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Journal articles on the topic 'National Association of School Psychologists'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Eklund, Katie, Eric Rossen, Jeff Charvat, Lauren Meyer, and Nick Tanner. "The National Association of School Psychologists' Self-Assessment Tool for School Psychologists: Factor Structure and Relationship to The National Association of School Psychologists' Practice Model." Journal of Applied School Psychology 32, no. 2 (April 2, 2016): 122–42. http://dx.doi.org/10.1080/15377903.2016.1151848.

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Hines, Erik M., Desiree D. Vega, Renae Mayes, Paul C. Harris, and Michelle Mack. "School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 190–202. http://dx.doi.org/10.1108/jme-02-2019-0015.

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Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

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Beatty, Barbara. "Transitory Connections: The Reception and Rejection of Jean Piaget's Psychology in the Nursery School Movement in the 1920s and 1930s." History of Education Quarterly 49, no. 4 (November 2009): 442–64. http://dx.doi.org/10.1111/j.1748-5959.2009.00225.x.

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In 1927, nursery school educator Lucy Sprague Mitchell heralded Jean Piaget's psychology as of “outstanding interest” and wrote in Progressive Education that it should be of “immense service” to psychologists, teachers, and parents. In 1929, psychologist Lois Meek praised Piaget's research in the National Society for the Study of Education's yearbook on preschool and parental education. In 1931, the National Association for Nursery Education bibliography on nursery school-based research, for which Meek was on the editorial board, included no mention of Piaget at all.

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Fagan, Thomas K., Susan Gorin, and Deborah Tharinger. "The National Association of School Psychologists and the Division of School Psychology—APA: Now and Beyond." School Psychology Review 29, no. 4 (December 1, 2000): 525–35. http://dx.doi.org/10.1080/02796015.2000.12086037.

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Hanımoğlu, Egemen. "The Role of School Psychologists in addressing Challenges Facing Lesbian, Gay, Bisexual and Transgender (LGBT) Students." Journal of Education and Training Studies 7, no. 1 (December 3, 2018): 23. http://dx.doi.org/10.11114/jets.v7i1.3656.

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LGBT students encounter boundless school-related problems including depression, suicidal tendencies, and drug abuse, among others. LGBT youth in school are subjected to constant bullying and discrimination from students, teachers, and the school’s administration who often fail to defend them against this. Often, LGBT students drop-out of school. Therefore, the LGBT community is socially disadvantage within our society. With this background, this study identified established laws to safeguard LGBT rights. Furthermore, the study examined the role of School Psychologists in reducing challenges faced by LGBT students in the schools based on analysis of the 10 NASP (The National Association of School Psychologists) domains, and made vital recommendations to reduce challenges faced by LGBT students with a view to lessen cases of LGBT stigmatization. The recommendations stipulated include; development of laws prohibiting discrimination and abusive language against LGBT, and the development a curriculum that suits LGBT needs. It is imperative to train teachers to aide LGBT groups attain equal universal access to core learning facilities acts.

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Leigh, Jim. "Introduction and Commentary." Learning Disability Quarterly 9, no. 2 (May 1986): 156–57. http://dx.doi.org/10.2307/1510364.

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The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the Division for Learning Disabilities (DLD), the International Reading Association (IRA), the National Association of School Psychologists (NASP), and The Orton Dyslexia Society (ODS).

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Takasuna, Miki. "The First Generation of Japanese Women Psychologists." Genealogy 4, no. 2 (May 21, 2020): 61. http://dx.doi.org/10.3390/genealogy4020061.

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The purpose of this study was to characterize the first Japanese women psychologists, pre-WWII, as identified by their published work in psychological journals and by their conference presentations at meetings of the Japanese Psychological Association. From my archival survey, I collected data on the education levels, degrees, marital status, and careers of eight women. Three earned PhDs from US universities; five earned BAs from national public universities. All eight psychologists found teaching jobs at colleges. As the centenary of the JPA draws near, this work calls attention for the need to integrate women into the pre-WWII history of psychology when the school system and matriculation prerequisites for women differed from men.

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Fagan, Thomas K., Nadine Block, Kevin Dwyer, Sharon Petty, Mary St Cyr, and Cathy Telzrow. "Historical Summary and Analysis of the First 20 Years of the National Association of School Psychologists." School Psychology Review 18, no. 2 (June 1, 1989): 151–73. http://dx.doi.org/10.1080/02796015.1989.12085410.

