Considerations for school psychology to realize its promise: Commentary on the special issue from early career school psychologists.

2020 ◽  
Vol 35 (6) ◽  
pp. 453-456
Author(s):  
David A. Klingbeil ◽  
Melissa A. Collier-Meek
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Early Career ◽  
Special Issue

Multi-Tiered System of Supports: An Ecological Approach to School Psychology Service Delivery

2021 ◽  
pp. 009862832110242
Author(s):  
Susan M. Loftus-Rattan ◽  
Mahri Wrightington ◽  
Jenlyn Furey ◽  
Jessica Case
Keyword(s):  
School Psychology ◽  
Service Delivery ◽  
School Psychologists ◽  
Ecological Model ◽  
Well Being ◽  
Psychology Students ◽  
The United States ◽  
Ecological Approach ◽  
Tiered System ◽  
Main Components

Introduction: School psychologists work to support the academic, behavioral, and social-emotional well-being of students in schools. Their roles have become increasingly diverse in recent years due to the implementation of Multi-tiered System of Supports (MTSS) frameworks in schools throughout the United States. Statement of the Problem: Despite a national shortage of school psychologists, psychology students are often unaware of the profession or may have an outdated understanding of the role of school psychologists. Psychology students may also be unfamiliar with the MTSS framework, which promotes research-based, data-driven, equitable, and culturally responsive practices through a systemic, ecological approach to service delivery in schools. Literature Review: We review the main components of a typical MTSS prevention and intervention framework and describe the various roles of school psychologists and other key stakeholders within this model. Teaching Implications: This review and supporting resources can be used to introduce the field of school psychology to students. Additionally, it can be used to generate discussions regarding the provision of evidence-based and equitable academic and psychological services to students in the school through an ecological model. Conclusion: This article will help students gain an understanding of school psychologists’ roles within a current MTSS educational service delivery model.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

School Psychology and Cultural Competence: Room to Grow?

2017 ◽  
Vol 33 (7) ◽  
pp. 951-976 ◽  
Author(s):  
Jill L. Johnson ◽  
Michael W. Bahr ◽  
Virginia L. Navarro
Keyword(s):  
Professional Development ◽  
School Psychology ◽  
Cultural Competence ◽  
School Psychologists ◽  
Policy Development ◽  
Future Research ◽  
Children And Families ◽  
Policy Documents ◽  
Policy Perspective ◽  
School Psychology Training

This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.

scholarly journals Early‐career investigator special issue

2021 ◽  
Vol 59 (21) ◽  
pp. 2364-2364
Author(s):  
Nathaniel A. Lynd ◽  
Jian Qin
Keyword(s):  
Early Career ◽  
Special Issue

scholarly journals Preface to the Early Career Authors in Fundamental Colloid and Interface Science Special Issue

Langmuir ◽  
2018 ◽  
Vol 34 (3) ◽  
pp. 727-728
Author(s):  
Jacinta C. Conrad ◽  
Noshir S. Pesika ◽  
Daniel K. Schwartz
Keyword(s):  
Early Career ◽  
Special Issue ◽  
Interface Science

Common Ethical and Legal Challenges in School Psychology

2010 ◽  
pp. 153-169
Author(s):  
Rosemary Flanagan ◽  
Jeff A. Miller
Keyword(s):  
School Psychology ◽  
Educational Attainment ◽  
Reflective Practice ◽  
School Psychologists ◽  
Ethical Principles ◽  
Ethics Codes ◽  
Legal Challenges

Chapter 10 discusses the ethics codes that school psychologists are expected to follow irrespective of their level of educational attainment. It also explores practice competencies and reflective practice while following ethical principles as well as the requirements of law and regulation.

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