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  Subjects -> PSYCHOLOGY (Total: 880 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 2)
Acta Colombiana de Psicología     Open Access   (Followers: 4)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 23)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 2)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 8)
Addictive Behaviors Reports     Open Access   (Followers: 5)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 23)
ADHD Report The     Full-text available via subscription   (Followers: 8)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 41)
Advances in Mental Health     Hybrid Journal   (Followers: 73)
Advances in Physiotherapy     Hybrid Journal   (Followers: 56)
Advances in Psychology     Full-text available via subscription   (Followers: 61)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 30)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 3)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 405)
Aggressive Behavior     Hybrid Journal   (Followers: 15)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 33)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 16)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 37)
American Journal of Community Psychology     Hybrid Journal   (Followers: 24)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 24)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 4)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 22)
American Psychologist     Full-text available via subscription   (Followers: 229)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 68)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 28)
Annual Review of Psychology     Full-text available via subscription   (Followers: 223)
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 24)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 14)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 69)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 33)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 20)
Applied Psychological Measurement     Hybrid Journal   (Followers: 19)
Applied Psychology     Hybrid Journal   (Followers: 145)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 49)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 20)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 26)
Archives of Scientific Psychology     Open Access   (Followers: 4)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 8)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 4)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 7)
Assessment     Hybrid Journal   (Followers: 11)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 10)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription  
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7)
Australian Journal of Psychology     Hybrid Journal   (Followers: 18)
Australian Psychologist     Hybrid Journal   (Followers: 12)
Autism Research     Hybrid Journal   (Followers: 32)
Autism Research and Treatment     Open Access   (Followers: 28)
Autism's Own     Open Access   (Followers: 1)
Autism-Open Access     Open Access   (Followers: 5)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 19)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 36)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 6)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 2)
Behavior Analyst     Hybrid Journal   (Followers: 4)
Behavior Modification     Hybrid Journal   (Followers: 10)
Behavior Research Methods     Hybrid Journal   (Followers: 18)
Behavior Therapy     Hybrid Journal   (Followers: 47)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 9)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 54)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 24)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 6)
Behaviormetrika     Hybrid Journal  
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 126)
Behavioural Processes     Hybrid Journal   (Followers: 7)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 16)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 10)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access  
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 137)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 36)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 33)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 43)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 20)
British Journal of Psychology     Full-text available via subscription   (Followers: 59)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 67)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 33)
Burnout Research     Open Access   (Followers: 7)
Cadernos de psicanálise (Rio de Janeiro)     Open Access  
Cadernos de Psicologia Social do Trabalho     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 5)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 14)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 13)
Case Studies in Sport and Exercise Psychology     Hybrid Journal  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 28)
Child Development Research     Open Access   (Followers: 16)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access  
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 10)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 12)
Clinical Psychologist     Hybrid Journal   (Followers: 17)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 70)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Clinical Psychology Review     Hybrid Journal   (Followers: 36)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 20)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 8)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 1)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 37)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 14)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 28)
Cognitive Psychology     Hybrid Journal   (Followers: 64)
Cognitive Research : Principles and Implications     Open Access   (Followers: 2)
Consciousness and Cognition     Hybrid Journal   (Followers: 30)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 3)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 7)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 22)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 10)
Counseling Psychologist     Hybrid Journal   (Followers: 15)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 8)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 21)
Counselling and Values     Hybrid Journal   (Followers: 2)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 10)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 5)
Creativity Research Journal     Hybrid Journal   (Followers: 20)
Creativity. Theories - Research - Applications     Open Access   (Followers: 2)
Criminal Justice Ethics     Hybrid Journal   (Followers: 7)
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 13)
Cultural-Historical Psychology     Open Access   (Followers: 1)
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 4)
Current Addiction Reports     Hybrid Journal   (Followers: 12)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 51)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 2)
Current Opinion in Psychology     Hybrid Journal   (Followers: 4)
Current Psychological Research     Hybrid Journal   (Followers: 13)
Current Psychology     Hybrid Journal   (Followers: 15)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 20)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 15)
Decision     Full-text available via subscription   (Followers: 3)
Depression and Anxiety     Hybrid Journal   (Followers: 16)
Depression Research and Treatment     Open Access   (Followers: 13)
Developmental Cognitive Neuroscience     Open Access   (Followers: 18)
Developmental Neuropsychology     Hybrid Journal   (Followers: 16)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 45)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 9)
Diversitas: Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 1)
Dreaming     Full-text available via subscription   (Followers: 11)
Drogues, santé et société     Full-text available via subscription  
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 13)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 27)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 48)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 7)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 34)
Emotion Review     Hybrid Journal   (Followers: 20)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)
Escritos de Psicología : Psychological Writings     Open Access   (Followers: 2)

