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Special Topic Section Introduction to Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology

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

REFERENCES

Note: Articles below with ** are featured in the current special topic section of School Psychology Review: Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology

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  • Crenshaw, K. (2021, July 2). The panic over critical race theory is an attempt to whitewash U.S. history. The Washington Post. https://www.washingtonpost.com/outlook/critical-race-theory-history/2021/07/02/e90bc94a-da75-11eb-9bbb-37c30dcf9363_story.html
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  • **Dombrowski, S. C., McGill, R. J., Farmer, R. L., Kranzler, J. H., & Canivez, G. L. (2022). Beyond the rhetoric of evidence-based assessment: A framework for critical thinking in clinical practice. School Psychology Review, 51(6), 771–784. https://doi.org/10.1080/2372966X.2021.1960126
  • Edyburn, K. L., Bertone, A., Raines, T. C., Hinton, T., Twyford, J., & Dowdy, E. (2022). Integrating intersectionality, social determinants of health, and healing: A new training framework for school-based mental health. School Psychology Review, 1–23. https://doi.org/10.1080/2372966X.2021.2024767
  • Elianny, E. C. (2021). Centering race to move towards an intersectional ecological framework for defining school safety for Black students. School Psychology Review, 50(2–3), 254–273. https://doi.org/10.1080/2372966X.2021.1930580
  • Fagan, T. K., Gorin, S., & Tharinger, D. (2000). The National Association of School Psychologists and the Division of School Psychology—APA: Now and beyond. School Psychology Review, 29(4), 525–535. https://doi.org/10.1080/02796015.2000.12086037
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  • Fallon, L. M., Veiga, M., & Sugai, G. (2021). Strengthening MTSS for behavior (MTSS-B) to promote racial equity. School Psychology Review, 1–16. https://doi.org/10.1080/2372966X.2021.1972333
  • Farmer, R. L., Goforth, A. N., Kim, S. Y., Naser, S. C., Lockwood, A., & Affrunti, N. (2021). Status of school psychology in 2020: Part 2, professional practices in the NASP membership survey. NASP Research Reports, 5(3), 1–17. https://www.nasponline.org/Documents/Research%20and%20Policy/Research%20Center/RR_NASP-2020-Membership-Survey-part-2.pdf
  • García-Vázquez, E., Reddy, L., Arora, P., Crepeau-Hobson, F., Fenning, P., Hatt, C., Hughes, T., Jimerson, S., Malone, C., Minke, K., Radliff, K., Raines, T., Song, S., & Strobach, K. V. (2020). School psychology unified antiracism statement and call to action. School Psychology Review, 49(3), 209–211. https://doi.org/10.1080/2372966X.2020.1809941
  • Goforth, A. N., Brown, J. A., Machek, G. R., & Swaney, G. (2016). Recruitment and retention of Native American graduate students in school psychology. School Psychology Quarterly : The Official Journal of the Division of School Psychology, American Psychological Association, 31(3), 340–357. https://doi.org/10.1037/spq0000160
  • Goforth, A. N., Farmer, R. L., Kim, S. Y., Naser, S. C., Lockwood, A. B., & Affrunti, N. W. (2021). Status of school psychology in 2020: Part 1, demographics of the NASP membership survey. NASP Research Reports, 5(2), 1–17. https://www.nasponline.org/research-and-policy/research-center/member-surveys
  • Grant, S., Leverett, P., D’Costa, S., Amie, K. A., Campbell, S. M., & Wing, S. (2022). Decolonizing school psychology research: A systematic literature review. Journal of Social Issues, 78(2), 346–365. https://doi.org/10.1111/josi.12513
  • Grapin, S. L., & Fallon, L. M. (2022). Conceptualizing and dismantling white privilege in school psychology research: An ecological model. School Psychology Review, 1–14. https://doi.org/10.1080/2372966X.2021.1963998
  • Grapin, S. L., Lee, E. T., & Jaafar, D. (2015). A multilevel framework for recruiting and supporting graduate students from culturally diverse backgrounds in school psychology programs. School Psychology International, 36(4), 339–357. https://doi.org/10.1177/0143034315592270
  • Graves, S. L., Jr., & Wright, L. B. (2009). Historically Black colleges and university students’ and faculties’ views of school psychology: Implications for increasing diversity in higher education. Psychology in the Schools, 46(7), 616–626. https://doi.org/10.1002/pits.20402
  • Gutkin, T. B., & Conoley, J. C. (1990). Reconceptualizing school psychology from a service delivery perspective: Implications for practice, training, and research. Journal of School Psychology, 28(3), 203–223. https://doi.org/10.1016/0022-4405(90)90012-V
  • Hatzichristou, C. (2002). A conceptual framework of the ­evolution of school psychology: Transnational considerations of common phases and future perspectives. School Psychology International, 23(3), 266–282. https://doi.org/10.1177/0143034302023003322
  • Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? The Behavioral and Brain Sciences, 33(2–3), 61–83. https://doi.org/10.1017/S0140525X0999152X
  • Hines, E. M., Mayes, R. D., Harris, P. C., & Vega, D. (2022). Using a culturally responsive MTSS approach to prepare Black males for postsecondary opportunities. School Psychology Review, 1–15. https://doi.org/10.1080/2372966X.2021.2018917
