Communiqué

Volume 46, Issue 8 (June 2018 )

Editor: John Desrochers


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

    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 (Kann et al., 2016; Kosciw, Greytak, Palmer, & Boesen, 2014; Russell, Clarke, & Lamb, 2009). … more

  • Using Mindfulness to Promote Resilience

    With a rapidly changing and diversifying school population and the growing concentration of students living in high-risk environments (Januszyk, Miller, & Lee, 2016), the need for effective protective factors for resilience continues to increase. The current literature focuses heavily on the use of external supports as protective factors for student resilience, while there is less emphasis on internal skills and supports needed to maintain resilience. … more

  • Expanded School Mental Health Services: Development of the Southeastern School Behavioral Health Community

    This article reviews the development of the Southeastern School Behavioral Health Community (SSBHC), which began in 2013 to bring coherence to the school behavioral health (SBH) agenda in South Carolina (SC) and has since expanded to become a regional effort in the southeastern United States. The term SBH is used to convey community mental health systems joining with schools and school mental health (SMH) providers such as school psychologists to strengthen the depth and quality of programs and services within a multitiered system of support (MTSS). … more

  • Editor's Note: Thank You

    Like much of what happens in NASP, the publication of Communiqué is a joint effort of NASP office staff and NASP volunteer leaders. It takes an enormous amount of work to deliver 40 pages of content to you each and every month, and I want to use my last Editor's Note of the year to thank and recognize some of people who regularly contribute their time and effort to the cause. … more

  • President's Message: Reflections

    In this profession, we all need an anchor to keep ourselves grounded and focused. When we tie our success or failure solely to what happens on the job, we can lose our way. Instead, recognizing the broader roles in our lives can help cope with the inevitable challenges that we will face in our careers. … more

  • Lessons Learned From Recent Natural Disasters

    In the past year, we have seen a number of natural disasters affecting many regions around the country and its territories. We will share lessons learned from state organizations that were integral in coordinating crisis response efforts in their areas as a result of the severe flooding of 2016 in Louisiana, Hurricane Matthew in South Carolina, Hurricane Harvey in Texas, and Hurricane Irma in Florida. … more

  • School Psychologists' Role in Teacher–Child Interaction Training

    Parent–Child Interaction Therapy (PCIT) has been an effective, evidence-based intervention in treating externalizing behaviors in children ages 2–7 (Lyon & Budd, 2010). PCIT can be adapted in a classroom setting to become Teacher–Child Interaction Training (TCIT), wherein the principles of PCIT are applied to the teacher–student relationship. This article will include a description of TCIT, followed by a review of the effectiveness of TCIT as demonstrated by the current literature. A case example of TCIT implementation within a therapeutic preschool will be discussed. … more

  • Being a Restorative Practitioner

    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. … more

  • Supervision in School Psychology

    Supervision has been called the “signature pedagogy” of psychology (Barnett, Cornish, Goodyear, & Lichtenberg, 2007) and presents significant opportunities for learning and skill enhancement. NASP recognizes supervision as a distinct professional competency area consisting of a specific set of knowledge, skills, and attitudes (Falender & Shafranske, 2004; Harvey & Struzziero, 2008; National Association of School Psychologists [NASP], 2014). … more

  • Building Leadership in Cultural Proficiency and Crisis Response

    Alyson Mitchel, NCSP, is a school psychologist at Patuxent Valley Middle School in Jessup, Maryland. It is a comprehensive middle school with a population of about 650 students within the Howard County Public School System, a diverse suburban district that lies between the Baltimore and Washington, DC, metropolitan areas. The district serves approximately 56,000 students across 76 schools. … more

  • Free Online Course on Supporting LGBTQ Students

    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 (GLSEN, 2011; GLSEN, 2013; GLSEN, 2015). Like their peers, LGBTQ youth need to feel socially, emotionally, and physically safe and supported. This is particularly important for LGBTQ youth because they experience much higher levels of physical and sexual violence and bullying compared to their heterosexual peers. … more

  • Your Legal Questions Answered by Our Expert

    Editor's Note: In this article, Perry Zirkel answers legal questions submitted by readers. If you have a question that you would like considered, please send it to John Desrochers (desroc@optonline.net). … more

  • Nominations Open for 2019 Leadership Positions

    Believe it or not, as the school year ends, it is time to start thinking about NASP's 2019 elections. Next year, our association will be electing a president-elect, treasurer, and 17 state delegates. Below you will find a listing of NASP positions that are open for nominations. … more

  • Call for Book Reviewers

    With vacation fast approaching, it may be a good time to review a book for Communiqué. Please submit your requests to me (spmerryl@msn.com) along with a brief summary of your qualifications or a short vita so that I can match the books to the appropriate reviewer; preference will be given to NASP members. Be sure to include several choices because I receive many more requests than there are books to review. You must include an address where the book is to be sent. … more

