Volume 47, Issue 6 (March/April 2019)

Editor: John Desrochers

NASP Members: Log in to view articles

  • Wendy Price and Misty Lay to Lead NASP

    Wendy Price, PsyD, NCSP, has been elected as NASP president-elect starting in July 2019 and will assume the office of NASP President in July 2020. Dr. Price is currently serving as NASP secretary. Previously, she served as the Membership Committee cochair, 6 years (two terms) as the Massachusetts delegate to the NASP Leadership Assembly, and a Northeastern Region delegate representative to the NASP Board of Directors. Dr. Price is employed as a school psychologist for the Whitman-Hanson Regional High School in Whitman, Massachusetts. Her special recognitions include NASP Rookie of the Year and Massachusetts Friend of Children. … more

  • Selective Mutism: From Therapy to Classroom

    Working with students who exhibit selective mutism can be challenging. This article presents a case in which stimulus fading was used to help a student generalize speech into classroom situations. … more

  • Comprehensive School Safety: Leading and Advocating for What Works

    Graduate students describe their role as social and emotional learning facilitators in a middle school program designed to support student academic success through improving school culture and climate, and to promote positive values and learning-to-learn skills. … more

  • Communiqué as a Resource for Professional Development

    Today, I am scrambling to put the finishing touches on the issue you are holding in your hands before I leave for the NASP 2019 Annual Convention in Atlanta. I know many of you have just returned from there, and I am confident that you had a productive and fun experience. I'm excited about going. … more

  • Spring Forward

    Spring can be a challenging time for school psychologists. For practitioners, evaluations spike, student mental health needs increase, teachers express more stress, and it's difficult to balance all of the responsibilities. Graduate students feel the pressure this time of year due to research requirements, applying for internships and jobs, and meeting program requirements. … more

  • Section 504 Eligibility Determinations: Concentrating on ADHD

    This article discusses legal and professional issues in the assessment and identification of ADHD within the context of Section 504 and IDEA. Recommendations for identification of students with ADHD are offered. … more

  • PANDAS and PANS: What You Need to Know About These Neuropsychiatric Conditions

    This article examines two pediatric neuropsychiatric conditions known as pediatric autoimmune neuropsychiatric disorders association with streptococcal infection (PANDAS) and pediatric acute-onset neuropsychiatric syndrome (PANS). These disorders manifest in the abrupt onset of obsessive-compulsive disorder (OCD) symptoms following an infection. Areas discussed in this article include, but are not limited to, disease onset, diagnostic procedures, differences between the two disorders, and school-based supports. … more

  • Suicide Contagion and Clusters—Part 2: What Can a School Psychologist Do?

    This second article in a two-part series focuses on limiting contagion and highlights the many potential roles of the school psychologist in suicide postvention. Frequently asked questions (FAQ) are addressed in a special section at the end of the article. … more

  • We Are a Profession: The Impact of NASP Standards

    This article summarizes the impact that the development of the NASP standards had on school psychology’s progression toward becoming an independent profession. Their impact on graduate education, credentialing, ethics, and practice are discussed. … more

  • Recognition of Our Former Leadership

    In celebrating the 50th Anniversary of NASP, we recognize the many specific accomplishments of the organization and the field of school psychology in general. These include practitioner growth, organizations and memberships, conventions, training programs, standards documents and position statements, and virtually every aspect of our field. … more

  • Introducing the Excellence in School Psychological Services Recognition Program

    Since 2010, NASP has worked to promote the Model for Comprehensive and Integrated School Psychological Services (NASP, 2010), also known as the NASP Practice Model. This model represents NASP's official policy (our practice standards) regarding the delivery of school psychological services. … more

  • National Commission on Social, Emotional, and Academic Development Releases Final Report

    In 2017, NASP joined The Aspen Institute's National Commission on Social, Emotional, and Academic Development Partners Collaborative, along with more than 100 other organizations. … more

  • Insights From the NASP Find-A-Mentor Program

    The NASP Find-A-Mentor program was launched in early spring 2017, as a NASP member benefit to provide support at all levels of professional growth and development. The program helps connect professionals interested in providing mentorship or professional support with those who seek such support. While early career professionals represent most mentees, several mentees have 10 or more years of experience and participate to learn new skills, connect with other professionals, and develop an outlet for professional consultation in a potentially isolating professional setting. … more

