References
- Albritton, K., Anhalt, K., & Terry, N. P. (2016). Promoting equity for our nation’s youngest students: School psychologists as agents of social justice in early childhood settings. School Psychology Forum, 10(3), 237–250. https://eric.ed.gov/?id=EJ1149008
- Albritton, K., Mathews, R. E., & Anhalt, K. (2019). Systematic review of early childhood mental health consultation: Implications for improving preschool discipline disproportionality. Journal of Educational and Psychological Consultation, 29(4), 444–472. https://doi.org/https://doi.org/10.1080/10474412.2018.1541413
- Albritton, K., Mathews, R. E., & Boyle, S. G. (2019). Is the role of the school psychologist in early childhood truly expanding? A national survey examining school psychologists’ practices and training experiences. Journal of Applied School Psychology, 35(1), 1–19. https://doi.org/https://doi.org/10.1080/15377903.2018.1462280
- Alfonso, V. C., Bracken, B. A., & Nagle, R. J. (2020). Psychoeducational assessment of preschool children (5th ed.). Routledge.
- Allen, M. D., & Green, B. L. (2012). A multilevel analysis of consultant attributes that contribute to effective mental health consultation services. Infant Mental Health Journal, 33(3), 234–245. https://doi.org/https://doi.org/10.1002/imhj.21333
- American Psychological Association (2008a). Clinical psychology. https://www.apa.org/ed/graduate/specialize/clinical
- American Psychological Association. (2008b). Clinical child and adolescent psychology. https://www.apa.org/ed/graduate/specialize/child-clinical
- Association of Psychology Postdoctoral and Internship Centers (APPIC). (2018). 2018 APPIC match: Survey of internship applicants. Part 1: Summary of survey results. https://appic.org/Internships/Match/Match-Statistics/Applicant-Survey-2018-Part-1
- Atkins, M. S., Cappella, E., Shernoff, E. S., Mehta, T. G., & Gustafson, E. L. (2017). Schooling and children’s mental health: Realigning resources to reduce disparities and advance public health. Annual Review of Clinical Psychology, 13(1), 123–147. h ttps://d oi.org/https://doi.org/https://doi.org/10.1146/annurev-clinpsy-032816-045234
- Bayley., N. (2005). Bayley scales of infant and toddler development (3rd ed.). Pearson.
- Bender, S., Fallon, L., Pearrow, M., Cook, A., Paskiewicz, T., Daniels, B., & Collier‐Meek, M. (2020). A school psychology program committed to social justice: Structures and outcomes at the University of Massachusetts Boston. Trainer’s Forum: Trainers of SchoolPsychologists, 37(2), 54 72. https://www.researchgate.net/publication/343255788_A_School_Psychology_Program_Committed_to_Social_Justice_Structures_and_Outcomes_at_the_University_of_Massachusetts_Boston
- Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.
- Bierman, K. L., Mathis, E. T., & Domitrovich, C. E. (2018). Serving the needs of young children with social, emotional, and behavioral needs: A commentary. School Mental Health, 10(3), 254–263. https://doi.org/https://doi.org/10.1007/s12310-018-9265-4
- Blewitt, C., O’Connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020). Do curriculum-based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review. International Journal of Environmental Research and Public Health, 17(3), 1049–1060. https://doi.org/https://doi.org/10.3390/ijerph17031049
- Brauner, C. B., & Stephens, C. B. (2006). Estimating the prevalence of early childhood serious emotional/behavioral disorders: Challenges and recommendations. Public Health Reports, 121(3), 303 310. https://doi.org/https://doi.org/10.1177/003335490612100314
- Brennan, E. M., Bradley, J. R., Allen, M. D., & Perry, D. F. (2008). The evidence base for mental health consultation in early childhood settings: Research synthesis addressing staff and program outcomes. Early Education and Development, 19(6), 982–1002. https://doi.org/https://doi.org/10.1080/10409280801975834
- Callahan, J. L., & Watkins, C. E., Jr. (2018). The science of training II: Pre-practicum and practicum training. Training and Education in Professional Psychology, 12(4), 231–244. https://doi.org/https://doi.org/10.1037/tep0000209
- Center of Excellence for Infant and Early Childhood Mental Health Consultation. (2016). Competencies. Product prepared for the U.S. Department of Health and Human Services, Substance Abuse and Health Services Administration. https://www.samhsa.gov/sites/default/files/programs_campaigns/IECMHC/infant-early-child-mental-health-consult-competencies.pdf
- Centers for Disease Control. (2020, May 4). Statistics on Autism spectrum disorder. https://www.cdc.gov/ncbddd/autism/data.html
- Cohen, E., & Kaufmann, R. (2005). Early childhood mental health consultation. DHHS Pub. No. CMHS-SVP0151. Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.
