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The literature re ected the growing interest in the eld, the need for texts in emerging training programs, and a continuing effort to clarify the eld s identity (Fagan, 1986) Training Developments Although there were only a few programs at the beginning of this period, at least 18 (including 5 doctoral programs) were identi ed by the time of the Thayer Conference, and about 100 programs speci cally on school psychology existed by 1970 However, APA accreditation of school psychology programs was not accomplished until 1971 Thus, during this period, programs were developed in the absence of of cial APA curriculum standards, although some programs used the guidelines being developed by Division 16 in its effort to achieve accreditation Programs were more often developed to comply with the requirements for certi cation and licensure put forth by state-level education and psychology boards.

Weiser, P. C., 564 Weiss, A., 36, 771 Weiss, M., 9, 22, 24, 69, 71, 73, 76, 119, 120, 121, 290, 293, 406, 645, 646, 647, 651, 656, 657, 662, 666, 668, 669, 671, 674, 691, 694, 696, 697, 698, 701, 703 Weiss, W. M., 694, 701 Welch, C. M., 432 Welch, J. C., 246 Welch, R., 372 Weldon, E., 274 Welford, A. T., 247 Welk, G. J., 523, 691, 695, 696 Well, K. B., 313 Wellik, M. A., 646 Wells, C. L., 175 Wells, K. B., 313 Welshimer, K., 501 Wen, Z., 785, 791 Wendel-Vos, G. C. W., 600 Wensing, M., 655 Wenzel, L. H., 276, 278 Werch, C. E., 861, 865, 871 Werle, J., 583 Werthner, P., 721, 722 West, S. G., 778, 780, 791 Westbury, T., 299 Westerfield, M., 101 Westerfield, R. C., 835 Westerterp, K. R., 599 Weston, N., 289, 290 Wethington, H., 315 Wetterhahn, K. A., 849 Wetzstein, C. J., 499 Weuve, J., 495 Whaley, D. E., 649, 650, 652, 655 Wharen, R. E., 439 Wheeler, D., 139, 501 Wheeler, G. D., 722 Wheeler, J., 291 Wheeler, R. E., 102 Wheeler, V. S., 581 Whelan, J. P., 288, 295, 317, 322, 323 Whitacre, C. A., 252, 255 Whitaker, D. J., 516 Whitbourne, S. K., 500, 650 White, C. A., 581, 582 White, F., 584, 585 White, M., 320, 524, 695 White, R. W., 59, 545 White, S. A., 7, 8, 296, 690, 691, 696, 697 Whitehead, J., 3, 6, 7, 664, 671, 676, 767, 768 Whitehouse, A., 296 Whitelaw, A., 521, 548 Whitemore, L., 296, 297 Whitesell, N. R., 649 Whiteside, S. P., 862 Whitever, S. S., 96 White-Welkley, J. E., 483 Whitford, P., 300 Whiting, H. T. A., 171, 224, 248, 435 Whitmarsh, B., 337

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Frederickes and Kipnis (1996) found that urban Native Americans reported receiving less social support than rural Native Americans Social support research on Native Americans shows social support is related to health behaviors Spangler, Bell, Dignan, and Michielutte (1997) found that cigarette smoking was related to separated or divorce status and low church participation In contrast, they also found that smokeless tobacco use was associated with widowed marital status and having a high number of friends Major Biobehavioral Risk Factors One of the major challenges for Native Americans is to balance their cultural values with the larger American societal values The dif cult interpersonal struggle to create this balance causes some to commit suicide Suicide rates have been found to positively correlate with acculturation stress and negatively with traditional integration (eg, Lester, 1999)..

By the end of this period, school psychology programs were widespread in the more populous states, especially east of the Mississippi River, and approximately 3,000 students were in training Locally developed and uncoordinated efforts provided internships for trainees in most states, although a few, like Ohio, developed a statewide system of paid internships by the mid-1960s Credentialing Developments As demand for practitioners grew, the need to regulate their services and preparation increased State education agency credentialing of school psychological examiners and school psychologists grew quickly Following the examples of New.

Subnetting Examples (Classes A, B, and C) Subnet considerations: 1. Hosts and routers must implement subnetting (there is a way around this discussed under Proxy ARP) and locally must have the same mask. 2. The router must be able to distinguish between all 1s as a subnet address and a subnet broadcast. 3. In some situations, the routing update protocol must support it.

Figure 18.9 Latent growth as a path diagram with mixed-effects or multilevel predictors (from McArdle & Epstein, 1987; McArdle, 1989).

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