APA Division 16 School Psychology Vol. 57, No. 1

AMERICAN PSYCHOLOGICAL ASSOCIA TION

TABLE OF CONTENTS

President’s Message: Déjà V u All Over Again? ...... 4

The Future of School Psychology Confer ence 2002 ...... 6

American School Psychologists Visited China on a Fulbright Shor t-Term Seminar Pr oject ...... 8

APA Division 16 2003 Election Nominees ...... 11 - 21

APA Division 16 and NASP Need to W ork Together: A Response to Little and Shor t ...... 22

Internship Training in School Psychology: Heralding the Role of School-Based Specialty T raining ...... 24

Student Affiliates of School Psychology (SASP) Types of Leadership Styles for Pr omoting Growth in SASP ...... 26

APA Division 16 School Psychology Membership Application ...... 28

People & Places ...... 29

2003 Paul Henkin Student T ravel Award ...... 33

Extended Search Associate Editor ...... 34

Announcements ...... 35 THE SCHOOL PSYCHOLOGIST

The School Psychologist

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2 WINTER 2003

DIVISION 16 EXECUTIVE COMMITTEE

President Vice President of Vice President of Elaine Clark, Ph.D. Professional Affairs Social and Ethical Responsibility & 1705 E. Campus Center Drive, Sam Ortiz, Ph.D. Ethnic Minority Af fairs Rm. 237 Department of Psychology Robyn S. Hess, Ph.D. University of Utah MARSB36A University of Colorado-Denver Salt Lake City, UT 84112-9255 St. John’s University College Box 106 (801) 581-7968 (w) 8000 Utopia Parkway P.O. Box 173364 (801) 581-5566 (f) Jamaica, NY 11439 Denver, CO 80217-3364 (801) 582-1340 (h) (718) 990-5385 (w) (303) 556-6784 (w) [email protected] (718) 990-5926 (f) (303) 556-4479 (f) [email protected] [email protected] .edu President-Elect Jean Baker, Ph.D. Vice Pres. of Membership Council Representatives Michigan State University Tanya Eckert, Ph.D. Steve DeMers, Ph.D. 443A Erickson Hall Syracuse University 3350 Mantilla Dr. East Lansing, MI 48824 Department of Psychology Lexington, KY 40513 (517) 432-0843 (w) 430 Huntington Hall (859) 257-7928 (w) (517) 353-6393 (f) Syracuse, NY 113244 (859) 257-5662/224-1908 (f) [email protected] (315) 443-3141 (w) sdemers@uky .edu (315) 443-4085 (f) Past President tlecker [email protected] .edu Cindy Carlson, Ph.D. Steven G. Little, Ph.D. University of Texas at Austin Programs in School Psychology Vice President of Education, Dept. of Educational Psychology University at Albany, SUNY Training, & Scientific Af fairs SZB 504 ED232 Frank Worrell, Ph.D. Austin, TX 78712 1400 Washington Avenue Penn State University (512) 232-4835 (w) Albany, NY 12222 227 CEDAR Building (512) 471-1288 (f) (518) 442-5069 (w) University Park, PA 16802 [email protected] [email protected] .edu (814) 865-1881 (w) (814) 865-7066 (f) SASP Representative Secretary [email protected] Gena N. Ehr hardt Michelle Schicke Athanasiou, Ph.D 376 W. Hayden Dr. #926 Div. of Professional Psychology Vice President of Publication, Carmel, IN 46032 University of Nor thern Colorado Communications, and (317) 569-9102 (h) Greeley, CO 80639 Convention Affairs (317) 569-1014 (f) (970) 351-2356 (w) David E. McIntosh, Ph.D., ABPP [email protected] (970) 351-2625 (f) Teachers' College 524 [email protected] Department of Educational Psychology Historian Ball State University Thomas K. Fagan, Ph.D. Treasurer Muncie, IN 47306 Department of Psychology Sharon A. Missiaen, Ph.D. (765) 285-8515 (w) The University of Memphis 5345 Canvasback Road (765) 285-3653 (f) Memphis, TN 38152 Blaine, WA 98230 (765) 282-8917 (h) (901) 678-2579 (w) (360) 676-6443 ext. 205 (w) [email protected] [email protected] (360) 371-0527 (f) [email protected] Editor, School Psychology Quarterly Rik D’Amato, Ph.D. Division of Professional Psychology University of Nor thern Colorado Greeley, CO 80639 (970) 351-2208 (w) (970) 351-2312 (f) [email protected]

3 THE SCHOOL PSYCHOLOGIST

PRESIDENT’S MESSAGE Déjà Vu All Over Again?

