum Associates, 400 pp., $95.00.

OVERVIEW AND PURPOSE

“We want you to succeed. That is our goal . . .” (p. xi). Editors Steven Walfish and Allen K.Hess articulate this objective from the first line of the prologue of their text, Succeeding in Grad-uate School: The Career Guide for Psychology Students. Walfish and Hess assembled 27 chapters,furnished by 34 contributors, to assist prospective and current students in trailblazing the paththrough the oftentimes overwhelming course of graduate study in psychology. The editors clearlyand succinctly state their reasons for undertaking the book, referring to research suggesting “thatstudents are left to their own devices” (p. xi) in seeking out practical information about graduateschool life. Specifically, Walfish and Hess highlight the need for a comprehensive, objective sourceof information to “bridge the gulf between the type of knowledge needed to succeed in psychologyundergraduate programs and that needed to succeed in psychology graduate school and careers”(p. xi). The tone of the prologue resonates as genuinely benevolent, reassuring the student readerthat the experience of feeling somewhat inundated during the course of graduate study is the normas opposed to the exception. Without a doubt, it would be difficult for most students to put thebook down after receiving the prologue’s invitation to the text.

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STRUCTURE AND ORGANIZATION

Walfish and Hess divide the 27 chapters into five distinct parts. The text is well sequenced,with the opening chapters addressing the selection and initiation of a graduate program, and theconcluding portions focusing on the transition from student to professional in the field. Althoughchapters are ordered relatively chronologically in terms of the graduate student’s development,they are all independently unique, thus resulting in a user-friendly reference guide for those stu-dents seeking to read selected chapters only.

Part I: Considering Career and Degree Options in Psychology

Chapters 1 through 6 address career and degree possibilities in the field as well as the grad-uate school application process. Walfish and Hess author the opening chapter, entitled Choosing aCareer in Psychology. This chapter thoroughly addresses the numerous areas of psychology aswell as tasks associated with each. Survey research of different professionals in the field is reported,with many different career areas highlighted. This chapter also exposes newcomers to the conceptsand challenges of managed care and licensure. Numerous Web sites, organizations, and bookreferences are listed to offer the prospective graduate student even more comprehensive informa-tion about graduate programs and careers in psychology. Finally, the chapter concludes with asuccinct description of each subfield in psychology, with a thorough list of graduate programsoffered by area of study.

Chapter 2, by Mark E. Ware, deals explicitly with the pursuit of careers in psychology with aBachelor’s degree. The book would not be complete without this chapter, as many consumers ofthe text are likely to be advanced undergraduate students who may be unsure about their optionsin the field. Furthermore, many graduate students who wish to work while pursuing a degreewould benefit from this chapter. Ware offers tips for job searches, including details surroundingnetworking, resume preparation, and interviewing. On-line Web site resources for jobs in psychol-ogy are also available. Finally, the appendices concluding the chapter are outstanding, including(a) specific suggestions for resume wording, (b) a list of positions and salaries offered to psychol-ogy majors, and (c) sample resumes.

Chapters 3 through 5 address different advanced degree options in psychology, detailing theMasters, Doctor of Philosophy, and Doctor of Psychology degrees, respectively. The chapters arepresented, for the most part, objectively—detailing strengths and limitations of the degrees, asso-ciated challenges, professional issues, and the dynamic nature of the field, in general. As might beexpected, Chapters 4 and 5—concerning the PhD and PsyD degrees, respectively—are born fromdifferent perspectives in psychology. Arthur N. Wiens and Carolen A. Hope speak to the PhD.They emphasize the Science-Practice model as a base for preparedness, and they also detail theunderlying history and theory of both the PhD and PsyD. The chapter concludes with the secondauthor’s reasons for selecting the PhD. Hope’s passage is framed in a positive manner, emphasiz-ing the benefits and flexibility of a PhD. Although her statement certainly supports the Doctor ofPhilosophy (PhD) degree, it does not in any way debase those who choose to pursue the Doctor ofPsychology (PsyD).