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Journal Cover Contemporary School Psychology
  [4 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2159-2020 - ISSN (Online) 2161-1505
   Published by Springer-Verlag Homepage  [2352 journals]
  • Models and Frameworks for Culturally Responsive Adaptations of
           Interventions
    • Authors: Lisa S. Peterson; Victor Villarreal; Maria J. Castro
      Pages: 181 - 190
      Abstract: Abstract Research suggests that culturally and linguistically diverse (CLD) youths are underserved by mental health systems; CLD youths are less likely to receive mental health services and more likely to receive services that are inappropriate or inadequate. The lack of well-established treatments for CLD youths has been cited as one contributing factor to this problem. Consequently, it has been suggested that therapists should incorporate cultural awareness frameworks into their practice and adapt interventions in order to best serve youths from this population. The purpose of this literature review is to present established models that incorporate principles of cultural awareness and systematic intervention adaptation. Related studies that describe the applications of these models are also reviewed. Commonalities between different culturally responsive adaptation models are discussed, and implications for school-based practice are explored.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0115-9
      Issue No: Vol. 21, No. 3 (2017)
       
  • School-Based Considerations for Supporting Arab American Youths’
           Mental Health
    • Authors: Anisa N. Goforth; Lindsey M. Nichols; Cameo F. Stanick; Zachary R. Shindorf; Olivia Holter
      Pages: 191 - 200
      Abstract: Abstract Arab Americans are a culturally, linguistically, and religiously diverse group. Although there are an estimated 3.6 million Arab Americans in the USA, there is little discussion about how to best provide culturally responsive school-based mental health supports to Arab American youths. The purpose of this article is to (1) briefly describe the demographics and background of Arab Americans, (2) highlight the current research related to the academic performance and mental health of Arab American youths, and (3) provide specific recommendations for school-based mental health providers to use within multi-tiered systems of support. Lastly, broad recommendations for using culturally responsive practices in a multi-tiered system of support for this population are provided.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0117-7
      Issue No: Vol. 21, No. 3 (2017)
       
  • Culturally Responsive Wraparound Supports: Collaborating with Families to
           Promote Students’ Behavior Regulation Across Settings
    • Authors: Lindsay M. Fallon; Marlana R. Mueller
      Pages: 201 - 210
      Abstract: Abstract As public schools in the U.S. are becoming increasingly culturally and linguistically diverse (CLD), there has been an effort to generate empirical support for culturally responsive practices in schools to promote a variety of positive outcomes for children (e.g., behavioral health, mental health, academic achievement). School psychologists can assist with the delivery of culturally responsive practices based on their specialized training and expertise. For students with intensive needs, particularly for mental and behavioral health concerns, a wraparound service delivery model may be appropriate. Although resource-intensive, wraparound supports emphasize collaborative relationships between stakeholders. It aligns well with the provision of positive behavioral interventions and supports (PBIS), a comprehensive, coordinated framework to promote behavior regulation and increase displays of positive, prosocial behavior. The purpose of this paper is to provide a description of culturally responsive wraparound supports and present data from a preliminary case study. Specifically, the process of developing and implementing a family behavior support plan with a family in the northeast who recently emigrated from Puerto Rico is described. Implications for practice and research are discussed.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0116-8
      Issue No: Vol. 21, No. 3 (2017)
       
