ALTHOUGH A MAJOR ROLE IN THE SCHOOL SETTING EXISTS FOR THE PSYCHIATRIST, HE HAS NOT FULLY EXPLOITED THAT ROLE. THE PSYCHIATRIST COULD CONTRIBUTE HIS SKILLS IN SEVERAL SETTINGS. IN THE SCHOOL HEALTH PROGRAM, HIS CLINICAL KNOWLEDGE COULD AID IN THE ASSESSMENT OF TENSION AND STRESS PROBLEMS. IN THE PUPIL PERSONNEL DEPARTMENT, THE PSYCHIATRIST COULD OFFER PROBLEM-CENTERED CONSULTATION. IN THE SPECIAL EDUCATION PROGRAM, HE COULD OFFER DIRECT PSYCHIATRIC CONSULTATION. IN CHILD STUDY, HE COULD FUNCTION AS A MEMBER OF AN INTERDISCIPLINARY TEAM TO CONDUCT PSYCHOLOGICAL STUDIES IN DEPTH. HE COULD AID IN THE DEVELOPMENT OF RESEARCH PROGRAMS, PROVIDE CLINICAL SERVICES, AND SERVE AS A CONSULTANT TO THE TEACHER. TWO IMPORTANT CONSIDERATIONS SHAPING THE ROLE OF THE PSYCHIATRIC CONSULTANT ARE HIS ROLE AS IMAGINED BY HIMSELF AND HIS ROLE AS SEEN BY THE SCHOOL PERSONNEL. THE PSYCHIATRIST TENDS TO VISUALIZE HIS ROLE IN TERMS OF A NUMBER OF SERVICES, WHILE THE SCHOOL SYSTEM TENDS TO SEE HIM AS AN OUTSIDER, ONE WHO IS NOT A PART OF THE TOTAL SCHOOL SITUATION. THE PSYCHIATRIST CAN MODIFY THIS BY THE PROCESS OF "ROLE EVOLUTION." THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN PSYCHIATRIC ASSOCIATION, PUBLICATIONS OFFICE, 1700 18TH STREET, N.W., WASHINGTON, D.C. 20009, FOR $0.50. (PS)