School Psychology Forum

Practical Strategies for Using Journal Articles in University Teaching and Learning, and School Psychology Practice
Volume 11, Issue 4 (Winter 2017)

Editor: Oliver Edwards


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  • Scholarship of Teaching and Learning in School Psychology

    By Oliver W. Edwards

    pp. 124–128

    ABSTRACT: This article describes a translational research framework for the scholarship of teaching and learning (SoTL) in school psychology. SoTL is the systematic study of teaching and learning to advance learning and practice outcomes among diverse groups of learners. This special themed issue of School Psychology Forum addresses SoTL as it relates to how scholarly publications can be used to enhance teaching and learning in the university classroom and in applied settings. Editors of National Association of School Psychologists publications illustrate how their publications are used to advance teaching, learning, and practice. Overall, the issue brings SoTL to the discipline and practice of school psychology in order to promote positive child and youth outcomes.

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  • Communiqué and the Everyday Scholarship of Learning

    By John E. Desrochers

    pp. 129–134

    ABSTRACT: Communiqué supports the vision, priorities, and Model for Comprehensive and Integrated School Psychological Services of the National Association of School Psychologists and provides continuing professional development for school psychologists on best practices and professional issues (e.g., shortages of school psychologists, mental and behavioral health, social justice, leadership, use of technology, diversity, and advocacy).

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  • School Psychology Review

    By Amy L. Reschly

    pp. 135–139

    ABSTRACT: School Psychology Review (SPR) is the flagship scholarly journal of the National Association of School Psychologists. The history, publication priorities, annual data, and types of articles and issues in the journal are described in this article. In addition, the alignment of SPR research with several ethical principles, the National Association of School Psychologists Practice Model, and standards for graduate training is detailed (National Association of School Psychologists, 2010a, 2010b, 2010c). Finally, examples of how SPR content may be used in core graduate coursework are described, along with suggestions for the inclusion of SPR podcasts, special issues, and articles in course activities to illustrate and engage students in scholarly debate, help students understand and produce research, and translate research into practice.

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  • SPF: Implications for Practicum and Internship Teaching and Learning

    By Diana Joyce-Beaulieu

    pp. 140–144

    ABSTRACT: The overwhelming majority of school psychology graduates will pursue careers in delivering psychological services, most often in school systems. Their roles require continuous application of best practices in service delivery and diligence in maintaining skill competencies that meet the needs of diverse students. The context for services within educational institutions is also continually evolving in light of sociopolitical forces, advocacy efforts, and emerging pedagogy paradigms. Thus, there is always a need for current guidance regarding the application of psychological principles to practice. From its inception, School Psychology Forum has been conceptualized as a scholarly mechanism to interpret research with regard to practice implications. Acknowledging the complexity of school psychology practice and the need for demonstrated skills, accreditation organizations have sought to enhance skill development for graduate students through scientist–practitioner and practitioner–scholar models. In these programs, foundational knowledge in theory, technical instruction on empirically supported methods, and field-based practicum and internship are provided to enhance learning. School Psychology Forum’s format is intentionally less reliant on the technical format of traditional research articles and more aligned with a professional application perspective of school psychologists’ daily work. Therefore, it offers a dynamic and vibrant forum for discussion of current issues with students engaging in practicum or internship as well as experienced practitioners and trainers.

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  • Social Context During Resettlement and Its Influence on Arab Refugee Youth’s Well-Being

    By Danielle A. Balaghi, June N. Westdal & Kristin Rispoli

    pp. 145-159

    ABSTRACT: Refugee youth are a vulnerable population at risk of mental health difficulties due to immigration to a new country, exposure to violence, and time spent in refugee camps (Fazel, Reed, Panter-Brick, & Stein, 2012). Recent estimates suggest that nearly 84,000 refugees have entered the United States since 2016 (U.S. Department of State Bureau of Population, Refugees, and Migration, n.d.). This statistic puts the Arab refugee crisis in perspective, since refugees from Arab countries account for nearly one quarter of all recent refugees (approximately 23,000). As such, the experience of Arab refugee youth is relevant for school psychologists because many Arab refugee youth will be placed in the U.S. education system. Estimates suggest that Arab refugee youth account for about 35% of the 23,000 Arab refugees entering the United States (U.S. Department of State Bureau of Population, Refugees, and Migration, n.d.). To best support this population, school psychologists should consider the role of social context during the resettlement process. This article discusses how the social context during resettlement might influence the psychological well-being of refugee youth and provides considerations for school psychologists working with them. Emphasis is placed on three factors in the social context that can influence how refugee youth respond to resettlement: family, discrimination, and acculturation. Recommendations pertinent to working with Arab populations are highlighted.

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