  • 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. Whereas Implicit Bias: A Foundation for School Psychologists (National Association of School Psychologists, 2016) provided an overview of implicit bias and how it contributes to disproportionate outcomes in education, the current article will specifically explore the relationship between implicit bias and school discipline. … more

  • Students With Attention Deficit Hyperactivity Disorder

    Many students with academic and adjustment problems exhibit a constellation of behaviors commonly associated with attention deficit hyperactivity disorder (ADHD), and NASP recognizes the critical importance of supporting the academic, behavioral, and social–emotional needs of students with ADHD in school settings. The core symptoms of ADHD, including both inattention and hyperactivity–impulsivity, are neurobiological in nature, interact in unique ways with environmental features and demands, and have the potential to adversely affect a child's educational performance as well as social–emotional development (Barkley, 2015). … more

  • George Batsche Receives Lifetime Achievement Award

    The 2018 NASP Lifetime Achievement Award recipient is Dr. George Batsche, PhD, NCSP. Individuals recognized with the Lifetime Achievement award represent the best of NASP. They are school psychologists with at least 25 years of service in the field, 20 years membership in NASP, and 10 years or more leadership service to NASP. They have researched, written, published, taught, edited, mentored, and are exemplary models of professionalism and ethical responsibility. … more

  • Nate Jones Named NASP 2018 School Psychologist of the Year

    The Awards subcommittee of the NASP leadership development committee is pleased to announce that Nathaniel Jones is our 2018 School Psychologist of the Year. The School Psychologist of the Year Award recognizes excellence in the provision of school psychological services by a field-based practitioner. … more

  • Paul H. Henkin Memorial Scholarship Awarded to Christopher Drapeau

    NASP is grateful to have been included in Dr. Paul H. Henkin's estate plan, thus establishing a scholarship program to recognize excellence in applied research or program design for newly credentialed school psychologists. Because of Dr. Henkin's generosity, we are able to award one scholarship annually to a NASP member whose research is accepted for presentation at the NASP convention. The awards subcommittee of the leadership development committee is pleased to announce that Dr. Christopher Drapeau is the 2018 Paul H. Henkin Memorial Scholarship recipient. … more

  • Minority Scholarships Awarded in Chicago

    The NASP-ERT Minority Scholarship Program was established in 1995 to support the graduate training of minority students pursuing careers in school psychology. The program seeks to lower financial barriers to training and to highlight the accomplishments of promising future professionals. It advances NASP's commitment to diversity in the field of school psychology by supporting culturally diverse graduate students who will eventually provide school-based services to diverse student populations. … more

  • In Memoriam: David P. Prasse, 1946–2017

    David Paul Prasse was born on October 14, 1946 in Cleveland, Ohio. Diagnosed with a rare cancer 3 years ago, he died at age 71 on December 23, 2017 at his home in Elm Grove, Wisconsin. His parents were the late Revs. Edgar and Barbara Prasse. … more

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

    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; Ward et al., 2004). When faculty members mentor graduate students, mutually beneficial relationships can form. For students, mentorship enriches skill sets that may contribute to receiving recognition, securing a future internship placement, or being hired in the work force (Clark et al., 2000; Ward et al., 2004). … more

  • Just a Click Away: Websites for Report Recommendations

    After a couple of years in the field, most school psychologist are finely tuned machines in writing up psychoeducational evaluations into comprehensive reports. The use of templates and automated scoring programs have made the writing progress more efficient. However, making specific recommendations based on the results of the evaluation can be a challenge. … more

  • Book Review: Social And Emotional Skills Training For Children: The Fast Track Friendship Group Manual

    Social and Emotional Skills Training for Children guides schools and other child-serving agencies in providing skill intervention to students in grades K–5 who are lacking social competence. Target students have ongoing difficulties gaining peer acceptance due to maladaptive behavior (e.g., aggression, impulsivity, anxiety) regardless of the presence of a disability (e.g., LD, ADHD, ASD). Therefore, skill development focuses on fostering proactive behaviors and self-regulation. … more

  • Book Review: Functional Communication Training for Problem Behavior

    Functional Communication Training for Problem Behavior is a text that can be an immediate reference for the professional working with students in need of behavioral or communicative support. Professionals utilizing this text can find the tools they need to build an effective behavior support plan specific to the students they are working with. The text is truly a reference tool that does not need to be read in its entirety but is one school psychologists and other school staff will benefit from having on their shelves. … more

  • Book Review: Effective Math Interventions: A Guide to Improving Whole-Number Knowledge

    Effective Math Interventions: A Guide to Improving Whole-Number Knowledge, is a teacher- and practitioner-friendly guidebook on mathematics assessment and intervention. The content focus is on whole numbers; readers looking for resources to support interventions on decimals, fractions, or geometry will need to look elsewhere. This book is geared toward working with elementary-age students. … more

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