Communiqué Volume 49, Number 5 (January/February 2021)
By Terri A. Erbacher & Kirby L. Wycoff
As we are living in a time of two pandemics, COVID-19 and racial inequity, equitable procedures and protocols are needed when assessing school-based threats of violence. This paper proposes the need for trauma-informed approaches to threat assessment, discusses warning signs of school violence, and provides research-supported recommendations for prevention and training, assessment of threats, and implementation of equitable and trauma-informed interventions and supports to keep youth physically and psychologically safe.
By Heather E. Ormiston, Danielle Guttman-Lapin, & David Shriberg
Historical and systemic racism and instructional inequities contribute to mental health disparities for minoritized youth. This article focuses on school-based applications of utilizing social justice principles to promote the mental well-being of students. Mental health disparities in education are discussed and an advocacy framework is proposed as a mechanism for addressing mental health disparities.
By Tyler Ryan, Kelsey Klatka, Stephanie Miodus, & Kareem Ishmail
As COVID-19 spread throughout the United States in the spring of 2020, our universities, schools, and places of work changed quickly and drastically. Schools and educational institutions across the country suddenly closed and transitioned to a digital format.
By Sheila Desai & John Hite
In Part 2 of our series on psychological evaluation reports, we highlighted ways to reduce jargon and tools to assist in writing at more accessible reading levels. In this article, we want to focus on practical and easy-to-implement suggestions for developing theme-based psychological reports and meaningful conclusions and recommendations.
By Thomas P. Schmidt
Pediatric sleep deficits have been extensively examined in the research literature with a particular focus on the interaction between deficient sleep and performance on the cognitive, academic, neuropsychological, and psychological assessments commonly used by school psychologists.
By Kelly Vaillancourt Strobach
This article focuses on what we can anticipate based on President-Elect Biden’s campaign pledges and provides an overview of the areas NASP is urging his administration to prioritize. We do expect a focus on public education and a significant shift away from efforts to privatize education and create vouchers and other mechanisms that funnel public money to private schools, many of which enable discrimination of students with disabilities and LGBTQ+ youth.
In This Issue:
Early Career Spotlight
Crisis Preparedness and Management
Pediatric School Psychology