Best Practices: Foundations

Fourth in the new Best Practices series, this book covers the basics of school psychology, addressing diversity, research and program evaluation, and legal/ethical/professional practices. This staple resource guides you to: Develop multicultural competence in services for children and families Crea ...

Communiqué Volume 47, Number 5 (January/February 2019)

Download Print Edition The NASP Exposure Project: Addressing Workforce Shortages and Social Justice By Charles A. Barrett, Kamontá Heidelburg & Celeste Malone Addressing the critical shortage of school psychologists is inextricably connected to the success of a vital profession. This arti ...

A Deliberate Framework for Supervision in School Psychology

Volume 47 Issue 2

Volume 47 Issue 2

This article explores the role of supervision in school psychology, especially during practicum and internship. Advice is given for incorporating a deliberate practice framework in supervision. ...

Administrative Supervision: Underdefined (And Dangerous?) Territory

Volume 47 Issue 4

Volume 47 Issue 4

This article highlights key concerns regarding the lack of clear professional guidance for administrative supervisors, including issues of liability, distinctions between various supervisory roles when supervising certified staff, blurred lines regarding best practices vs. standards of care, and the ...

WCPSS School Psychology Mentor Program: A Game Changer

Volume 47 Issue 4

Volume 47 Issue 4

This article describes a successful mentoring program for school psychologists in a large school district in North Carolina. Not only has it been a source of professional and social–emotional support for staff, but it has helped attract and retain new hires. ...

Supervision: Feedback and Evaluation

Volume 47 Issue 1

Volume 47 Issue 1

This article describes methods of providing formative and summative feedback in the process of supervision. ...

Vertical Research Teams: New Directions for Graduate Student Engagement and Mentorship

Volume 46 Issue 8

Volume 46 Issue 8

Developing a positive professional identity is an important component of graduate preparation. Faculty have influence toward this end as they teach skills, instill content, and model multiple roles (e.g., researcher, clinician, and scientist–practitioner; Ward et al., 2004). When faculty members men ...

Supervision in School Psychology

Volume 46 Issue 8

Volume 46 Issue 8

Supervision has been called the “signature pedagogy” of psychology (Barnett, Cornish, Goodyear, & Lichtenberg, 2007) and presents significant opportunities for learning and skill enhancement. NASP recognizes supervision as a distinct professional competency area consisting of a specific set of knowl ...

Reflective Supervision: A Clinical Supervision Model for Fostering Professional Growth

Volume 46 Issue 7

Volume 46 Issue 7

The National Association of School Psychologists (NASP, 2011) emphasizes the importance of supervision for school psychologists at all levels of practice to ensure the provision of high quality and effective services. However, practicing school psychologists report that they do not regularly partici ...

Addressing Problems of Professional Competence: Collaborating With University Training Programs to Support Struggling Supervisees

Volume 46 Issue 6

Volume 46 Issue 6

As a university-based supervisor (UBS) for school psychology interns, one of the highlights of my job is seeing students complete their capstone training experiences and move on to become credentialed, practicing school psychologists. This requires that students demonstrate competence, or the academ ...