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Transdiagnostic interventions are efficient treatments for common youth mental health concerns and may be particularly well suited for school-based practice. School psychologists often struggle to find time to implement all of the services they are trained in, leading to feelings of professional dissatisfaction. Transdiagnostic interventions, which apply the same treatment principles across mental disorders, can be a solution to this problem. They work by leveraging shared components and can be delivered in a brief and flexible format. Research supports the effectiveness of transdiagnostic interventions for reducing internalizing concerns in youth. School psychologists should consider incorporating transdiagnostic interventions into their practice to widen their impact and provide efficient and effective mental health support to students. [Extracted from the article]

This article discusses the best practices for reintegrating students into school after they have been excluded due to potentially threatening behavior. The process of behavior threat assessment and management (BTAM) is described as a way to identify and manage potentially dangerous situations. The article emphasizes the importance of data-driven decision making and the need to balance the safety of the student and the broader school community. It also highlights the significance of creating a positive and accepting school climate and culture, as well as implementing systems-level and student-level supports during the reintegration process. [Extracted from the article]

The Portland Public Schools (PPS) has successfully expanded its Comprehensive School Psychologist Program (CSPP) with the support of a U.S. Department of Education grant. The program aims to address workforce shortages and promote equity by increasing the number of school psychologists from diverse backgrounds, improving foundational reading skills, implementing multitiered systems of support, and reducing disproportionate special education identification and discipline. The CSPP began in 2019 and has since expanded to 11 schools, with the goal of reaching 25 Title I schools over a 5-year period. The program has shown positive outcomes, including growth in MTSS implementation, improved foundational reading skills, and reduced disciplinary actions for historically underserved students. Additionally, the CSPP has successfully recruited and retained culturally diverse school psychologists, exceeding local and national averages. The program advocates for addressing the school psychologist shortage through targeted strategies and legislative support. [Extracted from the article]

The article discusses the importance of building trust and fostering relationships in order to effectively communicate and advocate for the role of school psychologists. It introduces a three-tiered communication model that allows school psychologists to establish credibility and develop connections with decision makers. The article provides suggestions for building trust and sharing skills at each tier of communication. It also emphasizes the problem, action, benefit (PAB) model for crafting effective messages. The article concludes by highlighting the importance of fostering relationships and using effective communication strategies to contribute to collaborative problem-solving. [Extracted from the article]

The article discusses the challenges faced by the National Association of School Psychologists (NASP) in recent years, including the COVID-19 pandemic, the youth mental health crisis, attacks against LGBTQ+ youth, and threats to public education. Despite these challenges, NASP has been successful in advocating for students, families, and the profession. They have worked to advance policies and practices that support diverse needs, address workforce shortages, promote academic success, create safe learning environments, expand access to mental health services, and advance equity in education. NASP has also secured Medicaid reimbursement for school-based health services provided by school psychologists, addressed shortages in the field, and secured federal grants totaling $1.2 billion to improve school mental health services. They have also developed an Interstate Compact for School Psychology to facilitate multistate practice and advocate for social justice within the education system. Overall, NASP continues to play a critical role in advocating for policies and practices that promote the success of all students. [Extracted from the article]

This article discusses the importance of including youth voices and perspectives in efforts to address school-based mental health. The author, a high school student who has worked with their school psychologist, highlights the need for young people to be actively involved in shaping mental health initiatives. They advocate for a shift away from medical models towards more inclusive approaches that view young people as equals. The article emphasizes the role of school psychologists in collaborating with youth, gaining insights into program effectiveness, and facilitating youth-led initiatives. It calls for school administrators, leaders, and practitioners to create platforms for youth to express their views and to actively incorporate their input in decision-making processes. The author emphasizes the importance of listening to and acting upon youth voices in order to support their mental health and foster thriving communities. [Extracted from the article]

The National Association of School Psychologists (NASP) has been successful in securing over $1 billion in federal grant funding to address workforce shortages in school psychology. The current national ratio of school psychologists to students is 1:1,119, far from the recommended ratio of 1:500. NASP has developed recommendations and strategies to increase the number and diversity of qualified school psychologists, improve access to school psychologists in high need communities, and implement retention strategies. NASP has also led the effort to create federal grant programs aimed at increasing access to school psychologists. They are currently gathering data to develop resources that demonstrate the impact of increased access to school psychologists on school and student outcomes, as well as highlight successful strategies to address workforce shortages. [Extracted from the article]