  • Culturally Responsive Adaptations in Evidence-Based Treatment: the Impact
           on Client Satisfaction
    • Authors: Janine Jones; Lisa Lee; Julia Zigarelli; Yoko Nakagawa
      Pages: 211 - 222
      Abstract: Abstract This study expands the literature on multicultural counseling competencies (MCCs) in school psychology by outlining the relationship between client satisfaction, treatment approaches, and critical clinician variables such as clinician MCC. With growing emphasis on the integration of cultural considerations in evidence-based treatments (EBTs), this study specifically highlighted the differential impact of culturally adapted EBTs on counseling clients. In this nonrandomized repeated-measure study, two groups of clinicians were trained to deliver either culturally responsive cognitive behavioral therapy (CR-CBT) or traditional CBT to adolescent clients with depression symptoms. Clients rated therapy satisfaction on the Satisfaction Evaluation Questionnaire (SEQ)-Form 5 (Stiles and Snow 1984). The results indicated improvement on all four SEQ dimensions for both groups with differential effects appearing more rapidly in the therapeutic process when CR-CBT was used. These findings support the need for client perspectives in treatment efficacy evaluations and continued efforts to study culturally adapted EBTs in school psychology.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0118-6
      Issue No: Vol. 21, No. 3 (2017)
       
  • Nonverbal and Language-Reduced Measures of Cognitive Ability: a Review and
           Evaluation
    • Authors: Daniel D. Drevon; Rachel M. Knight; Sharon Bradley-Johnson
      Pages: 255 - 266
      Abstract: Abstract With the number of new and revised nonverbal and language-reduced tests of cognitive ability, selection and interpretation of appropriate measures can be complicated. Seven nonverbal or language-reduced tests with normative data collected within the last 15 years were evaluated. Besides evaluating technical adequacy, other variables affecting test selection and interpretation including adequacy of floors and item gradients, provision of data for subgroups of students, percent of timed items, and response mode are described. Eight additional tests with language-reduced components also were reviewed. Implications for practice and research are presented.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0114-x
      Issue No: Vol. 21, No. 3 (2017)
       
  • Examining Teachers’ Behavioral Management Charts: a Comparison of Class
           Dojo and Paper-Pencil Methods
    • Authors: S. Kathleen Krach; Michael P. McCreery; Hillary Rimel
      Pages: 267 - 275
      Abstract: Abstract Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school psychologist. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavioral charts used by teachers in a Title I elementary school that reported using Positive Behavioral Intervention Supports (PBIS). Researchers evaluated charts for ten classrooms (~150 students) and compared the type of data collected by each teacher for each child. Findings indicated that teachers either used no system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An analysis of each of these systems found that Class Dojo provided significantly more data (positive and negative notations) in general, as well as more reliable data than any other system reviewed. Discussions of these findings within a PBIS framework, as well as general concerns about the computer-based system, are provided.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0111-0
      Issue No: Vol. 21, No. 3 (2017)
       
  • Emotional Labor and the Work of School Psychologists
    • Authors: Adam D. Weaver; Joseph A. Allen
      Pages: 276 - 286
      Abstract: Abstract As the field of school psychology faces critical shortages, investigations of work factors affecting job satisfaction and burnout are of increasing importance. One such factor is emotional labor, which is defined as the work of managing one’s emotions and emotional expressions so as to align to the expectations of the job or profession. In this study, practitioners (N = 192) were surveyed regarding their work experiences, recognition of display rules (standards that guide employees’ emotional expression), surface acting (the form of emotional labor in which employees manage their external emotional expression), job satisfaction, and burnout (consisting of emotional exhaustion, depersonalization, and personal accomplishment). Multiple regression analyses showed that display rule recognition was positively related to surface acting, and surface acting was positively related to emotional exhaustion and depersonalization while negatively related to job satisfaction and personal accomplishment. Results suggest that emotional labor may be an important aspect of the work of school psychologists—impacting both job satisfaction and burnout. Limitations and implications for research and practice are discussed.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-017-0121-6
      Issue No: Vol. 21, No. 3 (2017)
       
  • Broadening Our Understanding of Evidence-Based Practice: Effective and
           Discredited Interventions
    • Authors: Brian A. Zaboski; Anna P. Schrack; Diana Joyce-Beaulieu; Jann W. MacInnes
      Pages: 287 - 297
      Abstract: Abstract The proliferation of unsubstantiated or discredited interventions underscores the importance of the evidence-based practice (EBP) movement in school psychology. Although researchers have conducted several surveys on discredited interventions in counseling and clinical psychology, no studies have investigated the use of these treatments in school psychology. This survey presented Florida Association of School Psychologist members with three categories of treatment: discredited treatments, treatments with mixed research results, and evidence-based treatments. Participants were asked to rate (1) the likelihood that they would recommend an intervention and (2) an intervention’s level of research support. Participants demonstrated unfamiliarity with discredited treatments, overestimated the research support for ineffective techniques, and expressed a desire to learn about discredited interventions through training and professional development opportunities. Training implications for school psychology programs are discussed.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-017-0131-4
      Issue No: Vol. 21, No. 3 (2017)
       
