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Schanding, G. Thomas, Jr.; Strait, Gerald G.; Morgan, Valerie R.; Short, Rick Jay; Enderwitz, MacKenzie; Babu, Jeeva; Templeton, Melissa A. – School Psychology Review, 2023
The field of school psychology continues to further embrace a social justice perspective to address systemic racism, privilege, prejudice, and discrimination. To accomplish this mission, school psychologists must ensure that there is a solid literature base that is inclusive and representative of students from minoritized backgrounds. A review of…
Descriptors: School Psychology, Social Justice, Inclusion, Racism
Emily Kristine Phillips – ProQuest LLC, 2023
School psychologists, among other educators, experienced a rapid transition to online educational service delivery in response to the Coronavirus-19 pandemic and related stay-at-home orders in March of 2020. Students and educators experienced significant difficulties throughout the pandemic, including increased mental health needs. Educators and…
Descriptors: School Psychology, COVID-19, Pandemics, School Psychologists
Klingbeil, David A.; Collier-Meek, Melissa A. – School Psychology, 2020
As early career scholars, we have benefitted from the recommendations made by Conoley and Gutkin nearly 25 years ago. Our training and applied experiences were closely aligned with Conoley and Gutkin's view of school psychology practice. Namely, the content of our courses and our practice of psychology in practicum and internship were reflective…
Descriptors: School Psychology, School Psychologists, Social Justice, Systems Approach
Smith, Kylie J.; Oxman, Lisa N.; Hayes, Louise – Journal of Psychologists and Counsellors in Schools, 2020
Acceptance and commitment therapy (ACT) has substantial support in adult populations but less among adolescents. To date, very little research has evaluated whether it can be delivered in a highly accessible school context. This study examined a 6-hour, weekly ACT-informed school-based group intervention for adolescent girls, focusing on anxiety,…
Descriptors: Group Therapy, Intervention, Pilot Projects, School Psychology
Harris, Bryn; McClain, Maryellen Brunson; Schwartz, Sarah; Haverkamp, Cassity R. – Contemporary School Psychology, 2020
Current estimates from the Centers for Disease Control and Prevention (CDC) show that autism spectrum disorder (ASD) currently impacts approximately 1 in 59 children (CDC 2018). As many children are being diagnosed with ASD or receiving an educational identification of autism during preschool and school age years, school psychologists may be the…
Descriptors: Autism, Pervasive Developmental Disorders, Knowledge Level, School Psychology
Newman, Daniel S.; Monahan, Karen L.; Liu, Yuanfang; Kostelnik, Callen E.; Wilson, Marilyn S.; Thies, Lynne – Communique, 2020
School psychology practica are a series of applied training activities intended to link to the burgeoning development of trainees' knowledge, skills, and values across multiple domains. The purpose if this article is to summarize results from a recently published study of practicum training in the United States (Newman et al., 2019) and to…
Descriptors: Supervision, School Psychology, Training, Practicums
Joseph I. Eisman; Benjamin M. Torsney; Catherine Pressimone Beckowski; Jessica S. Reinhardt – Psychology in the Schools, 2025
School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement.…
Descriptors: School Psychology, Equal Education, Social Justice, Diversity (Institutional)
King, Hunter C.; Bloomfield, Bradley S.; Wu, Shengtian; Fischer, Aaron J. – School Psychology Review, 2022
Consultation was formally introduced in school settings during the 1960s, with the first systematic review of the school consultation literature occurring roughly 40 years ago. The scrutiny that consultants placed on school consultation practice has led educators to identify different consultation models and delivery mediums, and assess the extent…
Descriptors: Consultation Programs, Teleconferencing, School Psychology, Elementary Secondary Education
Allen, Justin P. – Journal of Applied School Psychology, 2022
Manifestation determination reviews (MDRs) are a federally mandated practice that prevents schools from suspending students with disabilities for more than 10 days before determining if the student's disability is significantly and directly related to the problem behavior. The process is a controversial one, and prior research has shown that the…
Descriptors: School Psychologists, Counselor Role, School Psychology, Students with Disabilities
Sheridan, Susan M.; Garbacz, S. Andrew – School Psychology Review, 2022
At the turn of the current century, Sheridan and Gutkin shared perspectives on the status and future of school psychology. Limitations of then-standard school psychological practices focusing on a medical model of service-delivery were raised, and approaches to realize a new paradigm, including advances in conceptual, empirical, and practical…
Descriptors: Family Involvement, Family School Relationship, School Psychology, School Psychologists
Amod, Zaytoon – International Journal of Disability, Development and Education, 2022
Advances in school psychology and mental health highlight the role of collaborative teacher-parent engagement to ensure optimal psychoeducational support. The objective of this South African study was to explore the views of parents and learners regarding Adelman and Taylor's Initial Assessment and Consultation (IAC) shared problem-solving…
Descriptors: Foreign Countries, Parents, Parent Attitudes, Special Education
DeVeney, Shari L.; McKevitt, Brian – Teaching and Learning in Communication Sciences & Disorders, 2021
Educational training programs are tasked with addressing potential barriers to interprofessional practice through experiences that promote interprofessional collaborations. The present study of interprofessional experiences (IPE) had both research and pedagogical purposes. The research purpose was to describe graduate student self-perceptions…
Descriptors: Interprofessional Relationship, School Psychology, Speech Language Pathology, Allied Health Personnel
Communique, 2021
The National Association of School Psychologists (NASP) is committed to supporting ongoing dialogue and self-reflection about antiracism, equity, diversity, inclusion, and social justice within the organization and the profession of school psychology (NASP, 2020c). This includes promoting honest conversations in schools. Schools have long explored…
Descriptors: Equal Education, Diversity, Inclusion, Misconceptions
Nagy, Charlotte – Communique, 2018
The Wake County Public School System (WCPSS; North Carolina) school psychology department is proud to have had a strong mentoring program since the 1990s. Dr. Carol Rahmani, lead psychologist at the time, wanted to build a program of support that was similar to one implemented by the school counselors. Dr. Rahmani recognized the value of…
Descriptors: School Psychology, Mentors, School Counselors, School Psychologists
Jennifer McGrory Cooper; Shannon R. Holmes; Lauren T. Kaiser; Antoinette Halsell Miranda – Journal of Educational and Psychological Consultation, 2024
Consultation represents a core psychological practice and competency area for school psychologists, and it is critical that it accounts for the experiences of "all" individuals it is designed to support. Grounded in multiculturalism, cultural humility, and social justice, we argue that "culturally relevant consultation" is…
Descriptors: Cultural Relevance, School Psychologists, Consultation Programs, Medical Education