  • Hofstra, B., Kulkarni, V. V., Munoz-Najar Galvez, S., He, B., Jurafsky, D., & McFarland, D. A. (2020). The diversity–innovation paradox in science. Proceedings of the National Academy of Sciences of the United States of America, 117(17), 9284–9291. https://doi.org/10.1073/pnas.1915378117
  • Holman, A. R., D’Costa, S., & Janowitch, L. (2021). Toward equity in school-based assessment: Incorporating collaborative/therapeutic techniques to redistribute power. School Psychology Review, 1–14. https://doi.org/10.1080/2372966X.2021.1997060
  • Jimerson, S. R. (2020, February). Advancing science, practice, policy, and diversity in the field of school psychology. National Association of School Psychologists. https://www.nasponline.org/Documents/Resources%20and%20Publications/Periodicals/SPR/School%20Psychology%20Review_Vision-Statement.pdf
  • Jimerson, S. R., Arora, P., Blake, J. J., Canivez, G. L., Espelage, D. L., Gonzalez, J. E., Graves, S. L., Huang, F. L., January, S. A., Renshaw, T. L., Song, S. Y., Sullivan, A. L., Wang, C., & Worrell, F. C. (2021). Advancing diversity, equity, and inclusion in school psychology: Be the change. School Psychology Review, 50(1), 1–7. https://doi.org/10.1080/2372966X.2021.1889938
  • Jimerson, S. R., Oakland, T. D., & Farrell, P. T. (Eds.). (2007). The handbook of international school psychology. SAGE.
  • Kratochwill, T. R., & Stoiber, K. C. (2000). Uncovering critical research agendas for school psychology: Conceptual dimensions and future directions. School Psychology Review, 29(4), 591–603. https://doi.org/10.1080/02796015.2000.12086048
  • **Lazarus, P. J., Doll, B., Song, S. Y., & Radliff, K. (2022). Transforming school mental health services based on a culturally responsible dual-factor model. School Psychology Review, 51(6), 755–770. https://doi.org/10.1080/2372966X.2021.1968282
  • Liu, S., & Oakland, T. (2016). The emergence and evolution of school psychology literature: A scientometric analysis from 1907 through 2014. School Psychology Quarterly : The Official Journal of the Division of School Psychology, American Psychological Association, 31(1), 104–121. https://doi.org/10.1037/spq0000141.
  • **McClain, M. B., Shahidullah, J. D., Harris, B., McIntyre, L. L., & Azad, G. (2022). Reconceptualizing educational contexts: The imperative for interprofessional and interagency collaboration in school psychology. School Psychology Review, 51(6), 742–754. https://doi.org/10.1080/2372966X.2021.1949247
  • **McKenney, E. L. (2022). Reckoning with ourselves: A critical analysis of white women’s socialization and school psychology. School Psychology Review, 51(6), 710–725. https://doi.org/10.1080/2372966X.2021.1956856
  • Nastasi, B. K. (2000). School psychologists as health-care providers in the 21st century: Conceptual framework, professional identity, and professional practice. School Psychology Review, 29(4), 540–554. https://doi.org/10.1080/02796015.2000.12086040
  • National Association of School Psychologists. (2021). The ­importance of addressing equity, diversity, and inclusion in schools: Dispelling myths about critical race theory [Handout]. https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/social-justice/the-importance-of-addressing-equity-diversity-and-inclusion-in-schools-dispelling-myths-about-critical-race-theory
  • National Association of School Psychologists. (2020). The professional standards of the National Association of School Psychologists. National Association of School Psychologists.
  • **Newell, K. W. (2022). Realignment of school psychology ­research, training, and practice. School Psychology Review, 51(6), 795–809. https://doi.org/10.1080/2372966X.2021.2000841
  • Oakland, T., & Hatzichristou, C. (2014). Professional preparation in school psychology: A summary of information from programs in seven countries. International Journal of School & Educational Psychology, 2(3), 223–230. https://doi.org/10.1080/21683603.2014.934638
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  • **Pham, A. V., Goforth, A. N., Aguilar, L. N., Burt, I., Bastian, R., & Diaków, D. M. (2022). Dismantling ­systemic inequities in school psychology: Cultural ­humility as a foundational approach to social justice. School Psychology Review, 51(6), 692–709. https://doi.org/10.1080/2372966X.2021.1941245
  • Price, K. W., Floyd, R. G., Fagan, T. K., & Smithson, K. (2011). Journal article citation classics in school psychology: Analysis of the most cited articles in five school psychology journals. Journal of School Psychology, 49(6), 649–667. https://doi.org/10.1016/j.jsp.2011.10.001
  • Proctor, S. L. (2022). From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology. School Psychology International, 43(6), 545–559. https://doi.org/10.1177/01430343211066016
  • Proctor, S. L., Kyle, J., Fefer, K., & Lau, Q. C. (2018). Examining racial microaggressions, race/ethnicity, gender, and bilingual status with school psychology students: The role of intersectionality. Contemporary School Psychology, 22(3), 355–368. https://doi.org/10.1007/s40688-017-0156-8
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  • Reschly, D. J. (2000). The present and future status of school psychology in the United States. School Psychology Review, 29(4), 507–522. https://doi.org/10.1080/02796015.2000.12086035
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  • **Rosenfield, S. (2022). Strengthening the school in school psychology training and practice. School Psychology Review, 51(6), 785–794. https://doi.org/10.1080/2372966X.2021.1993032
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