Nominations are open for the editorship of SPQ for 2017-2021

CALL FOR NOMINATIONS

School Psychology Quarterly (SPQ) editor

Nominations are open for the editorship of SPQ for 2017-2021. Deadline: Feb. 15, 2015
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Despite good efforts by APA and the National Education Association, little information is available information specific to violence against educators.

PRESIDENT'S MESSAGE

Violence against educators

Despite good efforts by APA and the National Education Association, little information is available information specific to violence against educators.
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This article published in The California Psychologist addresses challenges women in leadership roles face.

WOMEN IN LEADERSHIP

Stepping Up to the Plate

This article published in The California Psychologist addresses challenges women in leadership roles face. 

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Welcome to Div. 16

Welcome to the Div. 16 (School Psychology) of the American Psychological Association. Our division represents the interests of psychologists engaged in the delivery of comprehensive psychological services in schools and other applied settings to children, adolescents and their families. Div. 16 members receive our peer-reviewed journal, School Psychology Quarterly, and triannual newsletter, The School Psychologist. You can follow our division via Facebook, Twitter and our announcements page.

Become Involved with Div. 16

There are a number of ways to become involved with Div. 16. You can join the division as a full, associate or student member. Those interested in greater levels of involvement can volunteer to serve on a workgroup, committee or other leadership position within the division. For information about the specific roles and duties of division officers, please see the Div. 16 bylaws. To volunteer, please email your interest, areas of expertise and most recent vita to the Div. 16 executive committee.

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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...

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