- Conoley, J. C., & Gutkin, T. B. (2017). School psychology: A reconceptualization of service delivery realities. In S. N. Elliott & J. C. Witt (Eds.), The delivery of psychological services in schools: Concepts, processes, and issues. (pp. 393–424).Routledge.
- Davis, A. E., Barrueco, S., & Perry, D. F. (2020). The role of consultative alliance in infant and early childhood mental health consultation: Child, teacher, and classroom outcomes. Infant Mental Health Journal, 42(2), 246–262. https://doi.org/https://doi.org/10.1002/imhj.21889
- Davis, A. E., Perry, D. F., & Rabinovitz, L. (2020). Expulsion prevention: Framework for the role of infant and early childhood mental health consultation in addressing implicit biases. Infant Mental Health Journal, 41(3), 327–339. https://doi.org/https://doi.org/10.1002/imhj.21847
- Davis, A. E., Shivers, E. M., & Perry, D. F. (2018). Exploring culture, race, and ethnicity in early childhood mental health consultation: The role of the consultative alliance. Perspectives, 3(2), 24.
- DePaoli, J. L., Atwell, M., & Bridgeland, J. (2017). Ready to lead: A national principal survey on how social and emotional learning can prepare children and transform schools. Civic Enterprises and Hart Research Associates for CASEL. Civic Enterprises. https://www.casel.org/wpcontent/uploads/2017/11/ReadyToLead_FINAL.pdf
- Division of Early Childhood [DEC]/National Association for the Education of Young Children [NAEYC]. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). The University of North Carolina, FPG Child Development Institute. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_inclusion_dec_naeyc_ec.pdf
- Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Weissberg, R. P., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/https://doi.org/10.1111/j.1467-8624.2010.01564.x
- Friedman-Krauss, A. H., Barnett, W. S., Weisenfeld, G. G., Kasmin, R., DiCrecchio, N., & Horowitz, M. (2018). The state of preschool 2017: State preschool yearbook. National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2018/04/State-of-Preschool-2017-Full.pdf
- Gee, G. C., & Ford, C. L. (2011). Structural inequities and health disparities: Old issues, new directions. Du Bois Review: Social Science Research on Race, 8(1), 115–132. https://doi.org/https://doi.org/10.1017/S1742058X11000130
- Gilliam, W. S., Maupin, A. N., Reyes, C. R., Accavitti, M., . S., . B., & Shic, F. (2016). Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions? Yale University. Child Study Center. http://ziglercenter.yale.edu/publications/Preschool%20Implicit%20Bias%20Policy%20Brief_final_9_26_276766_5379.pdf
- Gilliam, W. S., & Shahar, G. (2006). Preschool and child care expulsion and suspension. Infants and Young Children, 19(3), 228–245. https://doi.org/https://doi.org/10.1097/00001163-200607000-00007
- Hatcher, R., Wise, E., Grus, C., Mangione, L., & Emmons, L. (2012). Inside the practicum in professional psychology: A survey of practicum site coordinators. Training and Education in Professional Psychology, 6(4), 220225. https://doi.org/https://doi.org/10.1037/a0029542
- Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the pyramid model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133–146. https://doi.org/https://doi.org/10.1177/0271121416653386
- Kratochwill, T. R., Altschaefl, M. R., & Bice-Urbach, B. (2008). Best practices in school-based problem-solving consultation: Applications in prevention and intervention systems. Best Practices in School Psychology, 5, 1673–1688. http://apps.nasponline.org/resources-and-publications/books-andproducts/products/books/docs/bp6/book_1_w/30_B1chapter30_WM.pdf
- Lieberman, A., Chu, A., Van Horn, P., & Harris, W. W. (2011). Trauma in early childhood: Empirical evidence and clinical implications. Development and Psychopathology, 23(2), 397–410. https://doi.org/https://doi.org/10.1017/S0954579411000137