Chapter 5, on the other hand, seemed a bit less objective, and perhaps defensive, in itsexploration of the PsyD. Although Donald R. Peterson does an excellent job at painting an overallportrait of the PsyD, his strong use of language throughout seems confrontational. For example,Peterson states that those who attain the PsyD are not “servants to science,” implying that thosewith a PhD could be defined as such. Moreover, Peterson goes on to detail what the PsyD is not,as if refuting someone arguing with him. In his section, Why Can’t All This Be Done in a PhDProgram?, he expresses his opinion of the PhD as follows (p. 54):

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This system encourages hypocrisy. Regardless of genuine intent, students are forced to claimthat they are impassioned by science in order to gain admission to most PhD programs. Onceenrolled, they must profess enthusiasm for research to gain the favor of the faculty.

Peterson then emphasizes that research is “inevitably valued more than practice, and thesevalues pervade all PhD programs” (p. 55). This fairly extremist and generalizing viewpoint maypresent as too cynical for some readers, thus turning them off to both degrees, potentially. Suchstrong statements might also spark doubt in new PhD students. Overall, although the chapterdetails the rationale behind the PsyD very well, it might be better received if it were framed in amore positive, less defensive light.

Bill N. Kinder and Steven Walfish conclude Part I with their chapter Perspectives on Apply-ing to Graduate School. This chapter (6) aims to simplify the application process for prospectivestudents, resulting in a less stressful, more successful endeavor. Kinder and Walfish paint a real-istic picture of graduate school and its higher demands. They then go on to detail applicationpreparation, while concluding the chapter with factors to be considered (e.g., financial support,atmosphere, location) when students make their final decision about program attendance.

Part II: Mastering the Personal & Political Dynamics of Graduate School

Chapters 7 through 13 are, perhaps, among the most valuable in the book for newly admittedgraduate students. Chapter 7, by Gerard F. Sumprer and Steven Walfish, is a realistic discussion ofthe adjustment to graduate school life and stressors—specifically, the politics of graduate programs.The authors refer to the social setting of graduate school and the power differential that necessarilyexists between students and professors. Appropriate expectations are encouraged, while tips on se-lecting faculty advisers are also relayed. Finally, the potential for the abuse of power (by faculty) isaddressed; the authors offer support and advice for students who may encounter such scenarios.

In the eighth chapter of the guide, Allen K. Hess and William I. Sauser, Jr., deal explicitlywith the growth of relationships between faculty and students. The authors describe student andfaculty roles as well as potential conflicts and solutions. In the What to Do and Not to Do section,the authors candidly list good and bad ideas for students with respect to relating to professors. Itseems that these pages should be mandatory for all entering graduate students, as copious blunderscould likely be prevented. This chapter is filled with important information for all new graduatestudents who seek mutually respectful interactions with faculty. Tips for an effective student–faculty mentoring relationship follow in Chapter 9, expanding upon ideas from the previous chap-ters in a practical manner.

The multiple contexts of stress and stress management are the topics of Chapters 10 through13. Specifically, Chapter 10 addresses stress mastery in graduate school. Eric Goplerud authorsthis chapter. It is presented in a very well-organized manner. Clear-cut stressors are described,contributions to those stressors are enumerated, and strategies for stress mastery are suggested,with an emphasis on social support. Chapters 11 through 13 list stressors and stress managementstrategies for three populations of students, respectively—underrepresented students, inter-national students, and graduate student couples. The authors are thorough and sensitive in theirwriting, emphasizing each group’s unique pressures and situations with very explicit related sug-gestions. Certainly, all graduate students would benefit from reading the aforementioned chapters.

Part III: Learning Career Skills

Part III of the Career Guide for Psychology Students is the densest portion of the text,addressing virtually all possible tasks of a psychologist. Mitchell M. Handelsman tackles ethics inChapter 14. He presents numerous potential ethical, decision-making scenarios typical to the field

Book Reviews 705

of psychology. He adequately speaks to the supreme importance of ethics through a frank reviewof (a) ethical situations, (b) ethical pitfalls and their warning signs, and (c) strategies for stayingethical.