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9

Johnson, Jill L., Michael W. Bahr, and Virginia L. Navarro. "School Psychology and Cultural Competence: Room to Grow?" Educational Policy 33, no. 7 (November 16, 2017): 951–76. http://dx.doi.org/10.1177/0895904817741542.

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This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.

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Faulkner, Michael. "Best Practices in School Psychology - III, A. Thomas, & J. Grimes (eds), Washington D.C: National Association of School Psychologists, 1995, pp. 1296." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 128–30. http://dx.doi.org/10.1017/s1037291100003861.

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Holaday, Margot, and Tracey E. Yost. "Psychology of the Scientist: LXVIII. Trends in Multiple Authorship." Psychological Reports 74, no. 1 (February 1994): 299–303. http://dx.doi.org/10.2466/pr0.1994.74.1.299.

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This brief study tested the generality of Zook's 1987 conclusion that the trend toward increasing numbers of authors per article had leveled off in the Journal of Counseling Psychology. The number of authors per article per year in four journals representing four professional organizations (American Psychological Association, National Association of School Psychologists, American Counseling Association, and American Medical Association) were counted and compared for an 11-yr. period (1982–1992). Statistically significant differences were found between disciplines based on the number of authors per article, with the medical journal having a greater number of articles with four or more coauthors. The average number of authors credited for an article was stable for all four journals.

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Hall, Cristin M., Nicole C. Breeden, and Nicklaus Giacobe. "I Found it on Pinterest: an Exploration of Pinterest Content for Followers of the National Association of School Psychologists." Contemporary School Psychology 22, no. 4 (February 2, 2018): 413–23. http://dx.doi.org/10.1007/s40688-018-0174-1.

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Fan, Chung-Hau, Jennifer L. Gallup, I.-Chen Wu, and Jeremy W. Ford. "An Examination Of The Roles Of State School Psychology Consultants." Contemporary Issues in Education Research (CIER) 11, no. 3 (July 3, 2018): 99–112. http://dx.doi.org/10.19030/cier.v11i3.10181.

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With the increasing visibility of state school psychology consultants (SSPCs) across the nation, there is a pressing need to understand their roles and functions relative to serving their stakeholders. In addition, it is unclear whether current SSPC job responsibilities are aligned with the National Association of School Psychologists’ (NASP) practice model, which can help ensure the quality of school psychological service delivery. A qualitative case study design was conducted with interviews to examine the job responsibilities of SSPCs (e.g., provision of consultation, policy guidance, professional development, coordination of professional resources and services). The qualitative analysis revealed three main themes: (a) service provision, (b) collaborative roles and efforts, and (c) systems improvement across the state, which were aligned with different levels of domains in the NASP practice model. The findings can help inform the roles and responsibilities of SSPCs and the development of new SSPC functions. Implications for conceptualization of the SSPC initiative in relation to the NASP practice model for future practice are discussed.

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Farling, William H. "Reactions to Historical Summary and Analysis of the First Twenty Years of the National Association of School Psychologists: A Brief Personal Memoir." School Psychology Review 18, no. 2 (June 1, 1989): 177–79. http://dx.doi.org/10.1080/02796015.1989.12085412.

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15

Gredler, Gilbert R. "National Association of School Psychologists. (1991). Student grade retention: A resource manual for parents and educators. Silver Spring, MD: NASP, 104 pp., $26.50." Psychology in the Schools 30, no. 1 (January 1993): 97–99. http://dx.doi.org/10.1002/1520-6807(199301)30:1<97::aid-pits2310300116>3.0.co;2-s.

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Chacon, A., A. Barragan, T. Judd, and D. Safi. "Adaptive Functioning (AF) Evaluations of Foreign Nationals Facing Capital Punishment." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1285. http://dx.doi.org/10.1093/arclin/acz029.52.