Elaine Clark University of Utah

I was very fortunate to be able to attend the to generate more ideas about potential ways to Futures Conference this past November to represent tackle this problem. It was not quite that easy. Division 16 along with Steven Little, then president However, it was fairly simple to obtain consensus on of the division, and Gena Erhardt, our current SASP the critical needs of children and their families, and president. Division 16 was one of 8 national the schools. Participants consistently rated the organizations to sponsor the conference and following as top priorities: to increase children’s participate in discussions about ways school academic competence and social and emotional psychologists may be better able to meet the current functioning; to improve parenting skills and family and future needs of children, families, and schools. involvement in schools to support student learning; It was 1981 when Olympia, the last invitational and to increase the school’s effectiveness in planning conference, was held, and much has educating all learners and provide community changed since that time. For example, our schools integration of services that promote physical and and communities are more diverse now than they mental health for children and families. Given that were then. There are currently 30 million foreign- personnel shortages are affecting universities just as Elaine Clark born residents in the United States, and we are they are the schools, it was concluded that facing the challenge of educating children from very recruitment of more graduate students alone is not different cultural and linguistic backgrounds. We the answer. There was agreement that we need to “The needs also have more children and families struggling with implement fundamental changes in the way we of the the stresses of poverty, mental illness, and other practice and the way we prepare practitioners. It is adverse circumstances than we have in the past. The difficult to imagine that anyone left the conference children we needs of the children we serve have never been thinking that we can continue to do business as greater than they are now, but many of the services usual and continue to ignore the many years of serve have and programs that were developed over the past 20 warning from our colleagues that we need to expand never been years have been cut back or eliminated altogether. our roles, work more at a systems level, and spend a Faced with budget problems and an uncertain greater amount of time engaged in relevant (and greater economy, professionals in community and private supported) assessment and intervention activities. agencies who work with families are turning to the Of course, we cannot underestimate the difficulty of than they schools for help. Schools are a logical resource for implementing change. I can recall reading about are now…” families, given their mandate to provide a variety of some of the same issues about restructuring our services to children at no cost. These services are so service delivery patterns while studying for prelims highly valued that many districts have created new 20 years ago! positions to employ more school psychologists. I would like to think that as we face the While a step in the right direction, the demand has challenges of the 21st century, we will take a added to the already serious personnel shortage leadership role and insure that change happens. problem in the schools, and the recent increase in Many participants at the conference, including retirements by school psychologists has exacerbated myself, felt that the primary change we need to the problem. The organizers of the Futures seriously consider is a paradigm shift that moves us Conference obviously hoped to turn this shortage away from a predominantly clinical model that into an opportunity by looking harder for alternative emphasizes tertiary interventions, to a model where ways to both provide and improve services for primary prevention and early interventions are children and families. emphasized. This type of change would obviously I was pleased to find that the meeting had such require that we revise curricula in our training a positive tone. I was, however surprised that, aside programs to emphasize training in a systems model. from Michael Curtis’ opening night presentation, the At present, most university training curricula shortage issue was not more explicitly addressed at emphasize direct services to individual children, at the meeting. Having selected the personnel shortage the expense of family and systems issues. Focusing as a priority for my division presidency, I was hoping more on needs assessment and system-wide that there would be a brainstorming session or two interventions would put us in a much better position