  • Family Involvement in School-Based Behavioral Screening: A Review of Six
           School Psychology Journals from 2004 to 2014
    • Abstract: Abstract Universal behavioral screening in the school setting plays a vital role in the prevention and early intervention of child difficulties. While universal screening methods have evolved, measures appear to examine child characteristics based on data collected primarily from teachers and children. Parents may also have important information to contribute to screening efforts; however, the extent to which parents are regularly involved in the screening process is somewhat unknown. This study investigated the behavioral screening literature in major school psychology journals from 2004 to 2014 to determine the frequency to which families and caregivers participate in the screening of child behavioral difficulties in schools. Results indicated very few research articles utilized families as screening informants. In addition, the majority of articles either did not mention families directly or only mentioned families briefly throughout the study. Implications for the inclusion of families within the screening process are discussed.
      PubDate: 2017-10-16
       
  • Promoting School Psychologist Participation in Transition Services Using
           the TPIE Model
    • Authors: Devadrita Talapatra; Andrew T. Roach; Kris Varjas; David E. Houchins; Daniel B. Crimmins
      Abstract: Abstract Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services; data-based decision-making; academic, social, and emotional interventions; and progress-monitoring. This paper introduces a three-phase cyclical intervention framework designed to improve comprehensive, evidence-based transition services for secondary students with ID by enhancing school psychologists’ knowledge of transition practices. By utilizing the Transition Planning, Implementation, and Evaluation (TPIE) model, school psychologists can proactively work with students, families, school personnel, and community agencies to foster post-school success in youth with ID in all phases of the transition process. This paper will discuss the theory, structure, and implementation of the TPIE phases. Strategies to bridge the research to practice gap in transition service delivery will also be discussed.
      PubDate: 2017-10-04
      DOI: 10.1007/s40688-017-0159-5
       
  • School Behavioral Threat Assessment and Management
    • Authors: Melissa A. Louvar Reeves; Stephen E. Brock
      Abstract: Abstract While schools are safer today than in years past, one act of school violence is one too many. Recent reports have conveyed the importance of schools developing and implementing protocols and procedures to prevent or mitigate school violence. To assist with this task, this article addresses behavioral threat assessment and management (BTAM) in the K-12 school setting and the school psychologist’s role in risk and threat assessment. Best practices in establishing a K-12 behavioral threat assessment and management process, including the assessment of risk factors and warning signs, identification of concerns, and follow-up interventions and monitoring are discussed. Ethical and legal considerations are also reviewed.
      PubDate: 2017-10-04
      DOI: 10.1007/s40688-017-0158-6
       
  • A Longitudinal, Latent Class Growth Analysis of the Association of
           Aggression and Special Education in an Urban Sample
    • Authors: Shelley R. Hart; Rashelle J. Musci; Tal Slemrod; Emily Flitsch; Nicholas Ialongo
      Abstract: Abstract As special education provides the context for delivery of an individualized approach to administering evidence-based interventions, regardless of disability category, we were interested in whether the provision of special education impacts the developmental trajectory of aggression. A longitudinal latent class growth model was utilized to examine the aggressive trajectories of participants in middle through high school and further analyses explored the relationship of special education variables with important variables. Participants included 578 students (53.4% male, 86.3% African American, 69% receiving free and reduced lunch [FRL]). Covariates were measured in first grade, aggressive-disruptive behavior indicators were measured in sixth through twelfth grades, and distal outcomes were assessed through young adulthood (i.e., 22–23 years old). Results identified two latent class trajectories. The lower aggressive trajectory class was more likely female with a special education history. The higher aggressive trajectory class was more likely male, received FRL, demonstrated lifetime drug abuse and dependence disorders (DUD) and criminal histories, and was less likely to graduate from high school. Further, students who received special education in elementary school were more likely to have graduated on-time, and less likely to have a DUD, to have been incarcerated, or to have reported a lifetime suicide attempt. Interestingly, further exploration of special education variables revealed few statistically significant differences. As special education is typically viewed as a risk factor for students, these findings illuminate a potential protective function of special education and prompt the need for further investigation into the types of individualized education plans targeting aggressive behaviors.
      PubDate: 2017-10-02
      DOI: 10.1007/s40688-017-0160-z
       