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Abstract Objective The US Supreme Court ruled against the application of the death penalty to individuals with intellectual disability (ID) (Atkins v. Virginia, 2002). Diagnostic criteria for ID require subnormal adaptive functioning (AF) in addition to IQ test scores (American Psychiatric Association [APA], 2013). The American Association on Intellectual and Developmental Disabilities (AAIDD) (2010, 2012) and APA (2013) recommend using culturally sensitive approaches. Assessing AF in immigrants is a challenge because their cultural backgrounds are different than those of the standardization samples of United States AF measures. When typical AF measures are not appropriate, AAIDD (2010) offers guidelines about appropriate sources such as school, work, and medical records, prior psychosocial evaluations, and qualitative adaptive behavior interviews with multiple informants. However, defendants facing the death penalty are often raised in impoverished areas with a paucity of pertinent documentation. This study identifies and discusses issues related to the use of self-report, selection of respondents, questions, collateral information, and clinical judgment in AF evaluations of immigrants facing the death penalty. Case Description We present a case study of an AF evaluation of a Mexican national seeking ID exemption from capital punishment. Discussion We offer a framework for developing and judging the quality of an AF evaluation that adheres to the (AAIDD) (2010, 2012) and APA (2013) guidelines, and includes 1) strengths and limitations of adaptive functioning in relation to others of his age group and culture; 2) reliable evidence concerning the individual’s history in specific periods of time; 3) an account of the individual’s cultural and linguistic differences; and 4) an account for potential bias on the respondents’ side. References Atkins v. Virginia, 536 U.S. 304 (2002). American Psychiatric Association. Diagnostic and statistical manual of mental disorders. fifth ed. Washington, DC: APA; 2013. American Psychological Association. (2016). Revision of ethical standard 3.04 of the “Ethical Principles of Psychologists and Code of Conduct” (2002, as amended 2010). American Psychologist, 71, 900. Schalock, R.L., Borthwick-Duffy, S.A.,Bradley, V. J., Buntix, W.H.E.,.Coulter, D.L., Craig, E.M…..Yeager, M.H. (2010). Intellectual disability: Definition, classification, and systems of supports. (11th ed.).Washington, DC: American Association on Intellectual and Developmental Disabilities. doi:978-1-935304-04-3. Schalock, R.L., Luckasson, R.A., Bradley, V., Buntinx, W.H.E., Lachapelle, Y., Shogren, K.A…Wehmeyer, M.L. (2012). Intellectual disability: Definition, classification, and system of supports: User's Guide. Washington, DC: American Association on Intellectual and Developmental Disabilities.

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Syukri, Mohd. "Hubungan Pola Asuh dengan Perilaku Bullying pada Remaja SMP Negeri 19 Kota Jambi." Jurnal Ilmiah Universitas Batanghari Jambi 20, no. 1 (February 5, 2020): 243. http://dx.doi.org/10.33087/jiubj.v20i1.880.

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The prevalence of bullying is estimated at 8 to 50% in several Asian, American and European countries (Soedjatmiko, 2013). The results of research conducted by the National Association of School Psychologist showed that more than 160,000 adolescents in the United States skipped school every day for fear of bullying (Sari, 2010). KPAI has identified 369 complaints related to bullying at school. Bullying can occur when a person experiences forms of harassment and humiliation that are systematic and convincing for a long period of time (9-16 days in a month), does not rule out the possibility of occurring at home due to inappropriate parenting. This study aims to determine the relationship between parenting and bullying behavior in school. Crossectional research design. The sample amounted to 100 people with proportional random sampling sampling techniques. The results showed that there was a significant relationship between parenting and bullying behavior (p value <0.05). Authoritarian and permissive parenting tend to have a greater tendency to bullying children.

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Krach, Shelley Kathleen, Tracy L. Paskiewicz, and Malaya M. Monk. "Testing Our Children When the World Shuts Down: Analyzing Recommendations for Adapted Tele-Assessment during COVID-19." Journal of Psychoeducational Assessment 38, no. 8 (October 3, 2020): 923–41. http://dx.doi.org/10.1177/0734282920962839.

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In 2017, the National Association of School Psychologists described tele-assessment as the least researched area of telehealth. This became problematic in 2020 when COVID-19 curtailed the administration of face-to-face assessments. Publishers began to offer computer-adapted tele-assessment methods for tests that had only previously been administered in person. Recommendations for adapted tele-assessment practice had to be developed with little empirical data. The current study analyzed recommendations from entities including professional organizations, test publishers, and governmental offices. The samples for each were small, but the findings were noteworthy. Test publishers were unanimous in recommending the use of their face-to-face assessments through adapted tele-assessment methods (either with or without caution). Governmental agencies were more likely to recommend not using adapted tele-assessment methods or to use these methods with caution. Finally, professional organizations were almost unanimous in their recommendations to use adapted tele-assessment but to do so with caution. In addition to deviations in the types of recommendations provided, entities varied in how the information was distributed. About one-fifth (23.5%) of all entities surveyed provided no recommendations at all. About 45% of the remaining entities provided recommendations on their Web sites. The rest provided information through shared documents, online toolkits, peer-reviewed journals, and emails. Implications for the field of psychology’s future crisis management planning are discussed in response to these findings.

