Infants were familiarized to one stimulus fora brief period of time and then presented with two test trials on which the familiar stimulus was paired with a stimulus novel in colour or one novel in shape. A significant preference for the novel stimulus was only evident in the former test, with this outcome being independent of the “categorical clarity” of the familiar colour. The findings indicate differential encoding rates for colour and shape for these stimuli and suggest a basis for explaining the salience of colour in children's early cognitive processing.

The effect of parental separation and divorce on the academic achievement of young primary school-aged children was examined using standardized instruments. Children from non-intact backgrounds were matched with an intact group of peers at both the early and middle years of primary school.

Analysis of results suggested that there were no significant differences in levels of achievement between the non-intact children and their intact peers either at the early or middle years of school across any of the variables measured. This finding is consistent with other studies using standardized measures of academic achievement.

Over 300 parents from two infant/primary schools responded to a survey concerning parent-child conflict associated with homework. Results show that 1 in 4 parents report that there is a substantial amount of tension concomitant with homework and that for many the problem is not transient but has been present for a long time. The implications of these findings on the benefit of homework as a learning activity, and also on the effect such conflict may have on the parent-child relationship, are discussed.

In 1988 the report entitled “Interagency Responses to School Children with Social and Behavioural Problems” was released in South Australia. The investigation, chaired by Ms. Penny Stratmann, was asked to review the current provision of services for children of school age in South Australia who exhibit social and behavioural problems, and to examine inter alia, the extent of the problem.

The report stated that the extent of the problem was difficult to assess in numerical terms because; (i) schools do not keep systematic records, (ii) identification of disruptive students is a matter of definition and attitude (some schools would identify student behaviour as disruptive which other schools may be able to prevent or contain), (iii) it is even harderto identify is the number of children whose response to problems is passive (they are often compliant, no trouble, not noticeable), and (iv) small numbers of disruptive students create a disproportionately large amount of havoc in schools and stress in teachers. (These outcomes are the most significant in their impact but the least measurable).

The article discusses the occupational status of school psychologists, and the implications of that status. The question as to whether school psychologists are professionals is quickly dealt with. They are. Then questions are raised concerning problems in professional practice in contemporary Australia, and possible sources of support for the professional in his or her own practice. Continuing professional education (CPE) is suggested as the means of supporting professionals, such as school psychologists, in their practice. Three bases for the type of CPE being advocated are suggested: professional practice; a consortium for provision; clearly defined goals. The perspective of the article is that of all professionals working in Australia. Experience and research in other professions in Australia and from overseas are related to the professional practice of school psychologists in Australia.

About eight years ago I co-wrote a paper on guidance officer training in Victoria which argued that guidance officers required training in six core competency areas. There were identified as assessment, counselling, research, educational consultancy, systems intervention, and professional practice.

At the time, the intent was to argue for a broader training for guidance officers rather than the traditional focus on issues of assessment and counselling. It was recognising an international trend in service delivery from individual casework models to those which incorporated consultancy and direct classroom interventions. The paperwas arguing fora comprehensive training program which supported guidance officers and gave them the skills and strategies required to make this shift.