Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology in the United States

“Let’s talk about it”: Black youths’ perceptions on the development of a school-based social media campaign.

“…Specifically, students discussed barriers such as the lack of a safe space in schools to affirm their cultural identity and experiences and the failure of schools and MH campaigns to address these barriers adequately. Professionals must tackle these structural barriers if equitable and positive MH is to exist for students (Alang, 2019; Sullivan et al, 2022).…”

“…Thus, our research team established a basic assumption undergirding this project: a campaign redesign does not automatically translate to changes in human behavior. Solely implementing the proposed changes without addressing contextual limitations is likely insufficient to produce meaningful results (Alang, 2019; Sullivan et al, 2022). Altogether, promoting more positive MH for Black youth requires the consideration of contextual factors in which MH services are offered and how these services support or hinder Black youth MH (Bernard et al, 2021).…”

“…More than ever, MH scholars and practitioners must integrate culturally responsive practices to mitigate the ecological stressors deterring youth from equitable and effective MH services (Sullivan et al, 2022). Black youth benefit when MH services address the ecological barriers and intersectional identities that hinder or support their well-being (Bernard et al, 2021).…”

Examining Implicit Biases of Pre-Service Educators Within a Professional Development Context

“…Aligned with school psychology scholars (García-Vázquez et. al., 2020;Sabnis & Proctor, 2022;Sullivan et al, 2022) who call for challenging traditional research methodologies and practices, our study aims to apply CRT in a manner that will move practitioners toward more inclusive policies and practices. In doing so, the purpose of our research was to examine preservice educators' implicit biases, the formation of biases, and their impact in the context of a required professional development that aims to decrease bullying, harassment, and discrimination.…”

A call for increasing the use of mixed methods research in school psychology: Introduction to the special issue.

“…Thus, we close with a call for increasing the use of mixed methods research in school psychology via what we believe are three important leverage points: (a) creating a pipeline of researchers trained in mixed methods, (b) bridging mixed method and school psychology research, and (c) increasing funding opportunities that support this type of research. We believe that as our field continues to evolve, implementing high-quality mixed methods research can help get us closer to reaching our potential to make a real difference in the lives of children and youth (Burns, 2013; Shernoff et al, 2017; Sullivan et al, 2022).…”