- López, M., Hofer, K., Bumgarner, E., & Taylor, D. (2017). Developing culturally responsive approaches to serving diverse populations: A resource guide for community-based organizations. National Research Center on Hispanic Children and Families. www.hispanicresearchcenter.org/wp-content/uploads/2018/04/Cultural-Competence-Guide-V2.pdf
- Massoumeh, Z., & Leila, J. (2012). An investigation of medical model and special education methods. Procedia-Social and Behavioral Sciences, 46, 5802–5804. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.06.518
- Matthews, H., Ullrich, R., & Cervantes, W. (2018, March 1) Immigration policy’s harmful impacts on early care and education. Center for Law and Social Policy. https://www.clasp.org/publications/report/brief/immigration-policy-s-harmful-impacts-early-care-and-education
- McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL interventions in early childhood. Future of Children, 27 (1), 33–47. https://files.eric.ed.gov/fulltext/EJ1145093.pdf https://doi.org/10.1353/foc.2017.0002
- McKevitt, B. C. (2012). School psychologists’ knowledge and use of evidence-based, social- emotional learning interventions. Contemporary Issues in School Psychology, 16, 33–45. https://doi.org/https://doi.org/10.1007/BF03340974
- Mendez, J., & LaForett, D. (2020). Understanding the impact of poverty and implications for assessment with young children from low-resource backgrounds. In V. C. Alfonso, B. A. Bracken, & R. J. Nagle (Eds.), Psychoeducational assessment of preschool children (5th). (pp. 399–420). Routledge.
- Mendez Smith, J. (2020). Early childhood education programs as protective experiences for low-income Latino children and their families. Adversity and Resilience Science, 1(3), 191–204. https://doi.org/https://doi.org/10.1007/s42844-020-00013-7
- Meyers, A. B., Meyers, J., Graybill, E. C., Proctor, S. L., & Huddleston, L. (2012). Ecological approaches to organizational consultation and systems change in educational settings. Journal of Educational and Psychological Consultation, 22(12), 106–124. https://doi.org/http://doi.org/10.1080/10474412.2011.649649
- Mihura, J., Roy, M., & Graceffo, R. (2017). Psychological assessment training in clinical psychology doctoral programs. Journal of Personality Assessment, 99(2), 1–12. https://doi.org/http://doi.org/10.1080/00223891.2016.1201978
- Minke, K. M., & Brown, D. T. (1996). Preparing psychologists to work with children: A comparison of curricula in child-clinical and school psychology programs. Professional Psychology, Research and Practice, 27(6), 631–634. https://doi.org/http://doi.org/10.1037/0735-7028.27.6.631
- Murano, D., Sawyer, J. E., & Lipnevich, A. A. (2020). A meta-analytic review of preschool social and emotional learning interventions. Review of Educational Research, 90(2), 227–263. https://doi.org/https://doi.org/10.3102/0034654320914743
- National Association for the Education of Young Children. (2019). Advancing equity in early childhood education: A position statement of the National Association for the Education of Young Children. https://www.naeyc.org/resources/position-statements/equity
- National Association of School Psychologists. (2020). Standards for graduate preparation of school psychologists. https://www.nasponline.org/standards-and-certification/nasp-2020-professional-standards-adopted
- National Association of School Psychologists. (2021). Who are school psychologists? https://www.nasponline.org/about-school-psychology/who-are-school-psychologists
- Newman, D. S., Hazel, C. E., Faler, A., & Pomerantz, L. (2021). Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi. Training and Education in Professional Psychology, 15(3), 176–188. . https://doi.org/https://doi.org/10.1037/tep0000310
- Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 22(1), 1–31. https://doi.org/http://doi.org/10.1080/10888691.2017.1398650
- Peisner-Feinberg, E. S., & Buysse, V. (2013). The role of assessment. In V. Buysse & E. S. Peisner-Feinberg (Eds.), Handbook of response to intervention (RTI) in early childhood (pp. 121–142). Brookes.
