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Direct linkDebi Kipps-Vaughan; Margaret Dassira; Kiersten Bell – Communique, 2025
According to the "Diagnostic and Statistical Manual of Mental Disorders" (DSM-5; American Psychiatric Association, 2013), an substance use disorder (SUD) involves patterns of symptoms caused by using a substance that an individual continues taking despite its negative effects. Though there are 11 specific DSM-5 criteria for an SUD, they…
Descriptors: Substance Abuse, Intervention, School Psychologists, Adolescents
Emery Eugene Clayson – ProQuest LLC, 2023
The Executive Functions are a collection of higher order brain functions. Nevertheless, there exists much confusion on what they are and how they function. This dissertation explores the history, theory, and application of the Executive Functions as they apply to school psychologists. Topics such as the current leading theories of the Executive…
Descriptors: Executive Function, School Psychologists, School Psychology, Theories
Peer reviewedEmily Kerstein; Jennifer McGrory Cooper – Contemporary School Psychology, 2025
We are in the midst of a youth mental health crisis. Yet, many children and adolescents who need services do not have access to high-quality mental health care. This is especially true for low-income and economically marginalized families and youth of color. Schools offer an ideal setting in which children and adolescents can access services;…
Descriptors: Literature Reviews, School Psychologists, Intervention, Adolescents
Sawyer B. Harmon; Kristy J. Hayward; Kristen L. Johnson – Communique, 2024
Transdiagnostic interventions are efficient treatments for common youth mental health concerns and may be particularly well suited for school-based practice. Implementing them can potentially strengthen school psychologists' identity as mental health practitioners. Some student problems may benefit more from direct school psychological services…
Descriptors: Psychotherapy, Mental Health, Counseling Techniques, School Psychologists
Chana Witty – ProQuest LLC, 2024
The purpose of this study was to assess school psychologists' knowledge of dyslexia interventions and basic language constructs. Participants' total levels of knowledge from these two areas were examined to determine if significant differences in dyslexia knowledge and definitional knowledge related to degree level, taking a graduate literacy…
Descriptors: School Psychologists, Dyslexia, Educational Background, Knowledge Level
Alexander D. Latham; David A. Klingbeil – Grantee Submission, 2024
The visual analysis of data presented in time-series graphs are common in single-case design (SCD) research and applied practice in school psychology. A growing body of research suggests that visual analysts' ratings are often influenced by construct-irrelevant features including Y-axis truncation and compression of the number of data points per…
Descriptors: Intervention, School Psychologists, Graphs, Evaluation Methods
Melissa A. Collier-Meek; Alexandra Pierce; Sara Flash; Spencer Perry; Lisa M. H. Sanetti – Communique, 2024
Intervention fidelity is the extent to which an individual- or systems-level student intervention is delivered comprehensively in a manner aligned with the initial plan. This first installment in a three-part series on intervention fidelity highlights the importance of ensuring classroom supports are implemented as intended and introduces…
Descriptors: Intervention, Barriers, Program Implementation, Fidelity
Xu Jiang; Christian E. Mueller; Netanel Paley – School Psychology Review, 2024
Research on the growth mindset interventions (GMIs) on nonacademic outcomes is burgeoning. The present systematic review aims to evaluate the effects of GMIs on social-emotional outcomes among school-aged children and adolescents. Using the PRIMSA guidelines, our search across three electronic databases (PsycINFO, ERIC, and PubMed) yielded an…
Descriptors: Self Efficacy, Beliefs, Intervention, Social Emotional Learning
Malena A. Nygaard; Tyler L. Renshaw; Heather E. Ormiston; Jack Komer; Austin Matthews – School Psychology, 2024
Although care coordination (CC; i.e., the organization of care activities between professionals to facilitate appropriate service delivery; McDonald et al., 2007) has yet to be studied extensively within schools, preliminary research suggests coordinating school mental health supports can be beneficial (Francis et al., 2021) and that…
Descriptors: Mental Health, School Psychologists, School Community Relationship, School Social Workers
Hopple, Alyce M.; Ball, Carrie R. – Psychology in the Schools, 2023
School psychologists are key school-based personnel when responding to suicidal thoughts and behaviors. The present paper explored the experiences and attitudes of school psychologists, with a special focus on collaborating during suicide intervention activities. Using a descriptive phenomenological approach, a purposive sample procedure…
Descriptors: Suicide, Intervention, Cooperation, Prevention
Sarah Rutter; Cathy Atkinson – Educational Psychology in Practice, 2024
This systematic literature review explored how educational psychologists (EPs) use cognitive behavioural therapy (CBT) interventions within school settings, with whom and to what effect. The information available on the intervention design and delivery was benchmarked against Fuggle et al.'s framework that identified CBT competencies required for…
Descriptors: Cognitive Restructuring, Behavior Modification, Intervention, Outcomes of Treatment
Elliott Nkoma; Moses Kufakunesu – School Psychology International, 2024
The study employed a qualitative research approach using a phenomenological research design since the lived experiences of educational psychologists in Masvingo Province were scrutinized with the intention of establishing the extent to which educational psychologists matched the laid down specifications pertaining to their professional operations…
Descriptors: Foreign Countries, School Psychology, School Psychologists, Role
Alexandra M. Pierce; Melissa A. Collier-Meek; Thea R. Bucherbeam; Lisa M. H. Sanetti – Communique, 2024
Students cannot experience the full potential benefits of an intervention unless they are receiving the intervention. This is the second installment in a three-part series on intervention fidelity designed to highlight the importance of ensuring classroom supports are implemented as intended. This article provides guidance related to measuring and…
Descriptors: Data Use, Decision Making, Intervention, Fidelity
Weber, Meredith; Freeman, Mackenzie; Yohannan, Justina; Diaz, Yahaira; Miodus, Stephanie; Allen, Aigner – Communique, 2022
Within classrooms and school settings, school psychologists are positioned to make significant impact through providing education and advocacy around the practices that support equity-centered, trauma-informed care. This article explores how school psychologists and other school-based professionals can advocate for youth who have been exposed to…
Descriptors: Trauma, School Psychologists, Intervention, Advocacy
Peter E. Langdon; Magdalena M. Apanasionok; Emma Scripps; Alastair Barrowcliff; Asit Biswas; Karen Bunning; Cheryl Burbidge; Katherine Byron-Daniel; Alex Cookson; Sarah Croom; Malwina Filipczuk; David Gillespie; Richard P. Hastings; Andrew Jahoda; Rachel McNamara; Lawrence Patterson; Dheeraj Rai; Robyn Steward; Kylie M. Gray – Journal of Applied Research in Intellectual Disabilities, 2024
Background: The aim of this feasibility study was to adapt and model a behavioural intervention for anxiety with autistic adults with moderate to severe intellectual disabilities. Method: Twenty-eight autistic adults with moderate or severe intellectual disabilities, 37 carers, and 40 therapists took part in this single-group non-randomised…
Descriptors: Autism Spectrum Disorders, Adults, Severe Intellectual Disability, Moderate Intellectual Disability
