From Science to Practice

In This Issue

• ‘Tis the season for internships
  A timeline for the internship application process offers guidance and tips
  By Kaleigh Bantum and Lindsey DeBor
• A year in review: Experiences of first year school psychology students
  An interview with three students who share their experiences in the field
  By Paige Mission
• Ask SASP
  SASP answers questions about Division 16 and school psychology
• Confidentiality in schools: Do you know what to do?
  A discussion of limitations to confidentiality, standards of professional organizations and legal regulations
  By Monica Pires
• Consultation in a public elementary classroom in Querétaro, Mexico
  Three graduate students provide consultation in Spanish to a third grade classroom teacher
  By Cindy Adame-Hernandez, Ivonne Estrella, and Brenda Alicia Gámez
• Dialectical behavior therapy skills groups in schools: A review of empirical findings
  Topics include cases of DBT use and future DBT applications
  By Jordan Fiorillo and Jaime Long
• Evidencing efficacy in graduate-level supervisory practices
  An approach that describes methods of data collection and assessments
  By Richard T. Marsicano
• How do I become culturally competent?
  Tips for self-reflection and activities to gain a broader understanding of cultural competence
  By Rebecca A. Clay
• Message from the board
  A reflection on SASP goal achievements and upcoming plans
  By Kaleigh Bantum
• My year with the Head Start program
  A doctoral candidate shares his experiences and lessons learned
  By Ethan J. Schilling
• Pathways to academic careers for school psychologists
  Strategies to help school psychologists increase their skills and handle career issues
  By Victoria Comerchero and Guiliana Losapio
• Practices and reflections: Behavioral consultation services at a practicum school
  Key experiences and tips for graduate students
  By Mayo Fujiki
• Reminder from SASP: SASP Diversity Mentorship Program
  Diversity Mentorship Program offers opportunity for professionals and faculty from diverse backgrounds to mentor students
  By Kennetha Frye
• Social and behavioral Individual Education Program (IEP) goals: An exploration of practice
  Results of a pilot study that explored the alignment between legal requirements, best practices and current school practices in relation to social and behavioral IEP goals
  By Brandon Rennie, Gwen E. Mitchell, Monika Parikh, Alyssa Newcomb, Lisa Milkavich, and Marcy Sarkowski
• University of Missouri SASP chapter spotlight
  Leadership roles restructured to include a faculty advisor, EdS co-chair, PhD co-chair, historian, and six committee representatives
  By Sarah J. Beyers
• Meet the 2012 SASP Diversity Scholarship winners
  Tamique Ridgard and Leslie Jenkins are the newest SASP Diversity Scholarship winners