Chapter 15, by David S. Glenwick, Daniel K. Mroczek, and James S. MacDonall, tackles theuse of research throughout one’s graduate study and career. Specific tools of the trade are detailed,with contextual factors affecting research efficiency considered. The authors specifically discussthe importance of statistical proficiency, writing style, APA publication style knowledge, andtechnology skills. Moreover, they go on to enumerate issues involved with grant acquisitions,convention presentations, networking, and postdoctoral level research. This chapter offers gradu-ate students very matter-of-fact, specific suggestions that may not be part of their formal trainingprograms.

Chapters 16 through 20 are comprehensive yet succinct summaries of both traditional andnontraditional skills of psychologists. Teaching, psychological testing, psychotherapy, consulta-tion, and school-based interventions, respectively, are each defined and explained in great detailwithin the chapters. The authors identify contextual factors unique to each, and they frequentlycite empirical research within each of the domains. Numerous additional resources are offered tothe student throughout. Overall, these chapters offer the interested reader wonderful synopses offield-related skills while facilitating knowledge of associated best practices.

Chapter 21 is a unique chapter in that it addresses nonclinical careers in psychology. Ray-mond S. Nickerson offers the student an overview of nonacademic, nonclinical jobs, underliningthe multitude of contexts in which a psychologist can function. Nickerson emphasizes the impor-tance of knowing “the basics” (p. 202), including a solid general knowledge base, communicationskills, and public speaking skills. In general, this chapter provides the student with a foretaste ofpotentially unfamiliar career options as well as related fundamental skills.

Roy P. Martin concludes Part III of the text with his chapter dealing explicitly with theses anddissertations. He offers 10 useful principles to guide the student through the process, includingsuggestions related to (a) topic selection issues, (b) procedural considerations, (c) committeeselection, (d) alternative format possibilities, and (e) suggestions for the final defense.

Part IV: The Internship

Chapters 23 and 24 supply information surrounding the graduate internship. W. GregoryKeilin and Madonna G. Constantine specifically discuss the application process. The first portionof their chapter is appropriately titled Internship 101, as the initial flood of information surround-ing internships seems sufficiently large to fill a semester. Keilin and Constantine present a greatdeal of facts in a very well-organized, concise manner. The reader becomes very well informedwith respect to advanced internships upon reading this chapter, including how to manage affectassociated with APA’s computer match process. Finally, the authors leave the reader with anexceptionally functional time line for the internship application year, detailing tasks that should becompleted each month.

Joseph A. Denicola and Cynthia T. Furze follow up in Chapter 24 with detailed suggestionsfor the internship year itself. The authors emphasize the transition from student to professional,and the adjustment to changing roles and duties, as well as personal and relationship issues. Thischapter delivers a great deal of information in a manner that is thorough, yet it is not likely to beoverwhelming to students.

Part V: Becoming a Professional

Walfish and Hess conclude their student guide with three chapters that target graduating stu-dents and newly practicing psychologists. First, in Chapter 25, Bruce R. Fetz discusses licensing,

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credentialing, and life-long learning. He provides the reader with an overview of licensure, in-cluding general requirements of licensing boards and different licenses available. He then goeson to emphasize the importance of professional credentialing and postdoctoral residencies, spe-cialty certifications, hospital privileges, and health service provider registration. Finally, Fetzhighlights life-long learning as a critical component of the dynamic field of psychological prac-tice. This chapter is likely to offer students ample new information about the field in which theywill some day practice.

Raymond P. Lorion and A. Dirk Hightower, in Chapter 26, underscore the importance ofappropriately reimmersing oneself into the community after years in academia. This chapter islikely to be inspiring to many students, as it has a collaborative emphasis and speaks to maintain-ing a high level of respect for all clients. Lorion and Hightower discuss real-life obstacles tointervention that stem from within the psychologist, such as arrogance, carelessness, distance,frailty, grandiosity, impatience, and suspicion; however, they do so in a sensitive, diplomaticmanner. Chapter 26 serves as a reminder about the importance of being collaborative, respectful,empathic, other-focused, and dedicated in the field of psychology.

