Call for Associate Editor: The School Psychologist
Call for Associate Editor: The School Psychologist
A search for Associate Editor of The School Psychologist (Division 16 Newsletter) will begin immediately. The newly elected Associate Editor will serve for three years beginning January of 2013 and then is expected to assume the role of Editor in January of 2016 for a three-year term. Thus, the Associate Editor must be willing to make a commitment to serve for three years as Associate Editor and three years as Editor. An annual stipend is provided to the Editor.
The Associate Editor will work closely with the Editor-Elect, Dr. Rosemary Flanagan. The Associate Editor is responsible for soliciting and reviewing newsletter contributions, assisting in publication procedures, and undertaking other special assignments at the discretion of the Editor. The Associate Editor is expected to become familiar with all newsletter operations and provide input for the editorial decisions.
Applicants for the position should have demonstrated skills in writing, editing, and public relations and be willing to conduct an average of approximately one to two days per month to newsletter work.
Interested persons should send: (1) a letter detailing relevant experience as well as goals and expectations for the newsletter, (2) three letters of reference, and (3) a recent vita by May 15, 2012 to the Chair of the Search Committee:
Amanda Clinton, PhD
University of Puerto Rico
Mayagüez, PR 00680
Telephone: (787) 245-9615
The selection of the Associate Editor will be made in June 2012. Additional questions can be forwarded to Linda Reddy, PhD, Vice President of Publications and Communications.
Division 16 Book Series
Have You Ever Wanted to Edit or Author a Book?
Now is the Time! American Psychological Association Press & Division 16 Book Series
Division 16 Book Series offers an excellent opportunity to edit or author your first book or next book with the APA Press (a premiere publishing house)!
I strongly encourage you and your colleagues to contact me with your book ideas!
I look forward to hearing from you!
Division 16 Vice President of Publications and Communications: Linda A. Reddy, PhD
Division 16 Conversation Series
Want to learn more about Response to Intervention (RTI) and Positive Psychology in the Schools?
The Conversation Series of APA, Division 16: School Psychology proudly announces the production of two new video series: “Response to Intervention” and “Positive Psychology in the Schools.” Both series have been conducted with leading experts in the field!!!
The “Response to Intervention” series features four interviews with Drs. Sylvia Rosenfield, Daniel Reschly, James Ysseldyke and Frank Gresham.
The “Positive Psychology in the Schools” series features three interviews with Drs. Scott Huebner, Richard Gilman and Michael Furlong.
There are many more outstanding videos. Check out our inventory below. If you are interested in placing an order, please contact Dr. Greg Machek, Coordinator of the Conversation Series:
Telephone: (406) 243-5546
Conversation Series Inventory
Positive Psychology in the Schools with Huebner, Gilman & Furlong
Response to Intervention with Rosenfield, Reschly, Ysseldyke & Gresham
Assessment and Professional Issues with Gresham, Bracken, Fagan & Reschy
Assessment Issues with Woodcock, Braden, Shinn & Harrison
Attention Deficit-Hyperactivity Disorder with DuPaul, Dawson, Conners & Swanson
Behavioral Consultation with Kratochwill
Consultation with Conoley, Kratochwill, Meyers, Pryzwansky & Rosenfield
Cross Battery Approach to IQ Assessment with Flanagan
Curriculum Based Assessment and Measurement with Eckert & Hintze
Ethics in School Psychology with Bersoff
Evidence Based Intervention with Kratochwill
Functional Assessment with Witt and Noell
History of School Psychology with Fagan, Phillips, Hagin, Lambert and French
I.Q. Testing: The Past or the Future? The Sattler-Reschly Debate
Innovative Service Delivery with Shapiro, Kratochwill and Elliott
Mental Health Consultation with Caplan (Digitally Remastered 1990 Interview)
Multicultural Issues with Henning-Stout, Vasquez Nuttall, Brown-Cheatham, Lopez & Ingraham
Psychological & Educational Consultation: A Case Study
Psychological & Educational Consultation: Concepts & Processes (Part I) with Close Conoley, Sheridan, Meyers & Rosenfield
Psychological & Educational Consultation: Concepts & Processes (Part II) with Erchul & Gutkin
Reform & School Psychology with Rosenfield, Batsche, Curtis, Talley & Cobb
Role of Theory in The Science of Treating Children with Hughes
School Psychology Past, Present and Future: An Interview with Thomas Fagan
School Violence with Goldstein, Batsche, Furlong, Hughes & Close Conoley
Social-Emotional Assessment with Martin, Knoff, Reynolds, Naglieri & Hughes Tape 3 -- Psychological Maltreatment, Primary Prevention, & International Issues (Hart), Gender Differences in the Schools (Henning- Stout), Family & School Collaboration (Christensen), Crisis Intervention & Primary Prevention Activities (Sandoval)
Traumatic Brain Injury: A Case Study
Traumatic Brain Injury: Interview with Experts with Bigler, Clark, Telzrow, & Close Conoley
School Psychology Futures Conference
School Psychology Futures Conference To Be Held Online in Fall 2012
Jack A. Cummings, Patti L. Harrison, and Susan Jarmuz-Smith
The major national and international school psychology organizations are planning the 2012 School Psychology Futures Conference that will be held during the fall of 2012. The conference is designed to provide an opportunity for school psychologists to plan their future roles in better supporting children, families, and schools. The 2012 conference theme is, “School Psychology: Creating Our Future(s)”, and will target three broad themes: Advocacy, Leadership, and Critical Skills for School Psychologists. The online conference is hoped to facilitate local, national, and international connections and develop long lasting collaborations. By encouraging groups and individuals worldwide to examine the unique aspects of their local contexts, the distributed nature of the conference will facilitate networking and sustainable action plans.
