Inequities and disparities of various forms exist in public schools that significantly impact the academic success and healthy development of many students. The detrimental effects of social injustices within schools are often ignored by school-based professionals (SBPs) because an entrenched intrapsychic perspective dominates the professional…

Risk of self-harm among clinic referred children aged 6- to 12-years-old was investigated using the recently developed Self-Harm Risk Assessment for Children (SHRAC) instrument which comprises six factors: Affect traits; verbalizing of self-harm; socialization; dissociation; self-directing; and self-appraisal. The SHRAC was completed by the…

Paraprofessionals in special education have a high level of responsibility but a low level of training and support to help them do their jobs effectively (Downing, Ryndak, & Clark, 2000; Goessling, 1998). The following qualitative study examined and analyzed the role of paraprofessional supervisors and the meaning of supervision. Participants…

Cognition offers a natural setting for the intersection of the research interests of both sociologists and psychologists. The study of cultural influences on automatic processing highlights the shared interests of social psychologists from both disciplines. In particular, the examination of subcultural differences in person perception is a…

The author offers a 40-year perspective on the observation and study of negative effects from psychotherapy or psychological treatments. This perspective is placed in the context of the enormous progress in refining methodologies for psychotherapy research over that period of time, resulting in the clear demonstration of positive effects from…

School districts nationwide are struggling with a variety of issues such as reduced financial resources, staffing challenges, and increased workloads. Partly as a result of these challenges, professional development opportunities, conferences, and trainings for school district employees have been reduced or eliminated. Despite this reality,…

The Participatory Culture-Specific Model of Course Development (PCSMCD), adapted from the Participatory Culture-Specific Intervention Model, is a proposed framework to address challenges to social justice education by addressing the following four course variables: instructor characteristics, instructor experiences, student characteristics, and…

Hierarchical regression analyses conducted at the school level found that the perceived prevalence of teasing and bullying was predictive of schoolwide passing rates on state-mandated achievement testing used to meet No Child Left Behind requirements. These findings could not be attributed to the proportion of minority students in the school,…

A national sample of educators were surveyed to identity the attitudes, beliefs, school culture, and perceived barriers that would predict whether educators would intervene to stop bias and harassment directed at lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) youth in schools. The survey questionnaire was organized according to the…

In this issue, Professor Perry Zirkel argues that the points presented in the Dixon, Eusebio, Turton, Wright, and Hale treatise of the Forest Grove School District v. T.A. Supreme Court case confuses "legal requirements with professional norms." Although we appreciate Zirkel's acknowledgment that our position reflects the professional…

Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions.…

School mental health (SMH) programs are gaining momentum and, when done well, are associated with improved academic and social-emotional outcomes. Professionals from several education and mental health disciplines have sound training and experiences needed to play a critical role in delivering quality SMH services. School psychologists,…

Our commentary responds to the five articles of the special issue on multidisciplinary collaboration to support struggling readers. From our perspectives informed by experiences working with diverse student and family populations in urban settings, preparing pre- and in-service educators and specialists to do the same, and working in federally…

"Counseling Children and Adolescents in Schools" is a text and workbook designed to help aspiring school psychologists and counselors gain the necessary theoretical background and skill set to work effectively with youth in schools. The dual focus on school counselors and school psychologists provides students with a broader view of the different…

The first formal psychology course taught in Mexico was in 1896 at Mexico's National University; today, National Autonomous University of Mexico (UNAM in Spanish). The modern psychology from Europe and the US in the late 19th century were the primary influences of Mexican psychology, as well as psychoanalysis and both clinical and experimental…