Steven Walfish concludes the guide with a chapter emphasizing the development of a pro-fessional career in psychology. It is a nice finale to the book in that it ties together many of thethemes in a cohesive and applicable manner. Walfish points out the need for realistic, open-minded, flexible thinking during the job search process as well as ongoing self-assessment todetermine one’s optimal career path. The new psychologist can obtain numerous resources re-lated to securing his or her first position—whether it be a career in academia or independentpractice. Walfish concludes the book with a discussion of the dynamic nature of the field and theplethora of roles possible for psychologists. He closes on an optimistic note with a reference tothe U.S. Department of Labor’s forecast of increasing employment opportunities for psycholo-gists through 2008.

SUMMARY CRITIQUE AND CONCLUSIONS

Succeeding in Graduate School: The Career Guide for Psychology Students offers students areadable, user-friendly reference with a wide breadth of information. Walfish and Hess have com-piled chapters in a well-organized and inclusive manner. A broad array of students will likely findthis book extremely useful, and faculty may also benefit from a reminder of student perspectives.Authors furnish extensive empirical references and additional resources throughout, and the textitself is full of concise tables and appendices. This text would be well suited for an upper levelundergraduate seminar or a supplemental graduate practicum course. Due to its wide-spanningand comprehensive nature, this text is a model resource for psychology students at all levels aswell as a useful guide for field supervisors and professors. Moreover, the student’s family andfriends may benefit from the book, as numerous chapters address social relationships and stressorsfrom an ecological perspective. Walfish and Hess have succeeded in creating a work that not onlydemystifies the field of psychology but also supplements coursework with real-world, practicalinformation. All 34 contributors provide information in a manner that holistically supports theeditors’ mission statement. That is, they want to facilitate student success while promoting dynamic,empathic, and responsible professionalism in the field of psychology.

Laura AbramsState University of New York at Buffalo

DOI: 10.1002/pits.10117

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Cipani, E. (1999). Helping parents help their kids: A clinical guide to six child problem behaviors.Philadelphia, PA: Bruner/Mazel, 204 pp., $59.95 (cloth), $29.95 (paper).

Child behavior problems continue to be a frequent complaint among parents seeking assistancefrom mental health professionals. A traditional approach to these referrals would include the cli-nician working directly with the child in question in a therapeutic format. A more ecologicallysensitive and prevention-oriented approach is to work with parents in a consultative manner tohelp them manage their child’s behavior. The purpose of this book is to guide professionals inusing a consultative approach to working with parents, and to provide specific suggestions forhelping parents manage select misbehaviors.

The book is intended as a clinical guide for mental health professionals who work with parentsof children with behavioral difficulties. Other audiences include parents (i.e., reading the book as anadjunct to mental health services; as general reading), medical professionals who might be asked ques-tions about how to handle the behavior of a child, and those who conduct parenting groups, for whomthe book might serve to format the groups. As intended by the author, the book avoids technicaljargon, which makes the information presented more readily accessible to readers who might not havea solid background in behavioral theory. Additionally, the book presents several behavior manage-ment techniques in great detail, rather than briefly highlighting a larger number of techniques.

The text is divided into three major parts. Part I is concerned with consultation as a servicemodality. In the first chapter, Cipani defines consultation and describes its characteristics. Chap-ter 2 delineates five steps in a behavioral consultation model (i.e., gather information and base-line data, select objectives for intervention, design behavioral plan, teach parents specificmanagement skills, and conduct progress evaluation and follow-up). Chapter 3 offers sugges-tions and tips for consulting with parents. The overview of consultation presented in the first twochapters might be helpful for a clinician not familiar with consultation as a service deliveryoption; however, it is cursory in its coverage.

Most helpful in Part I of the text is the chapter on tips for consulting with parents. Cipaniprovides several suggestions about how to deal with common issues that might arise when con-sulting with parents. For example, he discusses the need to prepare parents for the fact that behav-iors might worsen before they improve. He also reminds clinicians (and parents) that problemswill not ameliorate immediately, and that following through on interventions is more than a part-time responsibility. The format of this chapter would be helpful to anyone working with parents,and it might serve as a checklist for issues that need to be addressed during the consultationprocess. It should be noted that Cipani approaches consultation in a hierarchical manner, with theclinician as “expert.” Those who choose to approach consultation in a more collaborative mannermight want to adjust how they present the information to parents.

