Robin S Codding
Robin S Codding
School Psychology is an outlet for research on children, youth, educators, and families that has scientific, practice, and policy implications for education and educational systems. In this editorial, the new leadership team is introduced a...
Academic journals can and should contribute to the future of school psychology [0.03%]
学术期刊能够也应该助力学校心理学的未来
Rich Gilman,Robin S Codding
Rich Gilman
In this Perspective, Rich Gilman and Robin Codding (the current and outgoing editors of School Psychology) respond to Conoley, Power, and Gutkin's views of the role of academic journals to advance professional paradigm shifts. Based on both...
Considerations for school psychology to realize its promise: Commentary on the special issue from early career school psychologists [0.03%]
实现学校心理学的承诺：来自早期职业学校心理学家的评论文章
David A Klingbeil,Melissa A Collier-Meek
David A Klingbeil
As early career scholars, we have benefitted from the recommendations made by Conoley and Gutkin nearly 25 years ago. Our training and applied experiences were closely aligned with Conoley and Gutkin's view of school psychology practice. Na...
Progress will come in the balancing of needs: Professional desires, consumer demand, and why we have to specialize [0.03%]
求同存异：专业诉求、用户需求与分工协作的重要性
Cecil R Reynolds
Cecil R Reynolds
Conoley, Powers, and Gutkin (2020) have provided an assessment of the progress and lack thereof of school psychology as a profession toward school reformation, especially as related to their various earlier calls for changes in training and...
Infusing global and intercultural perspectives to transform school psychology and school psychologists [0.03%]
融入全球及跨文化视角以改革学校心理学及学校心理学家的工作
Bonnie Kaul Nastasi,Mary Rina M Chittooran,Prerna Arora et al.
Bonnie Kaul Nastasi et al.
School psychology has been criticized for limited attention to and limited evidence-based resources for diverse populations in domestic and international settings, in part because of its foundations on psychological knowledge generated prim...
From traditional practice to tiered comprehensive services for all: Developing a responsive school culture for the future [0.03%]
从传统教学到分层全面服务：面向未来的响应式学校文化的发展
Tammy L Hughes,Robyn Hess,Janine Jones et al.
Tammy L Hughes et al.
In this article, we reflect on the evolution of school psychology practice from the past to the present, and share some thoughts about the future. Although school psychology programs provide training in consultation, prevention, social emot...
Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework [0.03%]
学校心理学研究的过去、现在和未来：生物-心理-社会生态模型作为总体框架
John H Kranzler,Randy G Floyd,Melissa A Bray et al.
John H Kranzler et al.
Conoley, Powers, and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research i...
Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners [0.03%]
美国学校心理学的回顾与前瞻：Lightner Witmer 奖获得者述评
Shane R Jimerson,Susan M Sheridan,Jessica A Hoffman et al.
Shane R Jimerson et al.
This article provides reflections on several key elements important for establishing and sustaining successful research trajectories and scholarship within the field. Developed by several Lightner Witmer Award recipients, the article highli...
School psychology training within a competency framework: Transcending the past, present, and future [0.03%]
能力培养框架下的学校心理学培训：超越过去、现在和未来
Carlen Henington,Cindy Carlson,Stephen T DeMers
Carlen Henington
In this special issue, Conoley et al. (2020) repeat the call for a paradigm shift in school psychology graduate education from the individual level to the system level and from secondary and tertiary intervention to primary prevention and i...
How the history of American Psychological Association Division 16 can shape the future of school psychology: Demonstrating organizational transformation [0.03%]
美国心理协会第16分会的历史如何塑造学校心理学的未来：展示组织转型
Beth Doll,Enedina Garcia-Vazquez,James DiPerna et al.
Beth Doll et al.
Over the past 75 years, the history of Division 16 (School Psychology) has been integral to the science and practice of school psychology. As a constituent body of the American Psychological Association (APA), the division has advocated for...