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CONTINUED FROM PAGE 4 PRESIDENT’S MESSAGE Déjà Vu All Over Again? to effect change for an increased number of interested in school practice and are willing to do children. In our effort to "leave no child behind," we what it takes to acquire the necessary skills and must ensure that we are not the ones "left behind." credentials to work beside us. We cannot pass up We cannot wait for laws to change and this opportunity to help our colleagues adopt a administrators to be convinced of our ability to professional identification as school psychologists deliver an increased range of services before and help ourselves by getting the job done and altering some of our service delivery plans that help maintaining the integrity of our specialty. Our us preserve the integrity of our field. This would, of cooperation with this effort can also help to reduce course, require that we not only prepare future the risk of having multiple types of psychologists school psychologists according to this model, but working in the schools and the role diffusion that assist current personnel to provide an expanded may occur as a result. range of services. Fortunately, in his efforts to I realize that some of this may sound a bit like include as many people as possible in the Futures déjà vu. Granted, some of the same issues have been Conference, Jack Cummings displayed our ability to discussed at prior meetings, including Olympia and effectively use technology to reach large numbers of Spring Hill, but there are some important people anywhere in the world where there is an differences. Joel Meyers summarized these well on internet connection. He made excellent use of the last day of the conference (see streaming video to provide real-time access to www.indiana.edu/~futures). But I would like to add conference activities, and has archived the that we can do something to change this feeling of background readings, summaries of small group "been there and done that" by being responsible for activities, and live presentations at our own futures. The conference did not decide our www.indiana.edu/~futures. future; rather it provided an opportunity for school Regardless of what technology we have at our psychology practitioners and educators to focus on fingertips, or what level of motivation we have to questions that may affect our future; questions that make changes in the way we practice, we cannot all of us must address, whether or not we were in wait to implement change. We must look for more attendance at the meeting or connected via the web. immediate solutions now. For the most part, Many voices were heard, but many more were not. conference participants did not feel that we are Fortunately, the conference in November was just making maximal use of our time or resources. Most the beginning and there will be many opportunities seemed to agree that we need to spend more time in the months and years to come for input. I, for on activities that are empirically supported and one, want to hear what the "other voices" have to relevant to local concerns, and less time on say. The conference committee has already begun activities that are questionable in terms of their work to insure this, as well as to insure the relevance to learning (e.g., administering IQ tests outcomes from the meeting. Division 16 will be solely for the purpose of calculating discrepancy actively involved in these efforts and will continue scores for LD determination). Participants also felt to work closely with the committee. Thanks to the that we need to work more with parent-teacher conference organizers, I do not think we will organizations and other professionals and experience déjà vu all over again. On behalf of the paraprofessionals in the schools, and work harder to Executive Committee and membership of Division integrate community services into the schools. The 16, I would like to express appreciation for the idea of schools being the "hub" of the community countless hours the committee spent planning this was welcomed as a strategy to provide a wide range historic event and setting the stage for the future of of services to children and families while addressing our field. Thank you so much, Jack Cummings, Peg our own personnel shortage problem. Although Dawson, Pat Harrison, Rick Short, Susan Gorin, and these measures can help to narrow the gap between Ron Palomares. the supply of service providers and the demand for Finally, I want to thank all of you, members of services, it does not substitute for the need to have Division 16, for your dedicated service to children more school psychologists in schools. We still need and families, and your interest in school psychology to be diligent in our efforts to recruit and educate and the division. I especially appreciate your more professionals in the field, and we need to help continued membership in Division 16 and the with the credentialing of other professional allocation of your votes each year. This allocation psychologists. For example, there are a number of allows us to better represent your interests by our outstanding child clinical psychologists who are having a greater voice in APA. If you have any CONTINUED ON PAGE 7 5 THE SCHOOL PSYCHOLOGIST

The Future of School Psychology Conference 2002

Rick Jay Shor t and Ronald S. Palomar es

school psychology to maximize the benefits to the children, families, and schools that we serve. To focus the conference, we gathered data from across the field prior to the conference concerning critical issues that school psychologists should be able to deal with, and for which we should have a reputation for addressing. Through qualitative analysis of the data, we arrived at the following Big Ideas—issues that were broadly endorsed by school psychologist informants as to what our field should be able to deal with. It perhaps is not surprising that these critical issues clustered around three dimensions-children, families, and schools—nor that After almost two years of planning, our field they are intricately inter-related: staged the Future of School Psychology Conference 2002 from Thursday afternoon until Saturday Children evening, November 14-16, at the Indiana University- • Improved academic competence and school Purdue University Conference Center in success for all children Indianapolis, Indiana. The conference was co- • Improved social-emotional functioning for all sponsored by, and had representatives from, the children following organizations: APA, NASP, APA Division of School Psychology, CDSPP, TSP, SSSP, ABSP, AASP, Families and ISPA. The conference planning committee • Improved parenting skills and increased ability of consisted of Jack Cummings, Peg Dawson, Pat families to support students Harrison, Rick Short, Susan Gorin, and Ron • Enhanced family-school partnerships and Palomares. parental involvement in schools The impending shortage of school Schools psychologists was the initial driving force for the • More effective education and instruction for all conference. However, recent national and state learners policy and legislation have highlighted rapid and • Increased child and family services in schools significant changes in conceptualizations of services that promote health and mental health and that to children and schools. For example, most policy are integrated with community services documents over the past few years have emphasized evidence-based service delivery and a shift from Sixty-nine school psychologists attended the tertiary services to more primary and community- on-site portion of the conference in Indianapolis. based services. The conference planners integrated This number consisted of invited participants and issues of school psychologist shortages with representatives of school psychology organizations. impending changes in children’s services to address On-site proceedings were accessible to anyone with how school psychology might change to manage an Internet connection via the conference website, these critical developments in our field. The which was heavily publicized in the months leading resulting conference goals, using the shortage of up to the conference. Additionally, there were 43 school psychologists as a backdrop, were (a) to web-cast sites with a dedicated signal and conceptualize the practice of school psychology arrangements coordinated with the on-site facility to within the context of developing national changes in receive the broadcast. Our follow-up analyses children’s service delivery models, and (b) to indicate that a large number of individuals from develop an action agenda to use the resources of across the nation, and several from Europe,

6 CONTINUED ON PAGE 7 WINTER 2003

CONTINUED FROM PAGE 5 PRESIDENT’S MESSAGE Déjà Vu All Over Again? questions about division matters or have ideas as to just ask the Executive Committee members who just how the division can better serve your needs, please completed their term of office in December: Jack contact me directly (email: [email protected] and Cummings (Past-President), Colette Ingraham (Vice phone: 801-581-7968). Also, be sure to let me know if President for Membership), Deborah Tharinger (Vice you are interested in serving on any committees or President for Professional Affairs). By the way, becoming involved in the division in some other thank you Jack, Colette, and Deborah for your hard way. Service to the division can be very rewarding; work and years of service.

