Communiqué Volume 48, Number 8 (June 2020)
By Tiombe Bisa Kendrick-Dunn, Charles Barrett, Danielle Guttman-Lapin, David Shriberg, Sherrie L. Proctor, & Carlos O. Calderón
Students who live in foster care and experience low income and economic marginalization (LIEM) can face unique challenges in school, including concerns related to their economic development and social–emotional well-being. This article recommends direct social justice actions school psychologists can take to impact education service delivery for LIEM students who live in foster care.
By Eric Rossen & Katherine C. Cowan
The NASP Practice Model represents NASP's official policy (our practice standards) regarding the delivery of school psychological services. Recently, NASP leadership approved the 2020 professional standards, which include an updated NASP Practice Model. In 2019, NASP launched the Excellence in School Psychological Services (ESPS) Recognition Program to more actively promote the NASP Practice Model.
By Charles A. Barrett & Danielle Guttman-Lapin
Throughout the 2019–2020 academic year, the National Association of School Psychologists (NASP) Social Justice Committee (SJC) focused on the social justice implications of living in low-income and economic marginalization (LIEM; American Psychological Association, 2019) for the students and families school psychologists serve.
By Jessica P. Trindade
I have been a practicing school psychologist for the past 7 years in New Jersey and decided to pursue a doct orate degree at Fairleigh Dickinson University. While satisfied with my current role, I felt that expanding my breadth of specialized knowledge would help me facilitate systematic change in our public schools.
By Katie A. Dockweiler & Lindsay L. Diamond
For many years, directly addressing the mental and behavioral health needs of students was not a primary role I (Katie Dockweiler) played in the schools where I worked within the Clark County School District (CCSD), Nevada. Over my 14-year tenure, I have served as a bilingual school psychologist consulting with nearly 100 schools on second language acquisition processes, as well as a site-based school psychologist working almost exclusively at Title I schools.
By Brian P. Leung, Christie Vasiliades-Mulligan, & Dayna Bennett
School psychologists typically focus on students who are struggling academically or behaviorally. What about students who are highly successful and achieving beyond their grade placement? This article provides general guidance for school psychologists, educators, and parents when conversations regarding acceleration arise. First, reasons for acceleration are presented, then acceleration practices based on grade level and subject matter are discussed.
In This Issue:
NASP Committees and Boards