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Murray-Harvey, Rosalind, and Phillip T. Slee. "EDITORIAL." Australian Journal of Guidance and Counselling 23, no. 2 (September 20, 2013): iii—v. http://dx.doi.org/10.1017/jgc.2013.25.

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Welcome to the special edition on wellbeing and the prevention of violence in young people. This edition is special in two ways. It is the first edition since the name change of the Australian Guidance and Counselling Association (AGCA) to the new name of Australian Psychologists and Counsellors in Schools (APAC). Second, this edition has been supported by the Flinders Centre for Student Wellbeing & the Prevention of Violence (SWAPv; http://www.flinders.edu.au/ehl/swapv/), which draws together a number of major streams of research being undertaken within Flinders University, situated in Adelaide, South Australia. The Centre also calls upon the expertise of staff members in other parts of the faculty and across the university, in collaboration with national and international researchers and colleagues. The work of the Centre focuses on research that spans the fields of mental health and wellbeing, and violence prevention, primarily in education settings. The Centre is dedicated to making a difference to the wellbeing of young people's lives, focusing on promoting mental health and preventing violence in educational settings. The Centre represents the multiple research, consultancy, professional learning and higher degree research supervision interests of its members, and is broadly inclusive of a rich and varied mix of approaches to undertaking research in the particular fields that provide the foci of the Centre.

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Nechyporenko, Valentyna, and Valentyna Yastrebova. "DEVELOPMENT OF PROFESSIONAL READINESS OF EDUCATION MANAGERS FOR SYSTEMIC ORGANIZATION OF INCLUSIVE EDUCATION." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 104–21. http://dx.doi.org/10.51706/2707-3076-2019-1-12.

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The article analyzes the results of scientific research and innovative educational practice in Ukraine and foreign countries. These results highlight the urgency of the problem related to the development of professional readiness to the systematic organization of inclusive education among education managers. Based on the experience of Khortytsia National Educational Rehabilitation Academy, it was proved that the priority for the development of professional readiness among inclusive education managers is the educational and rehabilitation direction of postgraduate pedagogical education, the possibility to involve leading scientists and experienced practitioners who can demonstrate the inclusive management at work. The article gives arguments for the conceptual statement that an important prerequisite for the success of the inclusive managers’ activity is their professional understanding of the role played by the key specialists of the educational and rehabilitation area of expertise (primary school teachers, assistants of inclusive class teachers, assistants of rehabilitation teachers, tutors of special and inclusive educational institutions, speech therapists, defectologists, social teachers, practical psychologists, consultants of psycho- pedagogical medical institutions, physical therapists, rehabilitation therapists, inclusive education methodologists) in creation of inclusive general education space. The article analyses the content of refresher courses for managers of inclusive educational institutions, which is determined by the priorities of studying the modern theory of educational and rehabilitation management, particularly, advantages, limitations and specifics in the use of basic management approaches: systemic, strategic, program- targeted, adaptive, informational, participative, distributive and network management. Based on the analysis of practical experience, the article highlights possibilities for arranging postgraduate education courses under the "Inclusive Manager" program, which implies the use of interactive consulting forms of advanced training for managers: "Management in the Context of Inclusive Education" training courses, "Management of Inclusive Institution” workshop, organization of work for the "Studio of Inclusive Manager" innovative professional association, providing professional online communication and consulting of participants in the "Successful Head of Inclusive Education” blog.

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Celano, A., S. Mingolla, I. Cinieri, and A. Marsico. "OP0320-PARE FIBROMYALGIA NETWORK – A MULTIDIMENSIONAL PROJECT FOR PEOPLE WITH FIBROMYALGIA SYNDROME." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 197–98. http://dx.doi.org/10.1136/annrheumdis-2020-eular.1782.