This article discusses the experiences of two school psychologists who have worked at summer camps. They highlight the integration of direct and indirect services, as well as systems-level intervention, within a responsive organizational culture. The psychologists describe their roles in supporting campers' mental and emotional well-being, solving behavior problems with staff, and consulting with parents. They also emphasize the importance of providing noncategorical services and supporting campers with individualized education plans. The psychologists discuss the benefits of camp as a therapeutic setting, particularly in addressing increased student anxiety and depression. [Extracted from the article]

The article presents an overview of behavioral threat assessment and management (BTAM) best practice considerations for K-12 schools in the U.S. Topics discussed include purpose of the BTAM team, BTAM policy and procedures that school boards should adopt, and critical components that should be included in a high-quality BTAM process.

Ensure that school psychologists are explicitly recognized as qualified providers of mental and behavioral health in statutes and regulations related to school-based mental health services. Ensure federal grants intended to improve school mental health service delivery - including the Full Service Community Schools program - advance school-community mental health partnerships that: supplement, not supplant, existing school-based services; clearly articulate the roles of school-employed and community-employed mental health professionals; and foster coordination and collaboration between school and community mental health professionals. Ensure school mental health services, including social-emotional learning, mental wellness, resilience, and positive connections between students and adults, are an essential component of all comprehensive school safety efforts. The vision of the National Association of School Psychologists (NASP) is that all children and youth access the learning, behavior, and mental health support needed to thrive in school, at home, and throughout life. [Extracted from the article]

The article focuses on the launch of a fully online school psychology program at the University of Wisconsin-La Crosse to solve ongoing school psychology shortages, mainly in Wisconsin. It reports that the program is intended to minimize teacher shortages, retain teachers in rural regions, and improve diversity among school psychologists. It mentions that online instruction, collaboration with local school systems, and qualified school psychology practitioners as instructors.

An interview with Jennifer Kitson is presented. When asked about your involvement in this initiative and your background as a systems change advocate, she expressed that over 45 years of advocacy experience have been focused on school psychologists' roles and systems change for child education, mental health, and capacity building in distance education. She mentions the challenges faced by school psychologists and the positive impact of system changes on student outcomes.

The article provides information on NASP's summer advocacy efforts, including legislative priorities related to school safety, gun violence prevention, civil rights protection for students, and addressing shortages of school psychologists and mental health professionals. It highlights NASP President Dr. Celeste Malone's testimony before Congress, where she emphasized the role of school psychologists in violence prevention and the importance of culturally responsive mental health services.

The article informs about safe, stable, nurturing relationships between students and school personnel are essential for students' psychosocial development. Topics include students should have access to these relationships, regardless of their background, race, gender, or disability status; and to provide these positive relationships with long-term mental and physical health and well-being.

The article focuses on a special webinar series available on the National Association of School Psychologists (NASP) Online Learning Center (OLC), and it aims to help school psychologists manage their practice more efficiently. Topics include psycho educational report writing, effective meetings, collaboration with related professionals, and time and case management strategies, providing NASP-approved Continuing professional development (CPD).

The article offers information on the celebrating National School Psychology Week (NSPW) in the schools across the country to highlight the important work school psychologists and other educators do to help all students thrive from November 7 to11, 2022.

The article reports on the adoption of the National Association of School Psychologists Practice Model by the Howard County Public School System (HCPSS). It mentions HCPSS strives to provide all students with comprehensive support in the development of students' social–emotional well-being, and utilizing a multitiered systems of support (MTSS) framework, the school system collaborates with community and family partners to embed mental health supports throughout the instructional program.

The article discusses the National Association of School Psychologists' (NASP) resolution on policing in school. It discusses the purposes of the resolution where it defines the term "school police," it discusses NASP's short-term goal which is to mitigate any harm associated with school-based policing and discussed policies and practices that promote respect for cultural differences and ensure the safety and well-being of students.

The article discusses the impact of school psychology shortage on students and the profession. Topics discussed include effect of school psychologist shortages include unmanageable caseloads, the inability of school psychologists to provide prevention and intervention services and others; discussed impact on hiring practices where it is discussed inability of administration to fill positions and also discussed factors to be considered when trying to provide comprehensive psychological services.

