Volume 46, Issue 7 (May 2018 )

Editor: John Desrochers

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  • Trauma and the Role of the School Psychologist

    In a previous article (Diamanduros, Tysinger, &Tysinger, 2018), we described the effects that trauma exposure can have on children, the risk and protective factors that influence the impact of trauma, and the responses to trauma that children can exhibit at home and in school. The present article focuses on the role that school psychologists can play in addressing the needs of these children. … more

  • Treating Toxic Stress in Immigrant Children

    With the increase in immigration to the United States, there is a great need for psychological services that are “culturally sensitive and responsive to the needs of immigrant students” by school psychologists (National Association of School Psychologists, 2015). A report by Child Trends (Murphey, 2016) indicated that more than 127,000 immigrant children (i.e., refugees, asylum seekers, or those without legal status) are estimated to have arrived in the United States in 2016. … more

  • Recovery From Large-Scale Crises: Guidelines for Crisis Teams and Administrators

    The United States has recently experienced numerous large-scale crises that resulted in high death tolls and extensive property damage. Critical incidents such as suicide contagion, natural disasters, or mass casualty events have the potential to cause traumatic reactions and significantly affect children's sense of safety and security. School administrators and crisis team members tasked with meeting the needs of students and staff following such large-scale events must consider how they might support the school community during the immediate aftermath of a crisis and over the long term. … more

  • Editor's Note: Respect, Tolerance, and Consideration

    The articles in this month's Communiqué continue to reflect some of the more pressing issues facing contemporary school psychologists in their day-to-day work supporting the academic, social, emotional, and behavioral success of children and adolescents: trauma, stress among immigrant children, large-scale crises, legalities in special education identification, privilege and responsibility, the ethical use of online video in training and practice, and clinical supervision. … more

  • President's Message: Three Days in Parkland

    On February 14, 2018, NASP was kicking off our highest attended convention in the Association's history. I had just completed my welcome remarks to convention attendees, and Dr. Steve Robbins had energized the crowd with his keynote message of honoring diversity, inclusion, and the power of caring. Positive emotions were high and everyone was feeling good. … more

  • Reflective Supervision: A Clinical Supervision Model for Fostering Professional Growth

    The National Association of School Psychologists (NASP, 2011) emphasizes the importance of supervision for school psychologists at all levels of practice to ensure the provision of high quality and effective services. However, practicing school psychologists report that they do not regularly participate in supervision, particularly clinical/professional supervision, even though they would like to (Chafouleas, Clonan, & Vanauken, 2002; Silva, Newman, Guiney, Valley-Gray, & Barrett, 2016). … more

  • Safe and Supportive Schools for LGBTQ+ Youth

    The National Association of School Psychologists (NASP) believes school psychologists are ethically obligated to ensure all youth with diverse sexual orientations, gender identities, and/or gender expressions, are able to develop and express their personal identities in a school climate that is safe, accepting, and respectful of all persons and free from discrimination, harassment, violence, and abuse. Specifically, NASP's ethical guidelines require school psychologists to promote fairness and justice, help to cultivate safe and welcoming school climates, and work to identify and reform both social and system-level patterns of injustice (NASP, 2010, pp. 11–12). … more

  • Contracting for School Psychological Services

    The gap between the mental health and educational needs of America's school children and the availability of services has grown increasingly evident, especially in rural and high-need urban areas where the recruitment and retention of school psychologists has proven to be more difficult. As a result, the demand for school psychological services continues to grow while school districts across the country struggle to keep up with the demand, as longstanding school psychology shortages continue to exacerbate these gaps in availability of services (National Association of School Psychologists, 2017b). … more

  • NASP Talks With the Author of Homework, Organization, and Planning Skills Interventions

    NASP publishes two popular books that provide a practical, efficient approach to teaching students how to manage their time, complete their work, and study for tests. One book—Homework, Organization, and Planning Skills (HOPS) Interventions—is designed for school-based practitioners; the other—Improving Children's Homework, Organization, and Planning Skills (HOPS)—is for parents. The HOPS books are used in schools across the country, and the HOPS approach has shown good results in research studies. … more

  • The Legal Meaning of Special Education Eligibility: The Latest Case Law

    Specific learning disability (SLD), although moderately declining in recent years, continues to account for the highest enrollment among the eligibility classifications under the Individuals with Disabilities Education Act (IDEA; Zirkel, 2013b). The recognition of response to intervention (RTI) in the 2004 amendments of the IDEA as an approach for identifying students with SLD has generated successive changes in the 2006 IDEA regulations and in subsequent state laws (e.g., Hauerwas, Brown, & Scott, 2013; Zirkel & Thomas, 2010). … more

  • NASP Talks With the Authors of Advancing Evidence-Based Practice Through Program Evaluation: A Practical Guide for School-Based Professionals

