Effective supervision models guide the supervisory relationship and supervisory tasks leading to reflective and purposeful practice. The Developmental/Ecological/Problem-Solving (DEP) Model provides a contemporary framework for supervision specific to school psychology. Designed for the school psychology internship, the DEP Model is also applicable to all pre-service and advanced field-based training, as well as career-long continuing professional development. The Developmental domain initiates training at the functioning skill level of the supervisee and progresses toward independent competency. The Ecological domain addresses the multiple systemic contexts that influence school psychology practice and prepares the intern to intervene within both individual and systemic contexts. The Problem-Solving domain focuses on the application of data-based decision making and evidence-based interventions to the full range of school psychology activities. It provides a systematic schema to address student, family, and school needs. C 2014 Wiley Periodicals, Inc.Rather than merely assuming that competent practitioners are automatically effective supervisors, the field of clinical supervision has begun to examine the specific factors that contribute to successful supervisory experiences (Harvey & Struzziero, 2008). Domains being examined include organizational structures such as pre-training skill assessments and goal setting, formal contracts, advance planning for the content and process of supervision, and accountable recordkeeping; the character of the supervisory relationship; the utilization of multiple methods of supervision; the nature of effective feedback and evaluation; standards and methods to ensure multicultural competency; specific training for supervisees toward eventual assumption of professional supervisory roles; and attention to legal and ethical requirements, including those developed by state psychology licensing boards, the American Psychological Association (APA), and professional organizations specific to school psychology, including the National Association of School Psychologists (NASP, 2010b) and the Council of Directors of School Psychology Programs (2012).To integrate these diverse factors into a framework that can guide supervisors in the day-to-day provision of effective supervision, it is necessary to formulate a coherent supervisory model that provides an overall conceptual organization of the supervisory process. A supervisory model grounds supervision in reflective and purposeful practice. A comprehensive model strives to conceptualize, organize, and execute supervisory tasks and functions in a manner that links theory, emerging research, and practice. Although this overarching model guides supervisory practice, it must be firmly grounded in the profession's current understanding of best practices within school psychology. When the formulation of this organizing model is shared with the trainee, it provides a transparent Correspondence to:

Posttraumatic stress–negative psychological experiences as a result of traumatic stressors–can hinder military veterans’ reintegration into society and cause various mental health problems. Veterans need quality social relationships to facilitate reintegration and to cope with posttraumatic stress and related mental health problems; discrimination or other forms of interpersonal rejection can exacerbate these veterans’ problems. Ostracism (i.e., being ignored and excluded) is a painful and psychologically distressing experience that may be one factor that contributes to the problems of veterans who are dealing with posttraumatic stress. To our knowledge, this connection has yet to be tested empirically. Thus, we investigated the correlation between posttraumatic stress, perceived ostracism, and other theoretically relevant variables (i.e., mental health problems, perceived social support, psychological need satisfaction) in a sample of veterans who have had at least one deployment. Our results provide preliminary empirical evidence suggesting that perceived ostracism may contribute to veteran’ deployment-related psychological problems. Veterans’ perceived ostracism correlated with psychological problems (i.e., posttraumatic stress symptoms, anxiety and psychological distress), and it explained additional variance in posttraumatic stress symptoms above and beyond common predictors of these symptoms (i.e., deployment stress, perceived military and civilian-based social support). Finally, perceived ostracism emerged as the most important predictor of posttraumatic stress symptoms in a relative weights analysis.

School psychologists have the potential to contribute to the development and delivery of health and mental health services through school-based health centers (SBHCs). Possible roles for school psychologists within SBHCs are described. Factors that influence school psychologists' efforts within SBHCs are discussed, including factors such as system reforms, school system governance, importance of SBHC to stakeholders, and availability of funding. Knowledge of collaborative problem solving, effective prevention and intervention strategies, and recognition of limitations of traditional mental health programs were also identified as facilitators of the school psychologist's role in a SBHC. Factors that may impede the development of SBHCs are reviewed. These factors include definitional confusion, deemphasis on prevention, community stigma, limited resources, lack of integration and coordination of services, and an emphasis on a narrow role of providing only medical services. Additional factors discussed include the narrow role of school psychologists, space limitations, the challenge of collaboration, role strain, and lack of research on interventions within a SBHC. Strategies for overcoming barriers are suggested.

The Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE; Thorndike, Hagen, & Saltier, 1986) represents a significant departure from earlier versions of the scale. In the 5 years since its introduction into the field of intellectual assessment, a number of validity studies have been conducted with the SB:FE. The results from these construct and criterion-related validity studies suggest that the SB:FE provides as valid a measure of general mental ability as existing tests. Support for the 4 factors hypothesized by the authors of the SB:FE is weaker. Research suggests that the SB:FE is a 2-factor test (Verbal, Nonverbal) for ages 2 through 6 years and a 3-factor test (Verbal, Nonverbal, Memory) for ages 7 years and older. Studies also suggest that the SB:FE can distinguish between groups of youngsters with differing intellectual abilities (e.g., mentally handicapped, gifted, neurologically impaired) and that the test correlates highly with scores on achievement tests. On the basis of validity information, recommendations for the use of the SB:FE are made. In its various revisions since 1916 the Stanford-Binet Intelligence Scale has been a mainstay of assessors for decades. It was the first published intelligence test to provide specific administration and scoring procedures. It was also the first American test to use the concept of the intelligence quotient (IQ). As time has passed, revisions in the Wechsler scales and the advent of new measures of intelligence (e.g.

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