The article identifies ways that teleconsultation may be useful to mitigate barriers impacting school psychologist service delivery. Topics covered include the barriers, namely critical staff shortages and competing priorities and travel constraints, the use of teleconsultation in meetings, counseling and classroom observations and consultation and the considerations for using teleconsultation in schools.

The article announces the recipients of the National Association of School Psychologists 2022 Awards, including U.S. Senator John Tester who received the Special Friend of Children Award, Kathryn Salveson who received the Outstanding Advocate Award and Brianne Kanu who received the Minority Scholarship Award.

The article discusses the emerging practices and need of refocusing field around issues of equity and inclusion, social justice and shift toward ecological systems theory. Topics discussed include emerging trends impacting students and practice of school psychology, chance provided by ChatGPT to school psychologists to expand reach and improve student services and lack of exploration of limitation of artificial intelligence (AI) in schools.

The article reports that Metro Nashville Public Schools (MNPS) in Nashville, Tennessee, was awarded the Excellence in School Psychological Services (ESPS) Promising designation for its efforts to align service delivery to the National Association of School Psychologists (NASP) Practice Model. It mentions that he ESPS program provides a framework for districts seeking to implement the NASP Practice Model, focusing on its six organizational principles for a solid foundation for growth.

The article offers information on how prospective students can strengthen their applications and interviews for Graduate Programs. It discusses some of the pointers that must include in the application, encounter a interviewees, how to responds appropriately, and importance of follow-up email after interview.

The article discusses the Active Recruitment, Training, and Educator Retention to serve our Youth (ARTERY) Pipeline Framework for School Psychologists. It mentions five pillars of the ARTERY, including pre high school graduates, high school graduates, bachelor students, post baccalaureate students, and graduate students. It reports that the ARTERY Pipeline Framework was begin to address the shortage of school psychologists in Nevada State College. .

The article presents online National Association of School Psychologists (NASP) resources for practice including "Research Summary: Promoting Student Mental Health at School," "Advocacy Toolkit: Promoting Equity, Diversity, and Social-Emotional Learning," and "Practice Guidance: Multitiered Systems of Support in Early Childhood Settings."

The article reports that self-assessment tool was created by National Association of School Psychologists to help focus attention on individual work activities in terms of the 10 domains outlined in the Model for Comprehensive and Integrated School Psychological Services (PDF) also referred to as the Practice Model. It mentions that Practice Model and this corresponding self-assessment are intended with services that might reasonably be expected to be available from most school psychologists.

The article provides a brief summary of the critical advocacy work of the U.S. National Association of School Psychologists advocacy team and Government and Professional Relations. It mentions the Committee has been advocating for the profession, solutions to the shortages, school safety, and access to comprehensive school mental health services.

The article discusses the Bipartisan Safer Communities Act which an efforts to prevent gun violence in America and that the National Association of School Psychologists (NASP) is pleased by the act being passed.

The article discusses different challenges faced by people of America during the last two years. Topics discussed include the events of racial injustice, gun violence, laws targeting lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth which shows intersectional nature of oppression; discussed theme of "Radical Hope, Authentic Healing" which helps school psychology have more liberated and equitable future and discussed role of school psychologist in creating a safe environment.

The article discusses the impact of mental illness on school, children and society. It offers information on the role of school psychologists in promoting mental wellness and addressing challenges posed by mental illness in children. It discusses school-based approaches to address mental illness including universal wellness promotion; targeted prevention/intervention of mental illness; and individual intervention and the tertiary prevention of mental illness.

The article suggests school policies, practices, and evidence-based strategies to school mental health services in the U.S. to address the disproportionate representation of ethnic minorities in special education and disciplinary action. It also focuses on addressing the school-to-prison pipeline, that lead students considered at risk, out of the regular school environment and into more restrictive settings like alternative schools and the juvenile justice system.

The article presents the National Association of School Psychologists (NASP) honor recipients of NASP awards list including Bao Ngoc Tong, Marko Corona, and Camika Lewis.

The article discusses several lawsuits in the U.S. that influenced school psychology practice as of December 2016. These lawsuits include Hendrick Hudson Dist. Bd. of Ed. v. Rowley dealing with special education law, Gregory K. v. Longview School Dist dealing with the appropriateness of individualized education program, and Doug C. v. State of Hawaii Dept. of Ed. dealing with conflicting procedural obligations.