The 2012 School Psychology Futures Conference will include a series of presentations and panel discussions across several weeks. The online format will create opportunities for worldwide participation and collaboration, including (a) attendance by groups of participants at distributed sites during the live webcasts, (b) attendance by individual participants through their own laptops, desktops, or mobile devices during the live webcasts; and (c) archived viewing of presentations by groups or individuals. Participants also will have access to presentation slides, background readings, and online discussion forums.
Each conference theme (Advocacy, Leadership, and Critical Skills for School Psychologists) will be addressed in separate webcasts of about 90 minutes each. The three live webcasts are planned for October 8, October 26, and November 10, 2012 and will be archived for later viewing.
During the live or archived webcasts, participants are encouraged to facilitate connections in the following ways:
For Groups of Participants: In this format, the goal is for numerous local groups to meet and participate from venues around the world, via the live webcasts or by viewing archived presentations. The main objective of these groups is to process information from the webcast presentations with local colleagues and translate it to local group analysis of the local context followed by development and implementation of local action plans. The intentions are to support existing collaborations and build new contacts and collaborations. Local groups may potentially consist of the following: school psychologist practitioners teamed with faculty and graduate students; local school district teams of school psychologists; school psychologists joined by counselors and school social workers; state school psychology associations; university graduate programs; peer-study groups of school psychologists; or other school psychology – educational professional collaborations.
Individual Participants: The conference format supports individual participation by school psychologists, graduate students, faculty, and others. During the live webcast presentations, there will be an opportunity for individuals to make comments and/or pose questions to the presenters. For participants unable to attend during the live webcasts, there will be the option to view archived presentations and connect with others in online discussion forums. School psychologists, graduate students, and faculty are encouraged to:
Reserve the tentative dates for the conference presentations (October 8, October 26, and November 10, 2012).
Organize local groups to participate in the conference or plan individual participation in the live webcasts or archived formats.
Be on the lookout for more updates in the coming months. Information and instructions will be sent on listservs and also will be available on the conference website: Futures Conference Sponsors and Planning Committee Representatives
Planning Committee Co-Chairs: Jack Cummings and Patti Harrison
American Academy of School Psychology: Judith Kaufman
American Board of School Psychology: Barbara Fischetti
Council of Directors of School Psychology Programs: Cyndi Riccio
Division of School Psychology (Division 16); American Psychological Association: Karen Stoiber; Student Representative Kaleigh Bantum
International School Psychology Association: Bill Pfohl
National Association of School Psychologists: Amy Smith; Student Representative: Susan Jarmuz-Smith
Society for the Study of School Psychology: Sylvia Rosenfield
Trainers of School Psychologists: David Shriberg
Call for Donations: The Kenneth W. Merrell Legacy Scholarship
The Kenneth W. Merrell Legacy Scholarship supports outstanding graduate students who demonstrate strong promise for leadership and service in school psychology. The scholarship is named in honor of Ken Merrell, PhD, in recognition of his stewardship in the field and profession. This scholarship project represents a unified effort among students, faculty, and members of the College of Education community who had the honor of calling Ken a mentor, colleague, and friend. Once endowed, the scholarship will honor his legacy in perpetuity.
The Ken Merrell Legacy
Ken received his PhD in school psychology from the University of Oregon in 1988 and returned in 2001 to lead the School Psychology program. He founded the Oregon Resiliency Project—a research, training, and outreach effort aimed at the study of social and emotional learning and promotion, social-emotional assessment, and intervention practices in schools. He developed six rating scales that significantly contributed to assessment methodologies and intervention practices for children. In 2011, he was awarded the APA Division 16 Senior Scientist in School Psychology Award. His work is nationally and internationally regarded and has launched the research careers of many current scholars in the field. Ken’s commitment to teaching, advising, and mentoring students is unsurpassed. He received the Distinguished Teaching Award from the UO College of Education and the Outstanding Contribution to Training Award from the Trainers in School Psychology organization. A study published in The School Psychologist (Davis et al., 2005) ranked him first in number of publications with graduate student authors. Ken’s research career was matched only by his enduring commitment to his students and his service to the field. Learn more on Ken’s life and accomplishments, in addition to the scholarship.