  • The School Psychologist’s Role in Leading Multidisciplinary School-Based
           Threat Assessment Teams
    • Authors: Shawna Rader Kelly
      Abstract: Abstract School psychologists have long been regarded for their expertise in the assessment, evaluation, and delivery of mental and behavioral health services for children in schools. Given the growing attention to school safety, crisis prevention, and crisis intervention, school psychologists are also increasingly called upon to assist with systems-level prevention efforts and individual assessments of risk for targeted violence through participation in school-based threat assessments. In this article, I define the role of the school psychologist within the multidisciplinary threat assessment team in conducting comprehensive assessments and developing individualized interventions to mitigate threats of violence in schools. From my experience conducting threat assessments as a school psychologist, implications for schools, school-based practitioners, and university trainers are also explored.
      PubDate: 2017-09-15
      DOI: 10.1007/s40688-017-0153-y
       
  • Examining Racial Microaggressions, Race/Ethnicity, Gender, and Bilingual
           Status with School Psychology Students: the Role of Intersectionality
    • Authors: Sherrie L. Proctor; Jennifer Kyle; Keren Fefer; Q. Cindy Lau
      Abstract: Abstract The current study investigated the intersection of race/ethnicity and two related factors, gender and bilingual status, and the experience of racial microaggressions in a sample of school psychology graduate students. We proposed that race intersects not only gender but also bilingual status, leading to significant differences in the frequency of experiencing racial microaggressions. Through a national survey of racially, ethnically, and linguistically diverse school psychology graduate students (n = 228), the study examined the interaction of race/ethnicity, gender, bilingual status, and three types of racial microaggressions students might experience in school psychology graduate education: assumptions of inferiority, microinvalidations, and workplace and school microaggressions. Although bilingual status was not significant, our findings indicated that Black males were significantly different from all other groups in their experience of two types of racial microaggressions—assumptions of inferiority and school and workplace racial microaggressions. Implications for school psychology program recruitment and retention practices are discussed.
      PubDate: 2017-09-11
      DOI: 10.1007/s40688-017-0156-8
       
  • Historical Overview of Attention Deficit-Hyperactivity Disorder and
           Neurofeedback: Implications for Academic Achievement, Assessment, and
           Intervention in Schools
    • Authors: Jeffry P. La Marca
      Abstract: Abstract From the first mention of impairments in attention in the scientific literature by the Scottish physician Alexander Crichton in 1798, the correlation between educational attainment and learning has been persistently noted. Since then, the impact of attention deficits on school achievement has been a central component in a significant portion of research, despite continual disagreements within the scientific community on identification, diagnosis, and efficacious interventions to address core symptoms of what is now referred to as Attention Deficit-Hyperactivity Disorder (ADHD). This article provides the historical context in which the construct of ADHD was developed, as well as a discussion of two commonly used interventions to address symptoms of ADHD (e.g., pharmaceuticals and the use of electroencephalographic [EEG] operant conditioning, or “neurofeedback.”). While use of pharmaceutical interventions is relegated only to medical professionals, neurofeedback may have the potential to be used by highly trained special educators and school psychologists in academic settings.
      PubDate: 2017-09-11
      DOI: 10.1007/s40688-017-0155-9
       
  • School Suicide Risk Assessment
    • Abstract: Abstract Suicide is a leading cause of death among youth ages 10 years and older. Further, recent federal surveillance data suggest the rates of suicidal ideation and behaviors to be increasing. With these facts in mind, in this paper, we examine the school psychologist’s role in suicide risk assessment; which assesses the degree to which students, who have conscious thoughts of suicide, are at risk for engaging in a suicidal behavior. After acknowledging the limitations of school-employed mental health professionals when it comes to these activities, we begin by reviewing suicide risk factors and warning signs. Next, we discuss an approach to the identification of suicidal thinking. Finally, we provide guidance on a school-based suicide risk assessment protocol, which guides actions necessary to stop suicidal behavior and place students in a position from which suicidal ideation can be addressed.
      PubDate: 2017-09-07
      DOI: 10.1007/s40688-017-0157-7
       