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Background:Fibromyalgia Syndrome (FMS) is a clinical non-joint syndrome characterized by diffuse, prolonged, and unexplained muscle pains. The health effects of FMS are pervasive and wide ranging. It is frequently associated with depression, anxiety and post-traumatic stress disorder. Patients describe living with daily unrelenting chronic widespread pain, persistent chronic fatigue, sleep issues, and cognitive effects. Fibromyalgia impacts all aspects of patients’ lives. Patients report severe limitations in maintaining relationships, performing at work or school, and caring for self and family. They experience stigma within society, social isolation, healthcare and financial challenges of treatment, and fears of living with an often misunderstood condition. In 2019 APMARR launched Fibromyalgia Network a project that aimed at improving the quality of life of patients with FMS.Objectives:Experiment a set of good practices at territorial level to be expanded nationally to improve the FMS patients’ conditionsCreate a multisectoral, patient-oriented network with different stakeholdersLaunch a communication campaign to inform and change the perception of the pathologyTrain the General Practitioners in order to increase early diagnosisEmpower the PatientsPromote innovative treatments and the data acquisition about hyperbaric oxygen therapyProvide free psychological and information supportMethods:The project was based on the assumption supported by evidence that a multi-modal treatment approach improves the quality of life of person with FMS including a combination of drug and non-drug treatments and a range of health care specialties. All the activities implemented were shaped on a holistic approach to treating Fibromyalgia, including lifestyle management, diet and exercise, and psychosocial techniques, in addition to medical treatments.Results:1) A territorial network coordinated by APMARR was created involving Puglia Region, Health Authorities, Professional board of Psychologists, National Association of People with FMS, Professional board of Physicians, Italian Society Of Rheumatology-Puglia2) A communication campaign was widely spread among social network, a brochure was written in collaboration with the Italian Society of Rheumatology and distributed to the general public, a national level conference was organized in Bari3) A training program acknowledged by the Italian Health Minister Program involved more than 120 GPs4) A patients expert program involved more than 100 patients5) A group of patients were tutored in their treatment with hyperbaric oxygen therapy and a report was sent to the HTA Italian Program in collaboration with the Puglia Region HTA Center. It was the first HTA report elaborated in collaboration with a patient organization in Italy6) Self-mutual help groups were organized with free psychological support, as well as an information desk and a toll-free number7) High satisfaction and pain relief of the participants as detected by a qualitative satisfaction questionnaireConclusion:The project demonstrated the good results of the holistic approach in the patients who took part in the program that reported the improvements of their quality of lives and relieve from their daily pains. The Self-mutual help group was the most appreciated free service, in which participants shared personal stories and perspectives thoughtfully and courageously. The training initiatives organized in collaboration with physicians helped them to learn tips for a better lifestyle management, diet and exercise, and psychosocial techniques but above all helped to overcame concerns and frustration regarding the lack of understanding in the medical community. The network succeeds to increased awareness and understanding of FMS across the public opinion and GPs.References:[1]Author: S.Mingolla, APMARR Project Manager; Co-authors: A.Celano, APMARR President; I. Cinieri, Psychologist, A. Marsico, RheumatologistDisclosure of Interests:None declared

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Harris, Jerry D., Bonnie A. Gray, Shirley Rees-McGee, James L. Carroll, and Elizabeth T. Zaremba. "Referrals to school psychologists: A national survey." Journal of School Psychology 25, no. 4 (December 1987): 343–54. http://dx.doi.org/10.1016/0022-4405(87)90036-7.

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Huberty, Thomas J., and E. Scott Huebner. "A national survey of burnout among school psychologists." Psychology in the Schools 25, no. 1 (January 1988): 54–61. http://dx.doi.org/10.1002/1520-6807(198801)25:1<54::aid-pits2310250109>3.0.co;2-3.

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Cunningham, Jacqueline, and Thomas Oakland. "International School Psychology Association Guidelines for the Preparation of School Psychologists." School Psychology International 19, no. 1 (February 1998): 19–30. http://dx.doi.org/10.1177/0143034398191002.

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Robertson, Stephanie G., Steven I. Pfeiffer, and Nicki Taylor. "Serving the gifted: A national survey of school psychologists." Psychology in the Schools 48, no. 8 (July 21, 2011): 786–99. http://dx.doi.org/10.1002/pits.20590.

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Levinson, Edward M. "Job Satisfaction among School Psychologists: A Replication Study." Psychological Reports 65, no. 2 (October 1989): 579–84. http://dx.doi.org/10.2466/pr0.1989.65.2.579.

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The purpose of this study was to determine whether the results of Anderson, et al.'s 1984 national study of the job satisfaction of NASP affiliated school psychologists could be replicated in one state and with a sample that comprised both NASP-affiliated and nonaffiliated school psychologists. The job satisfaction of 362 school psychologists in Pennsylvania was analyzed using demographic data and the Minnesota Satisfaction Questionnaire and other procedures nearly identical to those employed by Anderson, et al. Current results paralleled the results of Anderson, et al. both in the percentages of school psychologists who showed various levels of job satisfaction and in regard to sources of satisfaction and dissatisfaction.