Part II of the text comprises four chapters, each of which describes in detail the implemen-tation of a specific behavioral technique. The four techniques covered are behavioral momentum,the noncompliance barometer (a response cost method), the daily home–school report card, andtime out. In each chapter, Cipani describes the technique, briefly discusses research that supportsthe technique, describes the components or steps in the implementation of the technique, andanswers common questions parents might ask about the technique. The coverage of each tech-nique is sufficiently in depth to permit a professional to guide parents through the entire interven-tion, and to troubleshoot obstacles and issues that arise. Numerous case examples and vignettesare provided to illustrate the techniques, and Cipani provides forms for problem identification,intervention planning, and data collection purposes in the appendices.

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Although these chapters are well written in terms of providing step-by-step “how to” guidesfor implementing the four suggestions, it is unclear as to why the author chose these four partic-ular techniques to address. Apart from stating that the techniques can be used with commonlyreported behavior problems, no rationale for these specific interventions is provided. Relatedly,little information is provided that would assist the reader in determining whether a particularintervention is appropriate for a particular client. Although the techniques included in the text arebacked by some empirical work and are commonly used interventions, the author uses the tech-niques as “answers” to specific child behaviors. No mention of the importance of determining abehavior’s function prior to designing a behavior plan is made. Although some suppositions aboutthe function of the misbehaviors discussed are provided, functional analysis of problem behavioris not covered.

Part III of the book consists of two chapters that provide “advice packages” for certainproblem situations. Chapter 8 discusses how to make shopping trips more pleasant, and chapter 9describes a package to encourage appropriate behavior at restaurants. These chapters follow asimilar format as those in Part II of the text: description of the package, brief empirical basis forthe package, components of the plan, and questions about the plan’s implementation. The pack-ages described in these chapters are comprehensive, covering antecedent and consequence strat-egies, and like the previous set of chapters, are sufficiently covered to guide the reader throughtheir entire implementation. Also like Part II, however, behavior function is presumed, with pack-ages based more on behavior attributes than behavior purpose.

In conclusion, this text provides detailed information on the implementation of several behav-ioral techniques and two advice packages for problem situations. The text is easy to read and iswell organized; it provides assistance for clinicians in answering parents’ questions about thetechniques covered, and it provides blank forms for use in the technique’s implementation. Theoverview of consultation, as well as the descriptions of the techniques and advice packages, mayprovide little additional information to experts in these areas. Therefore, the text might be mosthelpful to clinicians less familiar with behavioral approaches to problem behavior and/or consul-tative models of service delivery. Nevertheless, because the techniques are so detailed in theirpresentation, the last two sections of chapters might be helpful as a reference when using thesetechniques with families. Parents might also find the text helpful, but some parents might want orneed additional guidance in implementing and evaluating the effectiveness of the techniques.Finally, some coverage of functional assessment would be helpful to assist clinicians and/or par-ents in determining the appropriateness of the techniques covered.

Michelle AthanasiouUniversity of Northern Colorado

DOI: 10.1002/pits.10118

Rathvon, N. (1999). Effective school interventions: Strategies for enhancing academic achieve-ment and social competence. New York, NY: The Guilford Press, 366 pp., $36.00.

Schools today are faced with the difficult task of providing both instruction and other relatededucational services to a wider variety of children than ever before. With each passing school year,greater numbers of children with specific, and often extensive, learning and behavioral needs arebeing placed in inclusive, regular education classrooms. Teachers who are left to handle the chal-lenges these new classroom configurations present often feel unsupported and unprepared to handle

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such a formidable task. Natalie Rathvan’s book is designed to assist those responsible for meetingthe educational needs of today’s children navigate the often murky waters of current interventionresearch while simultaneously taking into account the practical realities and constraints of work-ing within a school setting.

