Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model…

Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets…

This phenomenological study used individual interviews with ten graduate students in school counseling and school psychology to understand their experiences in a University-Church service-learning partnership to support PreK-12th grade youth in response to COVID-19. Most graduate participants identified as White/Non-Hispanic, and all youth served…

An increased prevalence of social, emotional and behavioral problems among students has raised awareness of the importance of appropriate Social and Emotional development (Humphrey, 2013). This is further supported by the large amount of research demonstrating the connection between social and emotional development and academic competencies…

Historically, the role of school psychologists in early childhood settings has been limited to the identification and evaluation of children who may be in need of special education services under Part B of the Individuals with Disabilities Education Act. It has been suggested that the role should reflect a more proactive model; specifically, it…

The COVID-19 pandemic has had an unprecedented impact on the lives of adults and children worldwide. Schools were among the first settings to be influenced by this crisis. Home confinement and school closure were implemented as necessary preventive measures creating a new way of living based on web-based communication. The aim of the study is to…

This study examined whether Norwegian children who were referred to The School Psychology Services (SPS) for either language difficulties or social difficulties at kindergarten age demonstrated co-existing weak skills in the other area at 33 months and whether some of them could have been identified and referred earlier. Forty-three children…

Social justice is not only included in the practice standards of the National Association of School Psychologists (NASP, 2010), it is also an emerging topic within the education, psychology, and school psychology literatures. Social justice is defined as the need for all people to be treated equally, with fairness and respect, where all receive…

Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for…

The purpose of this study was to examine the relation between family literacy practices and children's early literacy development. Drawing from a developmental-ecological framework, this study modified existing surveys (e.g., Family Involvement Questionnaire, a.k.a. FIQ, by Fantuzzo, Tighe, & Childs, 2000) to develop the "Family…

This study presents a collaborative research project by school psychologists and educators in Hong Kong. It investigated the coping strategies used by Chinese parents of children with Autism Spectrum Disorders ("N"?=?380) to enhance their children's community integration and how these strategies were related to their perceptions of…

The purpose of this case study was to examine the counseling and guidance services in public preschools in Malatya, Turkey. Six public preschools in the city center of Malatya were purposefully selected and in-depth interviews were conducted with one in-service teacher participant from each preschool. Results indicated the need for school…

The purpose of this study was to examine the prevalence of behavioral risk and protective factors among at-risk preschoolers. Parent-reported data ( N = 2,550) from the Devereux Early Childhood Assessment (DECA) indicated that Head Start preschoolers had significantly more behavior concerns and fewer protective factors than would be expected based…

Response to intervention is a framework for organizing planned sequences of prevention and empirically validated interventions ordered by intensity. Plans might increase or decrease in intensity depending on risk status and outcomes. If interventions are well sequenced and technically adequate, these outcomes can be interpreted (with other…

Fifteen studies of family-school interventions with preschool children conducted between 1980 and 2002, and published in peer-reviewed journals, were reviewed and evaluated according to the criteria developed by the Task Force on Evidence-Based Intervention in School Psychology (Division 16 and Society for the Study of School Psychology Task…