School Psychology Review

School Psychology Review is a quarterly journal covering mental health and education. It is published by the National Association of School Psychologists. Editorial headquarters are based in Bethesda, Md.

Articles from Vol. 36, No. 3, September

Bullying and Peer Victimization at School: Considerations and Future Directions
This series of articles highlights many important issues that researchers, educators, and clinicians are grappling with in understanding and treating bullying and victimization. For instance, these articles present information on the comorbidities...
Bullying and Peer Victimization at School: Perceptual Differences between Students and School Staff
Abstract. Although bullying and other forms of peer victimization at school are a growing concern, there has been little research examining the potential differences between student and staff perceptions of the frequency of bullying, most common location...
Editorial Note: The Context of Peer Victimization
The high prevalence of peer victimization and the emerging recognition of its serious impact on children and society as a whole have highlighted the public health significance of efforts to prevent bullying and victimization. There is a critical need...
Effect of Technology-Enhanced Continuous Progress Monitoring on Math Achievement
Abstract. We examined the extent to which use of a technology-enhanced continuous progress monitoring system would enhance the results of math instruction, examined variability in teacher implementation of the program, and compared math results in...
Effects of an Intruder Crisis Drill on Children's Knowledge, Anxiety, and Perceptions of School Safety
Abstract. In response to calls to evaluate the effectiveness of school crisis drills, this study examined the effects of children's crisis drill participation on their knowledge, skills, state anxiety, and perceptions of school safety. Using a between-subjects,...
Examination of the Predictive Validity of Preschool Early Literacy Skills
Abstract. The predictive validity of early literacy skills of children among preschool is relatively unknown. The purpose of this longitudinal study was to provide this examination. From a sample of preschoolers, longitudinal data were available for...
Hidden Forms of Victimization in Elementary Students Involved in Bullying
Abstract. This study explored the possibility that bullies, victims of bullying, and bully-victims (i.e., youth who both perpetrate and are victims of bullying) are at increased risk for victimization in four other domains: conventional crime, child...
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning?
Abstract. The primary objective of this investigation was to examine the way in which two facets of the classroom environment (classroom quality and instructional contexts) and children's risk for school problems combine to predict children's behavioral...
School Psychologists' Ethical Decision Making: Implications from Selected Social Psychological Phenomena
Abstract. School psychologists routinely engage in ethical decision making, and existing models have served as useful tools for systematically approaching ethical dilemmas. However, few of these models have taken account of the rich and salient body...
Social Support as a Moderator between Victimization and Internalizing-Externalizing Distress from Bullying
Abstract. Although it is important to study the negative outcomes experienced by victims of bullying, it is equally important to study the factors that may buffer victims from distress. Thus, the relationship among social support, victimization, and...
Testing the Teacher's Report Form Syndromes in 20 Societies
Abstract. Standardized assessment instruments developed in one society are often used in other societies. However, it is important to determine empirically how assessment instruments developed in one society function in others. The present study tested...
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