2014 President

Linda Reddy, PhDLinda Reddy, PhD, is a professor in the school psychology doctoral program at Rutgers University. She is the former founder/director of the Child/Adolescent ADHD Clinic and former director of the Center for Psychological Services at Fairleigh Dickinson University. Throughout her career Reddy's research, service and practice have focused on promoting the capacity of schools and families to foster positive student learning and behavior. 


New Newsletter Guidelines

To stay within new guidelines APA has placed on divisions for newsletters, the most recent issues, the PDF versions, which can be downloaded, contain the complete, unabridged content of the newsletter. The HTML versions of the newsletter are trimmer and do not include all the content that is in the PDF version.


Seeking Division 16 Leaders

Have you considered becoming an active participant in the governance of Division 16 of the APA?

The Division 16 Executive Committee is working to identify Division 16 members who are interested in being nominated for a committee or other leadership position in the division or APA. Candidates for the following positions need to be identified by mid January: President-Elect, Treasurer, Vice President for Convention Affairs & Public Relations (VP-CAPR) and Vice President for Education, Training & Scientific Affairs (VP-ETSA).

For information about the specific roles and duties of division officers, see the Division 16 bylaws. To become an active Division 16 governance, please email Dr. Linda Reddy describing your interest and attach a copy of your most recent professional vita.

School Psychology Quarterly RSS Feed

Understanding school climate, aggression, peer victimization, and bully perpetration: Contemporary science, practice, and policy.

Existing scholarship suggests that classroom practices, teacher attitudes, and the broader school environment play a critical role in understanding the rates of student reports of aggression, bullying...

To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

Teachers are the primary agents for creating and maintaining a positive classroom climate—and promoting healthy interpersonal relations with, and among, their students (including the prevention of sch...

School climate, peer victimization, and academic achievement: Results from a multi-informant study.

School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fift...

Teacher and staff perceptions of school environment as predictors of student aggression, victimization, and willingness to intervene in bullying situa...

This study examines how teacher and staff perceptions of the school environment correlate with student self-reports of bullying, aggression, victimization, and willingness to intervene in bullying inc...

The moderating effects of school climate on bullying prevention efforts.

Bullying prevention efforts have yielded mixed effects over the last 20 years. Program effectiveness is driven by a number of factors (e.g., program elements and implementation), but there remains a d...