Grade retention: Current decision‐making practices and involvement of school psychologists working in public schools

Research examining student outcomes (e.g., achievement, adjustment) after grade retention reveals that it does not result in long‐term improvements for students; however, grade retention continues to be used as an intervention. The purpose of this study was to examine retention decision‐making practices, as well as school psychologists' knowledge, beliefs, and opinions regarding retention. Actual and ideal roles of school psychologists in grade retention decisions were also examined. Participants included 250 school psychologists randomly selected from the membership of the National Association of School Psychologists. Results revealed that the decision to retain is a subjective one, typically made by a team. Responding school psychologists did not support retention and found the research moderately applicable to practice. However, most school psychologists indicated that they were not centrally involved in decision making. Findings also revealed a desire among school psychologists for increased involvement in developing and/or implementing programs aimed at improving performance and consulting on the effects of retention. © 2009 Wiley Periodicals, Inc.     

Motivation and self‐regulation assessments: Professional practices and needs of school psychologists

The current study examined differences between urban and suburban school psychologists in terms of their motivation and self‐regulation assessment beliefs, practices, and professional development needs. Using a sample of 96 urban and 47 suburban school psychologists sampled from 22 school districts in a Midwestern state, we found that the two groups were not differentiated across most survey items. Of primary practical importance, however, urban and suburban practitioners encountered motivation and self‐regulation referrals on a relatively frequent basis, perceived these processes to be valuable, and were strongly interested in professional development training. Interestingly, both groups of practitioners indicated that they do not routinely evaluate these processes in youth and were unfamiliar with many commercially available and research‐oriented motivation/self‐regulation self‐report scales. These results are consistent with the premise that there is a disconnect between the types of assessments that practitioners perceive to be valuable and the extent to which they actually engage in those practices. © 2010 Wiley Periodicals, Inc.     

Assessment and intervention practices with second‐language learners among school psychologists

This paper describes assessment and intervention practices with second‐language learners among practicing school psychologists in one southwestern state. A 10‐item survey was used to gain information about the assessment instruments and procedures and intervention practices used with linguistically different children by school psychologists. Surveys were mailed to all members of the state professional organization. Thirty‐three percent of the surveys were returned and considered usable for analyses. An analysis of the returned surveys revealed that a number of school psychologists are using alternative assessment techniques, such as curriculum‐based measurement, dynamic assessment, and portfolio assessment with this population. The majority, however, continue to use traditional cognitive tests, such as the Weschler Scales, and traditional interventions, such as resource room service delivery. Results of the survey are discussed in terms of best practices with linguistically different children. © 2000 John Wiley & Sons, Inc.     

小学生欺负问题的干预研究

Intervention research on school bullying was conducted in a primary school with an action research method. After conducting a five-week intervention program, the occurrence ratio of being bullied on the way to school and back home and the degree to which children were bullied dropped significantly, but the rate of reduction in grade three was greater than that of grade five. Moreover, pupils’ sense of security in school and the teachers’ awareness and problem-solving ability were also improved. __________ Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 95–99     

Gifted education policy and advocacy: Perspectives for school psychologists

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 policy to practice is “inclusive stakeholder engagement” (p. 3). School psychologists are an important stakeholder in the education system thus they should have familiarity with gifted education policy to ensure students are being served appropriately—both academically and socio-emotionally. This article will introduce school psychologists to (a) federal and state laws impacting gifted students, (b) the role litigation, due process, and research has in shaping policy, and (c) relevant gifted education policy considerations.     

Demographics and professional practices of school psychologists: A comparison of NASP members and non–NASP school psychologists by telephone survey

A national telephone survey was conducted to examine potential differences between National Association of School Psychologists (NASP) members and non–NASP member school psychologists. Identified schools were contacted by telephone and the researchers asked to speak with the school psychologist. A sample of 124 practicing school psychologists was obtained. Overall, 57.3% (n = 71) of respondents were NASP members, and 42.7% (n = 53) were not. In most respects, current results were similar to NASP‐member‐only surveys. Current results suggest that previous studies overestimated the proportion of NASP members among school psychologists and may have underestimated the total number of school‐based practitioners. Significant differences between NASP members and nonmembers were found in ethnicity, national certification, professional organization membership, and use of Curriculum Based Measurement. Results are discussed in the context of previous national surveys. © 2008 Wiley Periodicals, Inc.     