- Pidano, A. E., & Whitcomb, J. M. (2012). Training to work with children and families: Results from a survey of psychologists and doctoral students. Training and Education in Professional Psychology, 6(1), 8–17. https://doi.org/https://doi.org/10.1037/a0026961
- Pomerantz, A. M. (2019). Clinical psychology: Science, practice, and diversity. Sage.
- Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1–13. https://doi.org/http://doi.org/10.1037/a0022714
- Sheridan, S. M. (1997). Conceptual and empirical bases of conjoint behavioral consultation. School Psychology Quarterly, 12(2), 119–133. https://doi.org/https://doi.org/10.1037/h0088954
- Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence- based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133–143. https://doi.org/https://doi.org/10.1177/0271121415594925
- Steele, E., Shernoff, T. R., Kratochwill, K., & Callan, S. (2003). Training in evidence-based interventions (EBIs): What are school psychology programs teaching? Journal of School Psychology, 41(6), 467–483. https://doi.org/https://doi.org/10.1016/j.jsp.2003.07.002
- Stein, R., & Albritton, K. (2020). Early childhood-focused training in school psychology. Training and Education in Professional Psychology. https://doi.org/https://doi.org/10.1037/tep0000350
- Tryon, G. S. (2000). Doctoral training issues in school and clinical child psychology. Professional Psychology, Research and Practice, 31(1), 85–87. https://doi.org/https://doi.org/10.1037/0735-7028.31.1.85
- Webb-Hooper, M., Nápoles, A. M., & Pérez-Stable, E. J. (2020). COVID-19 and racial ethnic disparities. Journal of the American Medical Association, 323(24), 2466–2467. https://doi.org/https://doi.org/10.1001/jama.2020.8598
- Webster-Stratton, C., Reinke, W. M., Herman, K. C., & Newcomer, L. L. (2011). The incredible years teacher classroom management training: The methods and principles that support fidelity of training delivery. School Psychology Review, 40 (4), 509–529. https://psycnet.apa.org/record/2012-00587-004 https://doi.org/10.1080/02796015.2011.12087527
- Wechsler, D. (2012). Wechsler preschool & primary scale of intelligence. Pearson.
- Wechsler, D. (2014). Wechsler Intelligence Scale for Children (4th ed.). Pearson.
- Weissman, M. M., Verdeli, H., & Gameroff, M. J. (2006). National survey of psychotherapy training in psychiatry, psychology, and social work. Archives General Psychiatry, 63(8), 925–934. https://doi.org/http://doi.org/10.1001/archpsyc.63.8.925
- Williford, A. P., & Shelton, T. L. (2008). Using mental health consultation to decrease disruptive behaviors in preschoolers: Adapting an empirically-supported intervention. Journal of Child Psychology and Psychiatry, 49(2), 191–200. https://doi.org/https://doi.org/10.1111/j.1469-7610.2007.01839.x
- Yoshikawa, H., Kholoptseva, J., & Suarez-Orozco, C. (2013). The role of public policies and community-based organizations in the developmental consequences of parent undocumented status. Social Policy Report. 27 (3), 1–17. Society for Research on Child Develoipment. http://www.srcd.org/sites/default/files/documents/spr_27_3.pdf.
- Zero to Three. (2016). Early childhood mental health consultation: Policies and practices to foster the social-emotional development of young children. https://www.zerotothree.org/resources/1694-early-childhood-mental-health-consultation-policies-and-practices-to-foster-the-social-emotional-development-of-young-children
- Zippia. (2021a, May 5). Clinical psychologist demographics in the U.S. https://www.zippia.com/clinical-psychologistjobs/demographics
- Zippia. (2021b, May 5). School psychologist demographics in the U.S. https://www.zippia.com/school-psychologistjobs/demographics