Reviews of the scholarly productivity of school psychologists are useful for informing people who are in positions to review school psychology faculty member work. Normative data can serve as a benchmark to understand how productive school psychology faculty members are. The current research investigates faculty members at universities who have…

Social justice has become a common goal in school psychology, including in practice guidelines. However, there is a paucity of research reflecting a representative sample of US practitioners providing input on key social justice competency areas and how frequently they employ these competencies. Utilizing a national sample of 145 practitioners,…

Noting the popular psychology embrace of "self-care," in this study, we sought to assess the relationship between self-care behaviors and symptoms of depression and anxiety in school psychology graduate students. Participants were recruited from the National Association of School Psychology (NASP) approved graduate training programs. A…

Class phenomena have primary significance for the diagnosis and intervention at both an individual and a whole-class level for school psychologists. Trying to bring undergraduate psychology students closer to class and teaching, a learning experience based on an adaptation of Lesson Study, a professional development method for teachers, was…

Doctoral-level school psychologists are critical for addressing the school psychologist shortage in the United States. Candidates especially qualified to pursue doctoral training in school psychology are among working, nondoctoral school psychologists. However, pursuing a doctoral degree is often precluded for these working professional. This…

In this exploratory study, we adapted items from a previously developed measure of job satisfaction, the Measure of Job Satisfaction (MJS), an instrument first developed for use with community nurses in the UK, to create a brief, 15-item instrument (Job Satisfaction--Brief) applicable to practitioners of school psychology from Pennsylvania (N =…

Supervision is recognized as a critical component of preservice training in health service psychology (HSP), particularly during the internship experience. However, little is known empirically about what constitutes effective internship supervision for school psychologists. For this constructivist grounded theory study, we interviewed 16 highly…

Qualitative researchers in school psychology are asked to reflect on how their identities, goals, and backgrounds influence their research studies, and to disclose these influences in their manuscripts. Given that reflexivity is a process and not an event, it can be challenging to decide what and how much about oneself, or selves, to disclose in a…

Surveys of trainers in school psychology have been administered to examine training competencies and content delivered to school psychology trainees. Surveys of practitioners working with school psychology trainees are limited as discussed by Lewis et al. (2005). The purpose of this exploratory study is to seek to understand the perceptions of…

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…

This study investigated the peer-reviewed journal publication outlets and impact of school psychology faculty research from the years 2016 through 2020. The National Association of School Psychologists website was used to identify 972 faculty from 195 doctoral and nondoctoral school psychology programs. Faculty publications were identified through…

"Best Practices in School Psychology" is one of the most influential books in school psychology history. Originally published in 1985 by Thomas and Grimes, it was the first book offered by the National Association of School Psychologists. Its six editions have been revised every 5-8 years. Utilizing Publish or Perish as well as…

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…

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…