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Eklund, Katie; DeMarchena, Sarah L.; Rossen, Eric; Izumi, Jared T.; Vaillancourt, Kelly; Rader Kelly, Shawna – Psychology in the Schools, 2020
The school setting represents the most common setting by which youth receive mental and behavioral health (MBH) services (Farmer et al., 2003, Psychiatr Serv, 54, 60-66). Nevertheless, many school psychologists are not providing MBH services despite the high prevalence of need. Additional research is needed to understand factors leading to these…
Descriptors: School Psychologists, Role, School Health Services, Mental Health
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Glennon, Sara D.; Viola, Shannon B.; Blakely, Alane O. – Psychology in the Schools, 2020
Rates of students engaging in nonsuicidal self-injury (NSSI) are rising and additional supports in the schools are needed (Nock, 2010, "Ann Rev Clin Psychol," 6, 339-363; Stargell et al., 2017, "Prof Sch Couns," 21, 37-46). School psychologists, school counselors, and school nurses are key personnel in responding to…
Descriptors: Self Efficacy, Self Destructive Behavior, School Psychologists, School Counselors
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Washington, Michelle L.; Truscott, Stephen; Franklin, Artesia – Psychology in the Schools, 2020
The Office of Special Education Programs (OSEP) offers competitive grants to institutions to provide training to prepare education personnel to work with children with disabilities. These grants have been found to improve the recruitment, training, and retention of special education personnel. This study explored the use of OSEP--personnel…
Descriptors: Educational Finance, Grants, School Psychology, School Psychologists
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Morrison, Julie Q.; Hutchinson, Courtney E.; Talapatra, Devadrita – Psychology in the Schools, 2020
The purpose of this article is twofold: (a) to present the results of a study examining the current status of performance evaluations for school psychologist and (b) to use those findings to inform future directions. A content analysis of a national sample of 36 performance appraisal rubrics was conducted to examine their alignment with the…
Descriptors: Counselor Evaluation, Job Performance, School Psychologists, Standards
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Silverman, Linda K.; Gilman, Barbara J. – Psychology in the Schools, 2020
School psychologists in today's schools have the unique opportunity--and responsibility--to guide identification for gifted programs. "Who is gifted?" remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows…
Descriptors: Best Practices, Academically Gifted, Talent Identification, Children
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Dixson, Dante D.; Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C. – Psychology in the Schools, 2020
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and…
Descriptors: School Psychologists, Talent Development, Academically Gifted, Student Needs
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Shaunessy-Dedrick, Elizabeth; Lazarou, Barbara – Psychology in the Schools, 2020
This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional…
Descriptors: Academically Gifted, Gifted Education, School Psychologists, Talent Identification
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Winsor, Denise L.; Mueller, Christian E. – Psychology in the Schools, 2020
Growing up gifted often means growing up "different." As schools struggle to provide appropriately designed interventions for student mental health issues, the role of the school psychologist is becoming increasingly important. In the present article, the role of the school psychologist is discussed, particularly as related to helping…
Descriptors: Depression (Psychology), Suicide, Academically Gifted, Mental Disorders
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Foley-Nicpon, Megan; Assouline, Susan G. – Psychology in the Schools, 2020
School psychologists are well-positioned to change the educational landscape for twice-exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well-needed…
Descriptors: Academically Gifted, Students with Disabilities, Gifted Education, Academic Accommodations (Disabilities)
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Dai, David Yun – Psychology in the Schools, 2020
The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem…
Descriptors: Academically Gifted, Educational History, School Psychologists, Definitions
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Smith, Carol Klose; Wood, Susannah M. – Psychology in the Schools, 2020
The American ethos that you can be whatever you want to be has not always been a helpful adage for gifted students. Gifted students require career counseling to understand the world of work, and to identify their interests and values in addition to their already-identified talents. Academic planning and career development for gifted students is an…
Descriptors: Academically Gifted, Career Development, School Psychologists, Role
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Stephens, Kristen R. – Psychology in the Schools, 2020
Education laws and policies serve to guide the way programs and services are implemented in schools. The transition from law or policy to implementation can be fraught with complications that impact the education system across many levels. According to Viennet and Pont (2017), one of the areas that can either hinder or support the transition from…
Descriptors: Gifted Education, Educational Policy, Advocacy, School Psychologists
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Bassette, Laura; Titus-Dieringer, Shannon; Zoder-Martell, Kim; Cremeans, McKenzie – Psychology in the Schools, 2020
School psychologists are well-positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well-being and associated health benefits. This may be of particular importance for adolescents with moderate to severe developmental disabilities (DD; autism and intellectual disability) who…
Descriptors: Video Technology, Instructional Effectiveness, Skill Development, Students with Disabilities
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Erps, Kristen H.; Ochs, Sarah; Myers, Carl L. – Psychology in the Schools, 2020
As the second leading cause of death for adolescents, suicide is a major concern for school personnel. School psychologists' training in mental health makes them well-positioned to lead in suicide prevention efforts; however, studies have shown a lack of preparedness in crisis intervention and, more specifically, suicide risk assessment. This…
Descriptors: Suicide, School Psychologists, Risk Assessment, Role Perception
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Ottwein, Jessica K. – Psychology in the Schools, 2020
As culturally, linguistically, and economically diverse students continue to be underrepresented in gifted programs, the beliefs that frame teacher perceptions of giftedness remain an important area of focus. Literature indicates that a lack of gifted-specific coursework in teacher preparation programs may sustain ill-formed preconceptions…
Descriptors: School Psychologists, Academically Gifted, Barriers, Disproportionate Representation
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