Making a Gift in Memory of Ken Donations to the Kenneth W. Merrell Legacy Scholarship can be made online. Select the designation “other” and write “In memory of Ken Merrell”, or with a check payable to the University of Oregon Foundation, with “In memory of Ken Merrell” on the memo line, and sent to:
University of Oregon Foundation
360 E. 10th Avenue, Suite 202
Eugene, OR 97401
Gifts to the UO Foundation are tax deductible to the extent allowed by law.
Learn more or contact Kate Feeney at (541) 346-2351.
SASP Mentoring Program
APA Division 45 Mentoring Program
The goals of the mentoring program are to connect students and professionals who have common interests related to diversity, give students the opportunity to interact (i.e. communicate, collaborate on research) with professionals/faculty outside of their program, and develop a lasting professional relationship.
Requirements for mentors include being willing to devote at least a year to this program. The intended outcomes of this program would for students and professionals discussing issues of diversity in relation to school psychology and possibly collaborate on research and different advocacy initiatives within this area. Matching of mentors and mentees is currently taking place so a mentor may not be paired if the supply of mentees is exhausted; however, names of mentors will be kept for future matching. Mentors and mentees should be willing to communicate with their mentor on a monthly basis.
Description of the Program: Mentors/mentees should be willing to communicate on a monthly basis about diversity issues in School Psychology and other relevant interests of the mentor/ mentee. This relationship should be one that is mutually beneficial in which both parties should be able to gain and offer things throughout this process. Mentors/ Mentees should each be willing to send a quarterly mentor/mentee update (should take about 10-15 minutes) to the Diversity Affairs Chair at the end of the quarter that summarizes the nature of their interaction and activities for that quarter. The goal of collecting information is to provide support, as needed, to program participants and help SASP in improving this new initiative based on participant feedback and the open exchange of ideas and best practices.
Although there are recommended activities and a few requirements, mentors and mentees should set goals and guidelines for their individual relationship.
Examples of highly recommended activities include discussion of: diversity in relation to psychology as a whole, and specifically to School Psychology; research; and relevant articles on multiculturalism and diversity in school psychology; how multicultural competence in the workplace is important and ways that it can be implemented. Advice might be offered on successfully completing the thesis/dissertation process as well as the internship process and how to successfully obtain an internship
Optional activities include: offering advice on how to join other psychological associations that promote diversity, discussing possible ways students can advocate for diversity within the field (i.e., becoming involved with leadership in SASP, NASP, APA, etc.), research collaboration, and discussing the state of graduate students and their feelings about diversity within the field and how it can be addressed.
For additional information and forms, please contact Kennetha Frye no later than May 15, 2012
Call for Papers: Special Issue on Social and Emotional Learning in Early Education, Early Education and Development
Guest Editors: Susan E. Rivers & Marc A. Brackett
The goal of this special issue is to explore more deeply the role of social and emotional learning (SEL) in the development of 3- to 6-year-olds and programming efforts in classroom settings. SEL involves the acquisition of knowledge and the development of skills related to self- and social awareness, responsible decision making, self-management, and relationship management (Elias et al., 1997; Zins, Bloodworth, Weissberg, & Walberg, 2004). Over the last two decades, numerous programs have been developed to promote SEL among children. SEL programs are designed to complement existing school curricula by teaching the social and emotional skills that contribute to better social and emotional adjustment and higher academic achievement. A recent meta-analysis of 207 studies examining the effects of SEL programs revealed that students enrolled in such programs perform significantly better in school and on standardized tests compared to non-participating students (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). This special issue will explore research, practice, and policy implications for SEL during the early childhood years.
Suggested topics include:
Examinations of links between SEL and social and emotional development, cognitive development, and outcomes such as school readiness, social competence, and health
Unique challenges and strategies for quality implementation of SEL programs in early education
Methods for assessing SEL in early childhood and testing short- and longer-term impacts of SEL programs delivered in early education
Active ingredients of effective SEL programming in early education
Best practices for SEL professional development for teachers
Role of the family in promoting SEL
State-wide initiatives for addressing SEL in young children
Integration of SEL programming into existing early education curricula:Challenges and opportunities
Teacher practices and characteristics that promote SEL in young children
Role of teachers’ emotional competence/emotional intelligence in promoting the social and emotional development of young children
We invite both theoretical and empirical papers that draw on qualitative or quantitative data, as well as articles linking practice to policy.
Please submit a blinded manuscript. In the cover letter please specify that your manuscript is being submitted for the Special Issue: Social and Emotional Learning in Early Education.
Submissions will follow the journal’s regular blind review process. The guest editors and journal editor will make the final acceptance decisions. Manuscripts must strictly conform to the formatting and writing style requirements of the APA Publication Manual (6th edition). Accepted manuscripts that are not included in the special issue (due to space restrictions) will be published in a future issue of the journal.
Inquiries regarding this special issue should be directed to Dr. Susan Rivers.
Submission deadline: June 1, 2012. Publication of this special issue is scheduled for October 2013.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A metaanalysis of school-based universal interventions. Child Development, 82(1), 405-432. doi: 10.1111/j.1467- 8624.2010.01564.x
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., . . . Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg,
H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3-22). New York: Teachers College Press.