The article presents the author's views on the importance of good bedside manner among school psychologists to ensure that students feel well-taken care of. Topics include the vision and mission of school psychology, application of beside manner in school psychology, and use of metaphors to help students make changes in their lives. Also discussed are the benefits of using humor, adopting a grateful attitude, and being flexible.

For a more detailed analysis of Dr. Cardona's confirmation hearing, visit the NASP I Policy Matters i blog. NASP is working on legislation to address student mental health and social-emotional learning as part of both a COVID relief package and a broader strategy to address the shortages in school psychology. [Extracted from the article]

The article focuses on NASP Practice Model school psychologists must have knowledge of professional identity, advocate for professional roles, and engage in lifelong learning and growth. Topics include the potential career paths in academia can help school psychologists broaden the profession and potentially build an alternate career path vision, and the practitioners possess the experience base for training and important human resource for addressing the predicted faculty shortages.

The article discusses the role of interdisciplinary collaboration (IC) in school mental health (SMH). It is stated that the field of SMH is continuously expanding, due to which there is a greater need for collaboration among various disciplines: the intermixing of psychologists, social workers, educators, and school administrators. In schools, students with social, emotional, and behavioral disabilities (EBD) require mental health and educational services.

An interview with Elizabeth Storey, 2020 CEW+ Scholar who received the Lucile B. Conger Alumnae Group Scholarship, and undergraduate student in Sociology with Social Work Sub Major, is presented. Topics include insights about journey through overcoming her fears in order to go after her educational dreams; and explains how vital connection is to our well-being and how self-care is actually a challenges resulting from COVID-19.

In this article the author talks about the National Association of School Psychologists (NASP) is that all children and youth access the learning, behavior, and mental health support needed to thrive in school, at home, and throughout life. Topics discussed NASP promotes equitable access to a high-quality public education for all students, regardless of race, gender identity, gender expression, religion, sexual orientation, nationality, citizenship, ability, and other dimensions of difference.

The article offers information on School Psychologists as Leaders. Topics include needs of students, schools, and communities, and demonstrate the broad skill set school psychologists bring to their professional settings; and address mental and behavioral health needs. System-level services include promoting learning school-wide, as well as engaging in prevention and providing responses to mental health.

The article focuses on School Psychology Awareness Week (SPAW) 2019. Topics discusses include highlight the work of school psychologists and their impact on the lives of students; opportunity to build relationships with students and their families, school administrators, colleagues; and advancing public policy.

[11] found greater levels of PTSD symptoms than depression symptoms, with approximately 30% of youth reporting symptoms indicative of meeting PTSD diagnostic criteria and 16% of youth reporting clinically significant depression symptoms. Nonetheless, they found that those youth with at least one PTE at any point were more likely to develop PTSD symptoms, as were those who experienced at least one PTE during the perimigration stage, even if those PTSD symptoms did not reach clinical significance. Additionally, [12] tested a school-based mental health, CBT-based program with 198 third through eighth grade Latinx immigrant students who struggled with depression or PTSD symptoms because of PTEs. Lastly, [6] found that symptoms of PTSD and depression were predicted by peri- and postmigration PTEs, while symptoms of anxiety were predicted by premigration PTEs. [Extracted from the article]

The article focuses on the role of school psychologists on the mental and behavioral health of students. Topics discussed include 2010 standards of the National Association of School Psychologists (NASP) which represents principles that guide behaviors of school psychologists, risky behaviors among students that were being managed by school psychologists such as bullying and suicide, and federal programs being approved by the U.S. Congress for school mental and behavioral health services.

The article focuses on the use of mindfulness to improve social and emotional health of students in school. It emphasizes on developing various mindfulness skills including mindful awareness, mindful responsivity and mindful effort and establish a classroom routine that allows for mindful breathing. It also discusses direct instruction approach to mindful skills training that involves explaining the rationale for and components of the practice, modeling the practice and providing feedback.

The article focuses on the need for school psychologists as children from the Independent School District (ISD) are in need of mental health support. It discusses the ISD in Missouri trying to increase the visibility, work ethic and expanding the school psychologist role including cognitive assessment and academic assessment.

The article discusses that the Federal Commission on School Safety was assembled to provide meaningful and actionable recommendations to maintain student safety in schools. It further presents the executive summary that guided the Commission to organize the content including preventing school violence, protecting students and teachers and responding to and recovering from attacks.