Communiqué Volume 47, Number 4 (December 2018)
By Karen L. Monahan
This article highlights concerns regarding the lack of clear professional guidance for administrative supervisors, issues of liability, distinctions between various supervisory roles when supervising certified staff, the responsibility of supporting implementation of evidence-based practices, and more.
By Rivka I. Olley
This article focuses on the changing role of school psychologists within the overall evolution underway in the Metro Nashville Public Schools.
By Robert Lichtenstein
This second part of the three-part series on the parent-led dyslexia advocacy movement describes the rapid escalation of the movement and advocates’ efforts to influence legislation and public policy.
By Aleta Wurfel & Jennifer M. Cooper
I (Aleta) expected that becoming a graduate research assistant (GRA) would be a valuable learning experience, but did not anticipate growing as much as I did.
By Joseph D'Intino, Ekaterina Lysenko & Steven R. Shaw
To strengthen clinical practices, improve the implementation of evidence-based practices, and to create an evidence-based profession, researchers and clinicians must have a strong understanding of all questionable research practices that affect the quality of research.
Presenters in Focus
By Paula Gill Lopez
The importance of self-care remains critical amid increasing demands, stress, and burnout among school psychologists. While most school psychologists likely recognize the value of self-care, many may view such practices as a luxury or selfish activity rather than a necessity for effective service delivery.
In This Issue:
Early Career Spotlight
Pediatric School Psychology
DSM-5 and School Psychology
NASP 50th Anniversary
2019 Convention News