School psychologists often face complex ethical and legal issues in their work, which become more challenging as the needs of students and school systems evolve. When faced with ethical dilemmas, it can be difficult for school psychologists to determine the best course of action, particularly when there is no clear solution. This study explored…

For psychoeducational evaluations to generate useful data, students must put forth sufficient effort on diagnostic tests, and they and their caregivers and teachers must respond honestly and carefully when asked about symptoms. These features are collectively known as response validity, a concept widely discussed in neuropsychological assessment…

Data collected during psychoeducational evaluations can be compromised by response bias: clients not putting forth sufficient effort on tests, not being motivated to do well, or not being fully honest and careful when completing rating scales and contributing similar self-report data. Some of these problems apply to data from third-party…

Although research suggests that school psychologists are generally satisfied with their experiences in the field, scholars have yet to examine how exposure to racial microaggressions, or subtle race-based insults, may impact satisfaction. The purpose of the current study was to examine the relation between exposure to microaggressions and…

School psychologists enter the third decade of the 21st century marked by mass protests against state-sanctioned violence against Black people, worsening economic and environmental crises, and a deadly pandemic that makes preexisting disparities worse. We argue that the profession can respond to the challenges children, families, and schools face…

Until recently, the word "unprecedented" has been relatively dormant in the collective vocabulary of most school psychologists. However, this school year has been like no other, resulting in a unique training experience for many interns and practicum students. While some trainees have been able to practice a diverse set of skills, others…

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…

Despite school psychologists working in non-school settings since 1896, no studies have investigated the practices that these professionals engage in outside the schools. The purpose of this study was to explore the practices of school psychologists in school and non-school settings, such as state agencies and hospitals. Additionally, the…

Training in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of…

This dissertation is prepared to explain the research conducted to study the extent of instruction that school psychology graduate students are receiving on strengths-based assessment in their training programs. Strengths-based assessment is the process of intentionally measuring strengths rather than solely measuring deficits. The positive…

Special education assessment has a significant impact on the lives of children with disabilities and their families. However, traditional assessment practices have been critiqued as being deficit-based, overly focused on "labeling" students, and failing to provide a holistic understanding of the student. Assessment models such as…

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…

Very limited research exists regarding the beliefs and practices of student support teams (SSTs), sometimes called child study teams or IEP teams, in settings with non-expulsion policies for young children with severely challenging behaviors. Previous research examined teacher and administrator beliefs and practices and found that they engage in…

Foster students are considered the most educationally vulnerable students. Of the over 400,000 foster youth, approximately 270,000 are school-aged. Foster youth are reported to have higher likelihood of adverse childhood experiences, development of psychopathology, higher drop out rates, increased medication prescriptions, chronic absenteeism,…

Video Interaction Guidance (VIG) is a relationship-based, strengths focused intervention based on theories of intersubjectivity and attachment. Originally developed within family work, the evidence investigating the application of VIG within different relationships and settings is growing. Educational psychologists (EPs) are amongst practitioners…