Trends and practices in functional behavior assessments completed by school psychologists

Functional Behavior Assessments (FBAs) utilize direct and indirect methods to collect data on student behavior to generate a functional hypothesis and drive intervention development. School psychologists are trained to conduct FBAs and use them regularly in schools. However, no evidence exists describing the specific practices used by school psychologists when they conduct FBAs. In this study, 199 respondents completed a web‐based survey developed using expert review and cognitive pretesting. Most respondents reported their gender as female (87%), were between 30 and 39 years old (50%), and practiced at the Specialist level (57%). Respondents reported receiving training in FBA across multiple sources and utilizing multi‐method data collection methods when conducting FBAs. A large amount of variability was observed in the specific instruments used by school psychologists, with a substantial proportion using forms that were not standardized or pre‐constructed. Implications for current practitioners, trainers, and researchers are described.     

School‐based health centers: Opportunities and challenges for school psychologists

School psychologists have the potential to contribute to the development and delivery of health and mental health services through school‐based health centers (SBHCs). Possible roles for school psychologists within SBHCs are described. Factors that influence school psychologists' efforts within SBHCs are discussed, including factors such as system reforms, school system governance, importance of SBHC to stakeholders, and availability of funding. Knowledge of collaborative problem solving, effective prevention and intervention strategies, and recognition of limitations of traditional mental health programs were also identified as facilitators of the school psychologist's role in a SBHC. Factors that may impede the development of SBHCs are reviewed. These factors include definitional confusion, deemphasis on prevention, community stigma, limited resources, lack of integration and coordination of services, and an emphasis on a narrow role of providing only medical services. Additional factors discussed include the narrow role of school psychologists, space limitations, the challenge of collaboration, role strain, and lack of research on interventions within a SBHC. Strategies for overcoming barriers are suggested. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 253–264, 2003.     

Embedding inquiry-based practices in schools: The strategic role of school leaders

The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice-based research with school development goals for inquiry-based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry-based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry-based practices in their schools? Differences concerning the integration of inquiry-based working in the school as professional learning community were examined, distinguishing between school leaders’ strategies of capacity building. Twenty-eight school leaders of Dutch secondary schools, involved in nineteen projects, were interviewed retrospectively. Analyses showed the majority of the school leaders to be convinced that inquiry-based working is important for their schools’ development as a professional community. Their strategies for achieving school level project significance differed in school leaders’ successive attention on personal or interpersonal capacity building with regard to inquiry-based practices. Moreover, while some school leaders were actively involved with capacity building right from the start of the research and development projects projects, almost two-third of the school leaders developed interest in inquiry-based practices during the projects and started to enact in the final year of the project. In discussing the results, it is proposed that the interaction of strategy and context needs further study, for instance to inform peer learning among school leaders that are novice and experienced in inquiry-based practices as a means to develop the school as a professional learning community.     

A national survey of current supervision and evaluation practices of school psychologists

This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty‐seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologists were somewhat to moderately satisfied with current supervision and evaluation practices. However, wide variation in how supervision, evaluation, and professional development are obtained was indicated. The evaluation process is most often conducted by an administrator who may not be familiar with school psychology; and it is not viewed as an opportunity for professional development. In addition, evaluation criteria often are not tailored specifically to the roles of the school psychologist. Most alarming, and consistent with previous research, is that many school psychologists do not have enough supervision available to meet either their wishes or standards for the profession. Higher satisfaction with supervision was found when participants were provided with more regular and formal supervision contacts. Participants also indicated a person knowledgeable about school psychology could best provide supervision. Implications of the results and future directions are discussed. © 2002 Wiley Periodicals, Inc.     

Working with Arab American families: Culturally competent practice for school psychologists

Individuals of Arab descent residing within the United States currently number between 1.2 million and 3.9 million. These families are characterized by considerable diversity depending upon their nationality, religion, and extent of acculturation to both Western and Arab cultures. More recently, Arab families have immigrated to the United States in response to traumatic events, such as war, a situation that has complicated their subsequent adjustment and acculturation to life in the United States. The growth in the Arab American population suggests that school psychologists are increasingly likely to work with their children and families. However, despite the National Association of School Psychologists (NASP; 2000) and American Psychological Association (APA; 2002) ethical guidelines requiring culturally competent practice, little has been written to guide the school psychologist's work with this population. This article draws on the available literature on Arab cultural values and acculturation to enhance culturally sensitive school psychology practice at the individual and systems levels. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 183–198, 2007.     

