Faculty of Education and Social Work

Transformational leaders increase job satisfaction and well-being among workers. According to the cognitive-experiential self-theory (CEST), all behavior is guided by two information-processing systems: a rational and an experiential system. Study 1 examined the relationship between information processing and transformational leadership among experienced school leaders (N = 183). The rational system had a strong positive correlation with transformational leadership, whereas the experiential system was weakly correlated. Study 2 (N = 126) examined constructive thinking and transformational leadership. Global constructive thinking, emotional coping, and behavioral coping all had strong positive correlations with transformational leadership. These results suggest that improving leaders' awareness of their own information-processing and thinking systems might encourage more productive transformational-leadership techniques.

According to the cognitive-experiential self theory (CEST), all behavior is guided by two informationprocessing systems: the rational system and the experiential. Previous research with school leaders has shown that the rational system and constructive elements of the experiential system have a strong positive relationship with transformational leadership, as outlined in the Full-Range Leadership Theory. This article reports a pretest, posttest study using an intervention and control group to test whether changes to CEST information-processing systems could bring about changes in transformational leadership. The results of a 10-week, individually delivered coaching intervention pro-

A number of critical issues concerning the assessment of children with intellectual disabilities, including definitional problems, psychometric factors, and practical difficulties, are raised in this article. It is suggested that school counsellors and psychologists should consider these issues when assessing children with probable or known intellectual disabilities , particularly when using IQ tests. The use of adaptive scales as an additional means of defining and measuring intellectual disability is also examined. Although no ideal means of formally assessing children with intellectual disabilities is put forward, a range of concerns is explored and some suggestions for appropriate additions and caveats to present practice are proposed. Over one hundred years ago, the first test of intelligence was developed by Binet in order to identify children having difficulties learning in regular education. Binet's original measure of intelligence was constructed relative to age-typical cognitive functioning, and this theme of developmental normality remains implicit in our definitions and measures of intelligence and intellectual disability in the 21st century. Over time, increasing sophistication in psychometric principles and applications has occurred, resulting in the reliable measurement of intelligence (commonly known as IQ) across most age groups and levels of cognitive ability. However, questions still remain about the validity of intelligence; firstly, as a psychological construct (MacMillan, Gresham, & Siperstein, 1993) and, secondly, in terms of its predictive capacity (Neisworth & Bagnato, 1992). Further, differing