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Prevention Articles in School Psychology Review

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Conceptual Issues

Kratochwill, T. R., & Stoiber, K. C. (2000). Uncovering critical research agendas for school psychology: Conceptual dimensions and future directions. School Psychology Review, 29, 591-603.

Keith, T. Z. (2000). Commentary on Kratochwill and Stoiber: Research in school psychology: What can the future hold? School Psychology Review, 29, 604-605. 

Merrell, K. W. (2002). Social-emotional intervention in schools: Current status, progress, and promise.  School Psychology Review, 31, 143-147. 

Nastasi, B. K. (2000). School psychologists as health-care providers in the 21st century: Conceptual framework, professional identity, and professional practice. School Psychology Review, 29, 540-554. 

Power, T. J. (2003). Promoting children's mental health: Reform through interdisciplinary and community partnerships. School Psychology Review, 32, 3-16. 

Hughes, J. N. (2003). Commentary: Participatory action research leads to sustainable school and community improvement. School Psychology Review, 32, 38-43.

Nastasi, B. K. (2003). Commentary: Challenges of forging partnerships to advance mental health science and practice. School Psychology Review, 32, 48-52.  

Ross, M. R., Powell, S. R., & Elias, M. (2002). New roles for school psychologists: Addressing the social and emotional learning needs of students. School Psychology Review, 31, 43-52. 

Shapiro, E. S. (2000). School psychology from an instructional perspective: Solving big, not little problems.nbsp; School Psychology Review, 29, 560-572. 

Sheridan, S. M. & Gutkin, T. B. (2000).  The ecology of school psychology: Examining and changing our paradigm for the 21st Century. School Psychology Review, 29, 485-501. 

Sugai, G. (2003). Commentary: Establishing efficient and durable systems of school-based support. School Psychology Review, 32, 530-535.  

Targeted Approaches

Eckert, T. L, Miller, D. N., & DuPaul, G. J. (2003). Adolescent suicide prevention: School psychologists' acceptability of school-based programs. School Psychology Review, 32, 57-76. 

Hanley, T. V. (2003). Commentary: Scaling up social-emotional and academic supports for all students, including students with disabilities. School Psychology Review, 32, 327-330.

Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32, 365-383.  

Furlong, M. J., Morrison, G. M., & Greif, J. L. (2003). Reaching an American consensus: Reactions to the special issue on school bullying.  School Psychology Review, 32, 456-470.  

Jordan, K. M. (2000). Substance abuse among gay, lesbian, bisexual, transgender, and questioning adolescents.  School Psychology Review, 29, 201-206. 

Leff, S. S., Power, T. J., & Costigan, T. E. (2003). Assessing the climate of the playground and lunchroom: Implications for bullying prevention programming. School Psychology Review, 32, 418-430.

Leff, S. S., Power, T. J., & Manz, P. H. (2001). School-based aggression prevention programs for young children: Current status and implications for violence prevention.  School Psychology Review, 30, 344-362. 

Lehr, C. A., Hansen, A., & Sinclair, M. F. (2003). Moving beyond dropout towards school completion: An integrative review of data-based interventions.  School Psychology Review, 32, 342-364. 

Orpinas, P., Home, A. M., & Staniszewski, D. (2003). School bullying: Changing the problem by changing the school. School Psychology Review, 32, 431-444.

Taub, J. (2002). Evaluation of the Second Step Violence Prevention Program at a rural elementary school. School Psychology Review, 31, 186-200.