Publication Date
In 2025 | 13 |
Since 2024 | 70 |
Since 2021 (last 5 years) | 311 |
Since 2016 (last 10 years) | 625 |
Since 2006 (last 20 years) | 1344 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
Counselors | 54 |
Practitioners | 33 |
Teachers | 16 |
Researchers | 7 |
Students | 6 |
Support Staff | 6 |
Administrators | 4 |
Policymakers | 3 |
Parents | 2 |
Community | 1 |
Location
Canada | 61 |
United States | 43 |
California | 26 |
Australia | 25 |
United Kingdom | 20 |
South Africa | 17 |
China | 16 |
Greece | 14 |
Florida | 12 |
Hong Kong | 12 |
Texas | 12 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 1 |
Does not meet standards | 2 |
Canto, Angela I.; Pierson, Eric E. – School Psychology Forum, 2015
The school psychology literature base is lacking in information and resources for working with students with traumatic brain injuries, and concussions specifically. This special issue includes five articles from school psychology based researchers committed to increasing the awareness of the identification, assessment, and intervention for…
Descriptors: Head Injuries, Neurological Impairments, Brain, Incidence
Styck, Kara M.; Malecki, Christine K.; Ogg, Julia; Demaray, Michelle K. – School Psychology Review, 2021
The COVID-19 pandemic and resulting stay-at-home orders created a need for assessing elementary, middle, and high school students' experienced stressors associated with the coronavirus situation. In collaboration with a school district wanting information about their students' well-being during the pandemic school shut-down, the current study…
Descriptors: School Psychology, COVID-19, Pandemics, Grade 4
Sulkowski, Michael L. – Psychology in the Schools, 2016
Affecting more than 1 million youth, student homelessness is growing at an unprecedented rate in the United States. This is alarming because homeless students face significant barriers to their academic success and positive life outcomes. Unfortunately, despite the significant risks and challenges they face, homeless students often are overlooked…
Descriptors: Homeless People, Academic Achievement, Barriers, School Psychology
Brion-Meisels, Gretchen; Garnett, Bernice Raveche – Contemporary School Psychology, 2016
Despite an increased interest in bullying prevention programming over the last 10 years, significant gaps remain among theory, research, and practice in this critical area of school psychology. This article argues that the current Centers for Disease Control and Prevention (CDC) definition of bullying does not fully capture the experiences of many…
Descriptors: Bullying, Prevention, Violence, Aggression
Kathryn Lynn Zeanah – ProQuest LLC, 2016
Graduate students in school psychology, school counseling, and school social work are training to work as school-based professionals. In their professional roles, they work with students facing a variety of academic, social, and psychological challenges, including students who are developing their understanding of their own sexual orientation,…
Descriptors: Bullying, LGBTQ People, Social Bias, Graduate Students
Rahill, Stephanie A. – Psychology in the Schools, 2018
School psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions…
Descriptors: School Psychology, School Psychologists, Research Reports, Parent Attitudes
McClain, Maryellen Brunson; Otero, Tiffany L.; Haverkamp, Cassity R.; Molsberry, Fiona – Psychology in the Schools, 2018
School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school-based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision-making, treatment and…
Descriptors: Pervasive Developmental Disorders, Autism, School Psychology, Periodicals
Griffin, Charity Brown – Journal of Applied School Psychology, 2018
In addition to experiencing race as a unique social milieu within school, gender may also provide an important context for African American students. The authors explored gender differences in associations between African American youths' perceptions of racial fairness and school engagement (behavioral, emotional, and cognitive). One hundred…
Descriptors: Race, Racial Differences, African American Students, Youth
Storey, Keith – Charles C. Thomas, Publisher, Ltd, 2018
This book is intended to give support providers the understanding, knowledge, and skills for providing transition and employment services in school, employment, community, and residential settings and thereby improve the quality of life for the individuals that they support. It not only shows how to support an individual with a disability but also…
Descriptors: Transitional Programs, Employment Services, Disabilities, Students with Disabilities
Chen, Cliff Yung-Chi – Contemporary School Psychology, 2017
A good number of children grow up in households where a parent has been diagnosed with medical chronic illness. Parental chronic illness is stressful for children and adolescents and may have some potential impact on children's adjustment and functioning. Some emerging research conducted in the fields of medicine, nursing, and family studies has…
Descriptors: Chronic Illness, Literature Reviews, Parents, Parent Child Relationship
Giordano, Keri; Garro, Adrienne; Rosen, Gabrielle; Gubi, Aaron – Communique, 2017
Early childhood, defined as infancy through age 5 years, is a critical period and serves as the foundation for development throughout the life span. According to the U.S. Census Bureau, in July 2015, there were almost 20 million children ages birth to 5 years. The physical health of infants and young children is addressed and monitored through…
Descriptors: Mental Health, Early Childhood Education, School Psychology, Young Children
Mendes, Sofia A.; Lasser, Jon; Abreu-Lima, Isabel M.; Almeida, Leandro S. – European Journal of Psychology of Education, 2017
Studies have generally characterized school psychologists as a relative homogenous population. Understanding the differences in professional practices and related variables is important for the development of the profession. Using a sample of 446 Portuguese school psychologists, this study used cluster analysis to identify distinct profiles of…
Descriptors: School Psychologists, Multivariate Analysis, Profiles, Foreign Countries
Sassu, Kari A.; Gelbar, Nicholas W.; Bray, Melissa A.; Kehle, Thomas J.; Patwa, Shamim – School Psychology Forum, 2015
Historically, school psychological assessment has included the core elements of cognitive, academic, and behavioral indices. Neuropsychological assessment has included these and the additional elements of attention, memory, language, visual-spatial, motor, sensory, and executive functioning (American Psychological Association, 2006). With the…
Descriptors: Neuropsychology, School Psychology, Value Added Models, School Psychologists
Fan, Chung-Hau; Gallup, Jennifer L.; Wu, I-Chen; Ford, Jeremy W. – Contemporary Issues in Education Research, 2018
With the increasing visibility of state school psychology consultants (SSPCs) across the nation, there is a pressing need to understand their roles and functions relative to serving their stakeholders. In addition, it is unclear whether current SSPC job responsibilities are aligned with the National Association of School Psychologists' (NASP)…
Descriptors: School Psychology, Consultants, State Officials, Agency Role
Hart, Shelley R.; Musci, Rashelle J.; Slemrod, Tal; Flitsch, Emily; Ialongo, Nicholas – Contemporary School Psychology, 2018
As special education provides the context for delivery of an individualized approach to administering evidence-based interventions, regardless of disability category, we were interested in whether the provision of special education impacts the developmental trajectory of aggression. A longitudinal latent class growth model was utilized to examine…
Descriptors: Longitudinal Studies, Aggression, Intervention, Evidence Based Practice