Blackboard bullies: workplace bullying in primary schools

This paper offers a comprehensive examination of the ‘lived experience’ of workplace bullying in primary schools in Ireland. Underpinned by the qualitative analysis of in-depth interviews with a class teacher, a chairperson of a Board of Management and a school principal – all of whom who believe themselves to have been targets of workplace bullying in their schools – the paper presents their personal narratives as representative inductive exemplars. Each of these case studies highlight the far-reaching impact of negative workplace interaction for both individuals and the wider school community and, in so doing, provide a voice for a hithertofore silent minority. Through a Foucauldian analysis of the complex exercise of power which is at the heart of all bullying relationships, this study reveals the key role of management and organisational cultures to both the experience and incidence of adult bullying in primary schools, as well as the critical importance of leadership in framing the nature of professional relationships in school organisations.     

Motivational interviewing as a positive response to high‐school bullying

Intervention approaches to bullying are largely preventive in nature, and even these have been shown to be ineffective, if not iatrogenic, with adolescents. Responses to bullying are limited to traditional punitive approaches or “no‐blame” approaches aiming to restore the relationship between the targeted students. Neither of these approaches may effectively engage the perpetrator of bullying at a motivational level, and we propose motivational interviewing (MI) as a means of promoting meaningful behavioral change among youths who bully. We provide a narrative review of MI and map its core features onto the extant literature on self‐reported motivations for bullying, highlighting the ways that MI fits with bullying and could serve as a potent solution that could be deployed by school psychologists and other student support staff members. Qualitative preliminary feedback and initial competency in MI from trained practitioners are presented as preliminary data from a cluster‐randomized control trial, documenting school staff perspectives on the integration of MI into their approach to bullying with recommendations for integrating MI into school settings.     

Failed regulations and school composition: selective admission practices in Chilean primary schools

This is an exploratory study about pupil selection. Admission regulations are central to understanding issues of school mix, segregation and educational justice. In Chile, student selection has been intensively discussed but scarcely studied. Using a questionnaire for headteachers (N = 581), we explore how school admission processes are organised and implemented within a market-based educational system with a high-stakes testing regime where schools are pushed to use selection practices. Despite the existence of a national (although weak) legal prohibition at the time the survey was conducted, half of the headteachers state that they use some mechanism to select students (play sessions, student testing, or interviews with parents) even when they do not face demand pressures. Exploratory data suggest higher levels of selectivity in subsidised private schools. Regression analysis shows a strong association between ‘selectivity’ and homogeneous academic intake and social composition. Presumably, the widespread use of selection procedures responds to the structuring force of a double system of educational accountability; strong pressure on performance within a testing regime and where funding depends on enrolments makes selection a fundamental strategy for schools, but which is seriously affecting equality goals.     

Intellectual assessment of language minority students: What do school psychologists believe are acceptable practices?

A survey was sent to 500 school psychologists in eight states to examine the acceptability of methods used to assess the cognitive ability of language minority students. Responses of 195 participants indicated that (a) the use of a bilingual school psychologist, and (b) the use of tests in English when a student is dominant in English were usually or always acceptable. Sometimes or usually acceptable were the use of nonverbal tests and foreign‐normed tests. Administering tests in English when a student is dominant in another language, and using nonverbal tests that require oral instructions without the presence of an interpreter were considered to be never or rarely acceptable. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 599–603, 2003.     

Three‐year results of the Friendly Schools whole‐of‐school intervention on children's bullying behaviour

A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.     

Negotiating the constraints of schools: environmental education practices within a school district

The purpose of this study was to explore environmental education (EE) practices within elementary and secondary schools. Using complementary mixed-methods (survey and focus groups), we detail these practices in schools (n?=?58) within one school district. Our findings are categorized according to classroom teaching conditions affecting EE, and whole-school perspectives of the supports and resources for EE in these schools. Our analyses reveal that while typical normative teaching and cultural constraints of schools are still evident (e.g. curriculum standards, school-level organization), there are identifiable practices involving administrators and teachers negotiating these challenges due to their personal commitment to schools and the environment. In particular was a provincial environmental certification program called Ecoschools supporting environmental educators’ initiatives at their respective schools. We conclude with a discussion of recommendations based on an interpretation of our findings in relation to the school reform literature on how to enhance EE in schools and propose future research opportunities.     

Type 1 diabetes mellitus case decisions: Health‐related service considerations for school psychologists

Type 1 diabetes mellitus (T1DM) is a chronic illness that can impact learning and often requires medical management in the school setting. School psychologists must therefore be knowledgeable of special service eligibility criteria associated with T1DM, the health‐related services often required of such students, and what health‐related services schools are obliged to provide. Although federal regulations speak to special service eligibility criteria to consider for children with T1DM, such codes do not outline what health services schools are expected to provide. One way to glean this information is by examining published case decisions involving diabetes health‐related services in the schools. Themes and examples in five decision categories provide vital information for school psychologists regarding school service planning for T1DM. © 2010 Wiley Periodicals, Inc.