Communiqué Volume 46, Number 8 (June 2018)

Featured Article

Lessons Learned From Recent Natural Disasters

By Angela Mann, Amber Boykin, Meagan Medley, Lisa Lipscomb & Laurie Klose

In the past year, we have seen a number of natural disasters affecting many regions around the country and its territories. This article shares local perspectives on disaster relief efforts and lessons learned in the process.

Communication Matters

Being a Restorative Practitioner

By Amanda Montani

In graduate school for school psychology, I came across the discipline concept restorative justice. The concept intrigued me because, rather than having a punitive focus, the goal is to bring victims and offenders together to resolve an issue in a process that has a positive impact on both the victim and offender and reduces recidivism or repeated behavior.

Welcoming, Safe Schools

Free Online Course on Supporting LGBTQ Students

By Sheila P. Desai

School-based mental health professionals, including school psychologists, school social workers, and school counselors, consistently rank among the most trusted school professionals by LGBTQ students. Like their peers, LGBTQ youth need to feel socially, emotionally, and physically safe and supported.

Student Connections

Vertical Research Teams: New Directions for Graduate Student Engagement and Mentorship

By Sayani Das Chaudhuri & Marisa C. Simoni

Developing a positive professional identity is an important component of graduate preparation. Faculty have influence toward this end as they teach skills, instill content, and model multiple roles (e.g., researcher, clinician, and scientist–practitioner.

Research-Based Practice

Bullying of LGBTQ Students: A Problem Recognized by Students, Parents, and Teachers

By Jered B. Kolbert, Laura M. Crothers, Christopher Meidl, Cassandra Berbary, Suzannah Chatlos, Latitia Lattanzio, Amy E. Tiberi, Daniel S. Wells & Jacob Wadsworth

A growing body of research reveals that students who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) often do not feel safe at school as a result of suffering from higher rates of bullying in comparison to their heterosexual peers.


Implicit Bias, Part II–Addressing Disproportionality in Discipline: A Prospective Look at Culturally Responsive Positive Behavior Intervention and Supports

The second in a series of articles focused on implicit bias, this iteration seeks to further develop school psychologist practitioners' understanding of implicit bias and how it affects equity in educational settings.

In This Issue: