Skip Navigation LinksNASP Home Resources Prevention Prevention Resources in School Psychology Review

Prevention Articles in School Psychology Review

Note: NASP members can access an enhanced list of these articles, complete with links, in NASP Member Services. Log in, then click on Member Resources in the top black bar.

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.