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Polisenska, Veronika. "From the EFPA Network of National News Correspondents." European Psychologist 17, no. 4 (January 2012): 341–43. http://dx.doi.org/10.1027/1016-9040/a000131.

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The first report from the Network of National News Correspondents (NNC) was published in European Psychologist 3 (2012) to keep readers informed of what is happening in the field of psychology in countries across Europe. We hope this second report proves just as informative. It includes news from Cyprus, Germany, Portugal, Slovenia, and Spain. Cyprus reports on legislation concerning professional psychologists and the provision of continued education. Germany provides news on the launch of EuroPsy and the release of an authorized translation of the International Test Commission (ITC) guidelines. Portugal describes a successful conference and the unemployment situation among psychologists. Slovenia announces the approval of its National Accreditation Committee for the EuroPsy. Spain reports on the cooperation agreements the Spanish Psychological Association (COP) has signed with the American Psychological Association (APA) and the Portuguese Psychologists’ Association (OPP), as well as on COP’s efforts in the field of active aging.

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Stinnett, Terry A., J. Michael Havey, and Judy Oehler-Stinnett. "Current Test Usage by Practicing School Psychologists: A National Survey." Journal of Psychoeducational Assessment 12, no. 4 (December 1994): 331–50. http://dx.doi.org/10.1177/073428299401200403.

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Pelco, Lynn E., Roger R. Ries, Lisa Jacobson, and Susan Melka. "Perspectives and Practices in Family-School Partnerships: A National Survey of School Psychologists." School Psychology Review 29, no. 2 (June 1, 2000): 235–50. http://dx.doi.org/10.1080/02796015.2000.12086012.

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Ding, Yi, Su-Je Cho, Jiayi Wang, and Qiong Yu. "Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach." School Psychology International 40, no. 3 (February 12, 2019): 235–50. http://dx.doi.org/10.1177/0143034319827347.

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The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed.

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Bartell, Riva. "Canadian Association of School Psychologists L'Association canadienne des psychologues scolaires." Canadian Journal of School Psychology 11, no. 2 (June 1996): 85–86. http://dx.doi.org/10.1177/082957359601100204.

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Vargo, Bev. "Canadian Association of School Psychologists/L'Association Canadienne des psychologues scolaires." Canadian Journal of School Psychology 13, no. 2 (June 1998): vii—viii. http://dx.doi.org/10.1177/082957359801300202.

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McLoughlin, Caven S., and Daniel B. Lelless. "School Psychologists' Knowledge of Children's Legal Rights." Psychological Reports 80, no. 2 (April 1997): 451–55. http://dx.doi.org/10.2466/pr0.1997.80.2.451.

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School psychologists need a working knowledge of laws affecting children. This investigation was done to discover whether members of Ohio's school psychological association, including intern school psychologists who were functioning in a supervised capacity, are as knowledgeable about law as they need to be to avoid lawsuits. Participants completed a custom-designed questionnaire, Survey of Children's Legal Rights, including questions assessing knowledge of children's rights in relation to child abuse, suspension and expulsion, corporal punishment, rights in juvenile court, special education, freedom of religion and speech, search and seizure within school, divorce and child custody, school vandalism, and school attendance. Analysis indicated significant misconceptions about legal decisions; however, these school psychology practitioners have adequate legal knowledge about most of the surveyed themes excepting provisions for special education.

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McClain, Maryellen Brunson, Jeffrey D. Shahidullah, Katherine R. Mezher, Cassity R. Haverkamp, Kandice J. Benallie, and Sarah E. Schwartz. "School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists." Journal of Autism and Developmental Disorders 50, no. 9 (March 15, 2019): 3081–91. http://dx.doi.org/10.1007/s10803-019-03985-3.

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Sheridan, Susan M., and Murline C. Steck. "Acceptability of Conjoint Behavioral Consultation: A National Survey of School Psychologists." School Psychology Review 24, no. 4 (December 1, 1995): 633–47. http://dx.doi.org/10.1080/02796015.1995.12085792.

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36

Kikas, Eve. "The National Status of the Preparation of School Psychologists in Estonia." International Journal of School & Educational Psychology 2, no. 3 (July 3, 2014): 172–78. http://dx.doi.org/10.1080/21683603.2014.934616.

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Silver, Reuben J., John E. Carr, and Gerald Leventhal. "History of the Association of Medical School Psychologists (AMSP), 1982–2005." Journal of Clinical Psychology in Medical Settings 12, no. 3 (September 2005): 235–45. http://dx.doi.org/10.1007/s10880-005-5742-7.

