Abstract
In this investigation of attitude change, school psychology trainees were asked to respond to teacher-produced statements as they believe they would respond if they were teachers. Our student responses were not compared with teacher data or with an appropriate control group. The purpose was to determine which of the student's beliefs were more subject to change as a result of long term contact with the pupils and teachers in public school classrooms and to have students account for the group changes in terms of their own experiences. There was considerable a agreement among studenst when we compared their descriptions of the changes which took place. Such information allows us to conclude, tentatively, that observation and participation in public school classrooms causes school psychology trainees to become more sensitive to the problems of the teacher and more sympathetic to the difficulty and complexity of the teacher's task.
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