  • Supporting Socio-emotional Competence and Psychological Well-Being of
           School Psychologists Through Mindfulness Practice
    • Authors: Uma Alahari
      Abstract: Abstract The development of effective emotional regulation is critical to the success of educational professionals in a variety of settings. These skills are particularly important for school psychologists who must learn to interact successfully with diverse students, teachers, and parents on a daily basis. Research now suggests that mindfulness practice contributes to the socio-emotional competence and psychological well-being of teachers. Through a literature review, this article examines the potential benefits of mindfulness practice to school psychologists. Mindfulness practice is suggested to help school psychologists behave more responsively towards teachers, parents, and children. The ability to sustain attention on the present moment may allow them to listen more attentively and better understand children’s behavior from their perspectives. This article concludes that school psychologists who develop the social and emotional skills that arise from mindfulness practice may be better prepared to manage their interactions with teachers, parents, and children and, as a result, build positive relations with them. Additionally, mindfulness practice may enable school psychologists to develop compassion towards the self and prevent stress and burnout.
      PubDate: 2017-09-05
      DOI: 10.1007/s40688-017-0154-x
       
  • Introduction to Special Issue: Culturally Responsive School-Based Mental
           Health Interventions
    • Authors: Sara M. Castro-Olivo
      PubDate: 2017-07-05
      DOI: 10.1007/s40688-017-0137-y
       
  • Adapting and Implementing a School-Based Resilience-Building Curriculum
           Among Low-Income Racial and Ethnic Minority Students
    • Authors: Roya Ijadi-Maghsoodi; Lauren Marlotte; Ediza Garcia; Hilary Aralis; Patricia Lester; Pia Escudero; Sheryl Kataoka
      Abstract: Abstract Although youth are at risk for exposure to adversity and trauma, many youth, especially ethnic and racial minorities, do not have access to mental health care. Resilience-building curriculums can teach important internal resilience skills and provide support to students who may not receive prevention or treatment services. We adapted a resilience curriculum initially used for military-connected youth facing adversities related to parental wartime deployments, to meet the needs of low-income, predominantly racial and ethnic minority students in a large urban school district. In this article, we describe the cultural adaptation, the implementation process, and the evaluation of the trauma-informed resilience curriculum using pre-post surveys and focus group discussions. We found significantly improved overall internal resilience scores, as well as significantly improved scores on subscales of problem-solving and empathy among students receiving the curriculum. The focus groups revealed that the curriculum enhanced connections among students, as well as students and teachers, and served as a way to destigmatize mental health issues. The acceptability of the curriculum as well as implementation successes and challenges are described. We provide suggestions for future steps for school psychologists and school social workers for implementing this curriculum.
      PubDate: 2017-06-29
      DOI: 10.1007/s40688-017-0134-1
       
  • Using Consultee-Centered Consultation with Teachers in a Contemporary
           School Setting to Inform Culturally Responsive Practice
    • Authors: Felicia Castro-Villarreal; Billie Jo Rodriguez
      Abstract: Abstract The National Association of School Psychologists (NASP) describes consultation as a practice that permeates all aspects of school psychological service delivery, and school consultation is increasingly recognized as a central and essential feature of practice in school-based problem-solving paradigms. This research examined teachers’ experiences with and perceptions of consultation with graduate school psychology student consultants and utilized a hybrid model methodology that combined qualitative interviews and single-case research within a single investigation allowing insight into the complexity of schools (Kratochwill and Stoiber, School Psychology Review, 29(4): 591–603, 2000). This research examined the cultural and contextual factors that bear on consultation processes, intervention implementation, and student academic and behavioral outcomes in a contemporary school setting. A second aim was to study the effectiveness of and reported satisfaction with consultee-centered consultation (CCC). Teacher voices suggest a need for an expanded solution-focused consultation model with enhanced focus on teacher perceived need and relationships. AB case data provide preliminary support for CCC approaches as culturally responsive in a contemporary school setting.
      PubDate: 2017-05-23
      DOI: 10.1007/s40688-017-0135-0
       
 
 
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