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Zeman, Adam. "18 The eye’s mind: perspectives on visual imagery." Journal of Neurology, Neurosurgery & Psychiatry 91, no. 8 (July 20, 2020): e8.1-e8. http://dx.doi.org/10.1136/jnnp-2020-bnpa.18.

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Prof. Zeman trained in Medicine at Oxford University Medical School, after a first degree in Philosophy and Psychology, and later in Neurology in Oxford, at The National Hospital for Neurology in Queen Square, London and Addenbrooke’s Hospital, Cambridge. He moved to Edinburgh in 1996, as a Consultant and Senior Lecturer (later Reader) in the Department of Clinical Neurosciences and to the Peninsula Medical School (now University of Exeter Medical School) in September 2005 as Professor of Cognitive and Behavioural Neurology. His specialised clinical work is in cognitive and behavioural neurology, including neurological disorders of sleep.His main research interests are disorders of visual imagery and forms of amnesia occurring in epilepsy. He has an active background interest in the science and philosophy of consciousness, publishing a wide-ranging review of the field in Brain (2001; 124:1263–1289) and an accessible introduction to the subject for a general readership (Consciousness: a user’s guide, Yale University Press, 2002). In 2008 he published an introduction to neurology for the general reader, A Portrait of the Brain (Yale UP), and in 2012, Epilepsy and Memory (OUP) with Narinder Kapur and Marilyn Jones-Gotman. From 2007–2010 he was Chairman of the British Neuropsychiatry Association. He launched and continues to direct its training course in neuropsychiatry.For most of us visual imagery is a conspicuous ingredient of the imaginative experience which allows us to escape from the here and now into the past, the future and the worlds conceived by science and art. But there appears to be wide inter-individual variation in the vividness of visual imagery. Although the British psychologist Galton together with the Parisian neurologist Charcot and his psychiatrist colleague Cotard - recognised that some individuals may lack wakeful imagery entirely, the existence of ‘extreme imagery’ has been oddly neglected since this early work. In 2015 we coined the term ‘aphantasia’ to describe the lack of the mind’s eye, describing 21 individuals who reported a lifelong inability to visualise (Cortex, 2015;73:378–80). Since then we have heard from around 14,000 people, most reporting lifelong aphantasia, or its converse hyperphantasia, but also less common ‘acquired’ imagery loss resulting from brain injury or psychological disorder. Preliminary analyses suggests association between vividness extremes, occupational preference and reported abilities in face recognition and autobiographical memory. Many people with lifelong aphantasia nevertheless dream visually. Imagery in other modalities is variably affected. Extreme imagery appears to run in families more often than would be expected by chance. I will describe the findings of our recent pilot study of neuropsychological and brain imaging signatures of extreme imagery, and place our study of a- and hyper-phantasia in the context of the Eye’s Mind project, an interdisciplinary collaboration funded by the AHRC (http://medicine.exeter.ac.uk/research/neuroscience/theeyesmind/). In addition to our work on extreme imagery, we have reviewed the intellectual history of visual imagery (MacKisack et al, Frontiers in Psychology, 515:1–16. doi: 10.3389/fpsyg.2016.00515), undertaken a recent ALE meta-analysis of functional imaging studies of visualisation (Winlove et al, Cortex, 20182018; 105:4–25) and organised an exhibition of work by artists with extreme imagery vividness (Extreme Imagination: inside the mind’s eye Exeter University Press, 2018.)

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Chafouleas, Sandra M., Sheila M. Clonan, and Tracy L. Vanauken. "A national survey of current supervision and evaluation practices of school psychologists." Psychology in the Schools 39, no. 3 (April 15, 2002): 317–25. http://dx.doi.org/10.1002/pits.10021.

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Benson, Nicholas F., Kathrin E. Maki, Randy G. Floyd, Tanya L. Eckert, John H. Kranzler, and Sarah A. Fefer. "A national survey of school psychologists’ practices in identifying specific learning disabilities." School Psychology 35, no. 2 (March 2020): 146–57. http://dx.doi.org/10.1037/spq0000344.

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Pate, William E., and Jessica L. Kohout. "Results from a National Survey of Psychologists in Medical School Settings—2003." Journal of Clinical Psychology in Medical Settings 12, no. 3 (September 2005): 203–8. http://dx.doi.org/10.1007/s10880-005-5739-2.