  • Reflection on State Leadership Q&A With NASP Past President John Kelly

    State association leadership is explored from the perspective of the recent NASP past-president, John Kelly. Current challenges facing state associations are discussed, as well as the most effective qualities of state leaders in addressing these issues and advancing NASP’s strategic goals. … more

  • Clinical Practice of Cognitive Therapy With Children and Adolescents: The Nuts and Bolts, Second Edition

    Because one of NASP's strategic goals focuses on school psychologists as mental and behavioral health service providers, it is important for school psychologists to have comprehensive resources focusing on therapeutic intervention. The book, Clinical Practice of Cognitive Therapy With Children and Adolescents: The Nuts and Bolts, Second Edition, is one such comprehensive resource on therapeutic intervention. … more

  • Handbook of Pediatric Psychology, Fifth Edition

    A highly comprehensive text covering the intersection of pediatrics and psychology, the Handbook of Pediatric Psychology is an invaluable resource in the school psychologist's tool box. The handbook is divided into five sections, each covering a different facet of pediatric psychology. … more

  • Student Online Privacy Issues in Education

    The most sensitive information about a student is often generated by school psychologists. The reports school psychologists create tap into cognitive functioning, behavior, emotional state, and family situation. As such, school psychologists are well aware of the importance of protecting student's private information. … more

  • Incorporating Self-Care Into Your Graduate School Career

    Current evidence suggests there is a mental health crisis in graduate school education (Evans, Bira, Gastelum, Weiss, & Vanderford, 2018). Graduate students are more than six times as likely to experience depression and anxiety when compared to the general population (Evans et al., 2018). Furthermore, graduate students are also more likely to have thoughts of suicide and to engage in self-injurious behavior (Garcia-Williams, Moffitt, & Kaslow, 2014). … more

  • Tips for Writing Effective Learning Objectives

    Alearning objective should include a measurable verb (e.g., describe, design, assess, apply, explain, analyze) and focus on the learner. For example: “This session will help participants present and advocate the use of the NASP Practice Model to their local board of education.” … more

  • Tips for Writing Attention-Grabbing Session Descriptions

    The primary goal in giving a presentation at the NASP convention is to share a particular aspect of your knowledge with fellow school psychologists. This requires that people show up at the presentation. There are typically more than 1,000 presentations and workshops at a NASP convention. The competition for attention is pretty high. … more

  • Preparing a Successful Presentation Proposal

    It's not too early to start thinking about offering a presentation at the NASP 2020 Annual Convention in Baltimore, Maryland. Presenting is an outstanding way to share your knowledge, connect with colleagues, and be an integral part of the convention experience. This article provides useful tips for writing a successful proposal. … more

  • Q&A With Kayla Parr

    Kayla Parr is a first-year graduate student in the school psychology program at Columbia University Teachers College and is pursuing the Spanish bilingual extension. She is originally from Freehold, New Jersey and completed her bachelor's degree at Boston College. She also has previous experience as an eighth-grade writing teacher and special education manager in New York City charter schools. … more

  • Q&A With Nora Neztsosie

    Nora Neztsosie is a Diné (Navajo) school psychologist intern at Kayenta Unified School District in Arizona. Nora has returned to her Diné land and Diné community for her internship. Her clans are Kinyaa'aani (Towering House clan) born for Tse'deeshgizhni (Rock Gap clan), maternal clan is Tabaha (Edgewater), and paternal clan is Tl'izilani (Manygoats). Nora is a fourth-year graduate student in school psychology at San Diego State University. She is originally from Shadow Mountain, Arizona, and she completed her master's and bachelor's degrees in special education at Northern Arizona University. … more

  • Implementing SEL Initiatives as School Psychology Trainees: Pushback, Buy-In, and Progress

    This article details the experience of school psychology students in their efforts as social-emotional learning (SEL) facilitators to support the implementation of SEL practices in an urban public school district. It includes a look into the various consultative strategies used to prepare the system for change and a list of the key takeaways learned from the experience. … more