    In this interview, Julie Q. Morrison, PhD, and Anna L. Harms, PhD, discuss their book, Advancing Evidence-Based Practice Through Program Evaluation: A Practical Guide for School-Based Professionals, which was recently copublished by Oxford University Press and the National Association of School Psychologists (NASP). Julie Morrison is an associate professor at the University of Cincinnati and Anna Harms is the evaluation and research unit coordinator of Michigan's Integrated Behavior and Learning Support Initiative. … more

  • Reflections on Privilege and Being a Person of Color in School Psychology

    Am I going to be the only person of color in this IEP meeting, in this graduate class, or in this school building? Should I mark my race on this form or check the “prefer not to answer” box? Does my merit speak louder than my skin color, or was I given an offer of admission/employment to fill a diversity quota? Do other people think my diverse background gives me an unfair advantage in an applicant pool? Why do people expect me to have encyclopedic knowledge about India and anything resembling Indian food? … more

  • Susan Gorin Delivers 2018 NASP Legends Address

    Susan Gorin has been the executive director of the National Association of School Psychologists for 25 years and will retire at the end of June. This year, she delivered the Legends Address at the NASP 2018 Annual Convention in Chicago with humor and good will, stressing the importance of the relationships she maintained with so many of her “NASP family.” … more

  • BIG Things Were Happening in Chicago!

    The Bilingual School Psychology Interest Group (Bilingual Interest Group; BIG) connects NASP members who serve bilingual populations or are interested in learning more about this exciting aspect of the field. Its leadership team (BIG-LT) is a committed group of practitioners, graduate students, and faculty: Chieh Li, Elisabeth O'Bryon, Monica Oganes, Lisa Peterson, Marlene Sotelo-Dynega, Desiree Vega, and June Zillich. … more

  • Responding to Tragedy Through Stakeholder Communication Networks

    As the morning of October 2, 2017 dawned, school psychologists across Nevada awoke to the news of the mass shooting at Mandalay Bay. Many of us had not gone to sleep, having heard the news the previous night. As a school psychologist, I felt a heightened sense of alertness, and several questions ran through my head. First and foremost was, “What can I do to help victims, survivors, and families?” … more

  • State Association Crisis Response and Communications Reminders

    The role of state associations in response to mass crises cannot be overstated. Association leaders will be on the front lines of response related to communicating with and supporting members and other stakeholders in the state. This can be true even when state association leaders are personally impacted by the crises. … more

  • NASP Talks With the American Academy of Pediatrics

    Pediatricians represent one of the most critical and ubiquitous community providers within the lives of our students. They also provide a trusted resource to families about physical health as well as mental and behavioral health, and even learning. We interviewed Dr. Marc Lerner, MD, FAAP, from the American Academy of Pediatrics (AAP), to hear more about trends in pediatrics, student vaccinations, how to improve communication among schools and pediatricians, and helpful resources to share with schools and families. … more

  • Gearing Up for Internship: Tips for Future Applicants

    In our experience, graduate students commonly become overwhelmed when planning for internship. As an early career school psychologist and a PhD candidate currently navigating the internship application and interview process, we share the perspective that the process is most navigable when students prepare and plan for internship throughout their training. We have written this column to share insights on how each of us strategically worked toward internship. … more

  • Just a Click Away: Security of Telehealth Video

    It seems like anything can be found on YouTube. While this is handy in many situations, it can be disturbing how much information is posted on the video streaming service. A recent issue that came up on the trainer's Listserv is several occurrences where graduate students posted their administration of intelligence tests on YouTube. This caused quite a bit of concern among the trainers, as it should for all school psychologists. … more

  • Book Review: Group Interventions in Schools: A Guide for Practitioners

    There is an increased need for those within the field of school psychology to provide direct services to students and their families. Unfortunately, the range of obligations within our role as school psychologists within school buildings (e.g., completing assessments, consulting with teachers and families, attending Individualized Education Program and Student Support Team meetings) can make it difficult to figure out how to provide those services that are vital to the social emotional development of our students. … more

  • Book Review: Transforming Schools: A Problem-Solving Approach to School Change

    The book Transforming Schools provides clear structures and protocols for school psychologists who desire to be change agents in the schools. In this new book, the authors, Rachel Cohen Losoff and Kelly Broxterman, state that the purpose of their book is to arm school professionals with strategies to address school-wide problems. … more

  • Book Review: Teenagers With ADD, ADHD, and Executive Function Deficits: A Guide for Parents and Professionals

    This text provides a broad overview of raising an adolescent with attention deficit hyperactivity disorder (ADHD) ranging from causes and terminology to assessment and treatment. The book is most appropriate for parents of youth with attention disorders as it provides various perspectives, resources, and anecdotes from adolescents and parents throughout. The author of the text has both personal and professional experience with ADHD, and this is the third edition of this book, including updates from individuals across the lifespan. … more

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