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Strutt, George F., and Jonathan M. Solomon. "Exploring: An Extracurricular Career Awareness Program in Psychology for High School Students." Teaching of Psychology 14, no. 3 (October 1987): 174–75. http://dx.doi.org/10.1207/s15328023top1403_13.

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This article describes a career awareness program in psychology sponsored by the Central New York Psychological Association (CNYPA) and the Hutchings Psychiatric Center in association with the Exploring Division of the Boy Scouts of America. The Explorer post, a coeducational and low budget program, served an average of 75 high school students in each of its first 3 years. The program's goals are to provide a familiarity with the field of psychology, with its educational requirements and occupational opportunities, and with the work lives of psychologists. Monthly meetings include presentations by psychologists in their areas of expertise, followed by small group discussions. We also describe the program's benefits and costs.

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Sotelo-Dynega, Marlene. "What Is a Bilingual School Psychologist? A National Survey of the Credentialing Bodies of School Psychologists." Journal of Psychoeducational Assessment 33, no. 3 (September 25, 2014): 247–58. http://dx.doi.org/10.1177/0734282914550811.

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Schnirring, Lisa. "High School Association Declines National PPE Form." Physician and Sportsmedicine 27, no. 1 (January 1999): 25–26. http://dx.doi.org/10.3810/psm.1999.01.618.

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Pohlman, Katherine, and Nadine Schwab. "National Association of School Nurses ISSUE BRIEF." Journal of School Nursing 19, no. 2 (April 2003): 119–23. http://dx.doi.org/10.1177/10598405030190020901.

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This article is a reprint of the National Association of School Nurses’ Issue Brief on Privacy Standards for Student Health Records. It distinguishes between the Family Education Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act (HI-PAA), clarifies which of these laws governs the privacy of student health records, and briefly discusses the major legal standards related to student health records. In addition, it addresses the role of the school nurse in this practice area.

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Zins, Joseph E., and John J. Murphy. "Consultation With Professional Peers: A National Survey of the Practices of School Psychologists." Journal of Educational and Psychological Consultation 17, no. 2-3 (July 30, 2007): 175–84. http://dx.doi.org/10.1080/10474410701413103.

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Zins, Joseph E., and John J. Murphy. "Consultation With Professional Peers: A National Survey of the Practices of School Psychologists." Journal of Educational and Psychological Consultation 7, no. 1 (March 1996): 61–70. http://dx.doi.org/10.1207/s1532768xjepc0701_5.

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Hardy, Lew, and Gaynor Parfitt. "The Development of a Model for the Provision of Psychological Support to a National Squad." Sport Psychologist 8, no. 2 (June 1994): 126–42. http://dx.doi.org/10.1123/tsp.8.2.126.

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The aim of this paper is to describe and appraise two different models used for providing sport psychology support services to the British Amateur Gymnastics Association over the last 6 years. In the first phase, the sport psychologists assumed the traditional role of experts who evaluated performers’ needs and then prescribed educational psychological skills training programs according to the sport psychologists’ perceptions of individual needs. This approach contained both educational and monitoring elements. The second phase adopted a consultancy approach in which the coach, performer, and sport psychologist were all assumed to bring expert knowledge to bear on any problem. In this approach, the sport psychologists responded to the expressed needs of performers and coaches, assuming diverse roles. According to the sport psychologists, this second model was more difficult to operate than the first model. However, consultant evaluation data and consultant opinion suggested the second model operated more successfully than the first.

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Stene, Amber. "3rd National Conference of the Association of Psychologists in Academic Health Centers (APAHC)." Journal of Clinical Psychology in Medical Settings 14, no. 1 (February 13, 2007): 79. http://dx.doi.org/10.1007/s10880-007-9055-x.

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Colmar, Susan. "Applied Practices — Perspectives From the Field." Australian Journal of Guidance and Counselling 23, no. 2 (September 20, 2013): 271–72. http://dx.doi.org/10.1017/jgc.2013.21.

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The two articles in the Applied Practices section of the current journal provide interesting contrasting views of the role of school psychologists and school counsellors. In the article ‘Lest We Forget’, the negative ramifications of budgetary constraints on the services of Guidance Counsellors (as they are known in Ireland) are fascinating, complex and timely in considering similar issues that have arisen or are threatened in a number of school counselling jurisdictions. McGuckin and O'Brien also point out the potential advantages of professional associations such as the Australian Psychologists and Counsellors in Schools (APACS), which is the new name of the association that publishes this journal.

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