School Psychology Forum

Volume 4 Issue 4
Volume 4, Issue 4 (Winter 2010 )

Editor: Ray Christner

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  • School Psychology Forum: NASP's Frontier for Bridging Research to Practice

    Steven R. Shaw and Sarah E. Glaser

    ABSTRACT: School Psychology Forum: Research in Practice (SPF) is the National Association of School Psychologists’s (NASP) online scholarly refereed journal. SPF is a unique outlet for making high-quality research and scholarship accessible and relevant to the practice of professional school psychology. Recently, several changes have taken place regarding the journal’s goals in bridging research to practice, as well as bridging scholarly endeavors with the wider professional community. To state it simply, part of this mission focuses on a single word within the journal’s title: forum. SPF is a professional forum for hosting the scholarly treatment of current clinical, legal, school, policy, practice, and professional issues, while also offering an interactive environment for scholars, school psychologists, educators, policy makers, students, and other professionals to generate discussion regarding these issues. We encourage NASP members and other professionals to contribute to the SPF

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  • An Exploration of School Psychologists' Beliefs About Effective Leadership Practice in School Psychology

    David Shriberg, Mary Satchwell, Lauren McArdle, and Jennifer Mills James

    ABSTRACT: Although often implied and increasingly stated as a necessary skill for school psychologists, the concept of leadership as applied to effective school psychology practice has been understudied. Leaders in the field of school psychology (N = 89) were surveyed regarding how they would define leadership through a school psychology lens, what the primary characteristics and behaviors of effective school psychology leaders are, and in what topic areas is leadership most expected from school psychologists. Findings indicate that central to a definition of school psychology leadership is the ability to achieve positive outcomes for students and systems. Additionally, participants indicate that effective school psychology leaders are characterized by being competent, knowledgeable, and possessing strong interpersonal skills and personal character. Finally, respondents indicate that leadership is expected of school psychologists across numerous domains of practice, particularly in aca

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  • School Psychologists and RTI: Analysis of Training and Professional Development Needs

    Franci Crepeau-Hobson and Donna M. Sobel

    ABSTRACT: The implementation of a response-to-intervention (RTI) model requires a substantive shift away from the traditional roles that many school psychologists have held, as well as adoption of new and expanded functions within the profession. The responsibility of ensuring that professionals can fulfill these complex roles falls to preparation programs and the individual practitioners themselves. This article describes a self-review process of internal, organizational, and practice initiatives within a school psychology program designed to foster inclusive, responsive practices by newly licensed practitioners. Course content and requirements were critically analyzed in the context of how school psychological practice will be affected as RTI principles are translated into school-based applications. Recommendations for analysis of professional development needs and enhanced professional practices are provided for practitioners in the field as well as for school psychology training pr

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