This text provides the reader with an overview of 76 empirically supported interventions thataddress both academic achievement and social competence. The author does an admirable job ofpresenting each intervention in a standardized manner, informing the reader of the natural pro-gression of events necessary to facilitate implementation. A school consultant herself, Rathvon hasconstructed the text for use within a consultation framework, thus allowing its utilization in inter-vention assistance team meetings, staff-in-service presentations, and teacher consultation ses-sions. Additionally, the author states that each intervention included in the text has been fieldtested, then modified based upon appropriate feedback received from the students, parents, andvarious professionals involved in its implementation. The interventions are laid out in a clear,concise manner that most certainly will facilitate their implementation. It is important to note,however, that the interventions specifically seem geared toward pre-kindergarten through middleelementary-aged children.

The text is comprised of five chapters, with the first chapter providing the reader an overviewof the rationale and theory that lay the foundation for the book. Chapter 1 examines the variouschallenges and difficulties that confront educators and the education system as a whole. In addi-tion, the chapter describes how and why each intervention was selected for inclusion in the text.Of particular importance is a small section addressing the author’s vision of how the reader canbest utilize the text effectively. Finally, the chapter concludes with a list of supplementary readingsthat expand upon topics covered within the chapter.

In chapter 2, the author discusses the Intervention Assistance Approach to addressing class-room problems. Rathvon describes the steps involved in utilizing this approach as well as the legaland ethical issues that should be taken into consideration when implementing and evaluating anyintervention. In addition, she provides the reader with two specific case studies that demonstratehow to use the text to create intervention packages. As is true with all five of the book’s chapters,the chapter concludes with a supplementary reading list geared toward helping the reader developa greater understanding of the published literature in the chapter’s content area.

The text’s three final chapters describe the interventions themselves. Chapter 3 includes 14interventions designed to promote a proactive approach to classroom management. The authorbegins the chapter with an explanation of the importance of taking a proactive stance and thenfollows up with a description of how one actually would evaluate the effectiveness of the inter-ventions him- or herself. Finally, the interventions themselves are provided. The interventionsseem to be fairly straightforward, including ideas that many teachers, experienced and novicealike, may already be familiar with. Examples of interventions covered include: utilizing a circulardesk arrangement to promote on-task behavior, the active teaching of classroom rules, and improv-ing achievement and behavior with contingent praise.

Chapter 4 is a compilation of 38 interventions designed to improve academic performance.Once again, the author provides the reader with a concise explanation of how to evaluate theeffectiveness of the academic interventions. The chapter includes interventions to improve aca-demic productivity, homework completion, reading performance, math performance, written lan-guage performance, and social studies and science performance. Rathvon does an admirable jobof reviewing the current literature and selecting those interventions that are empirically supportedand can feasibly be implemented in the regular classroom environment. The interventions them-selves are described in careful detail, and could easily be explained to teachers and paraprofes-sionals during an in-service or consultation session.

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The final chapter is geared toward providing teachers and other school personnel with thetools needed to modify behavior and facilitate social competence in school children. Specifically,she focuses on 24 interventions that have been shown to increase on-task behavior and reduceinappropriate behavior in the classroom, to improve behavior in specials classes and less struc-tured situations, and to decrease verbal and physical aggression and increase cooperative behavior.

In conclusion, this text incorporates and synopsizes the most practical and relevant referenceson effective school interventions that are currently available in a single text. Although some of thematerial may be intuitive for an experienced teacher or school consultant, there certainly is muchto be gained from having this valuable resource readily accessible. Rathvon has provided a strongrationale for the need for and utility of her book. In addition, she has taken great pains to ensurethat each of the 76 interventions have documented evidence of effectiveness, are consistent withan ecological perspective, take a proactive approach to classroom problems, and can easily beimplemented using regular classroom resources. Her careful attention to detail as well as herconsistency and strong commitment to an ecological, proactive approach are what makes this texta valuable resource for teachers and other school personnel alike.

Kathryn Hall and Michelle AthanasiouUniversity of Northern Colorado

DOI: 10.1002/pits.10119

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