CONTINUED FROM PAGE 6 The Future of School Psychology Confer ence 2002 participated from their desktop computers. During issue for which he or she wanted to participate in the live web casts, emails with comments and building an action plan. These action plans, which questions were delivered to the presenters and all were as specific as possible within time constraints, documents created at the conference were uploaded were designed to guide practice, training, and to the web site as quickly as possible. advocacy in school psychology to develop a national To guide and augment participant deliberations and international agenda for school psychology to at the conference, keynote speakers addressed each meet the needs of the children, families, and schools of the above Big Ideas in school psychology. Each that we serve. Each group presented its action plan keynote presentation was broadcast live on the web to the larger group and on the web at the end of the and is archived on our website for public access. day on Saturday. APA president-elect Robert Sternberg spoke to the The conference was a remarkable event. group on school issues. Mike Curtis focused on Participants discussed, agreed, and disagreed, but demographics and trends for school psychology, all of us remained intent on what we, as a field, can noting the evidence for a shortage in both trainers do for children, schools, and families. Participants and practitioners. Sandy Christenson presented worked hard to ensure equal voices from our field in important ideas on meeting the needs of families, all of our deliberations, with an emphasis on those and Deborah Crockett spoke to the needs of of practitioners. Participants worked hard before children. Following each presentation, on-site and the conference in small groups, worked almost remote participants submitted questions that each without break for 2 days during the conference, and presenter answered during the broadcast or, when committed to work hard after the conference to time ran out, after the broadcast on email. make the results come to pass. Remote participants As most of the participants would agree, the worked hard before and during the conference to conference was very much a working meeting. share their ideas and provide input to guide the Participants were divided into six small groups prior planners. Hundreds, perhaps thousands, of school to the conference, assigned readings and homework, psychologists took part in and contributed to the and given tasks designed to elicit input and focus on decisions that were made at the conference. Even directions consistent with the goal of the conference though the Indianapolis conference was a discrete as they related to one of the three areas (school, event, it signals a possible beginning of an families, children). Many of the off-site centers organized, ongoing work to renew our field. That handled the tasks as well, sending in their small work has begun with the action plans, which will group work via email throughout the conference. require the efforts of many of us to come to fruition. Each evening the planning committee reviewed the The plans are posted on our website, materials generated by both off-site and on-site www.indiana.edu\~futures. We invite you to take a groups, consolidating and categorizing the look at them, give us your input or make a decision responses for use in activities the next day. about how you can contribute, and contact us to let The final day of the conference, groups were us know of your interest. reconstituted based on participants’ interest in addressing one of the Big Ideas of the conference. Please e-mail all submissions about any article for Each participant was free to choose the critical The Commentary Section to: [email protected]

7 THE SCHOOL PSYCHOLOGIST American School Psychologists Visited China on a Fulbright Short-Term Seminar Project

Zheng (Jenny) Zhou St. John’s University

On July 7, 2002, a group of American school trip in China--getting up very early to catch the psychologists departed the United States and went flights or buses to cities and towns across the on a month-long seminar in China. This seminar was country; bustling around cities to get to the various supported by a grant awarded to the author under seminar sites; and catching up on writing group and the Fulbright-Hays Group Projects Abroad Program individual reports, but the team also had fun. Aside (http://www.ed.gov), a program administered from educational visits, many cultural events took through the U.S. Department of Education. The 12 place, including visits to unforgettable historical Fulbright participants included six school sites. In Beijing, the team visited the Great Wall of psychology faculty members from five universities, China, the Forbidden City, Tiananmen Square, Ming two other clinical psychologists affiliated with Tombs, Summer Palace, and the Beijing Zoo. Some participants took a side trip to Xi’an to see the Terracotta Soldiers, perhaps the greatest archeological find of the 20th century. In the Yunnan Province, the team visited the Stone Forest, Minority Village, the Tibetan Temples, and Zhong Dian, the Shangri-la of Lost Horizon. The team also stopped at a dozen scenic spots in Zhong Dian and en route to Lijiang (e.g., the Holy Land: Baishuitai and Tiger Leaping Gorge on the Yangtze River). The combination of the educational visits and cultural events has left unforgettable memories for all of us. Fulbright Group at the Stone For est in the Taking a group of my colleagues in the Yunnan Provence of China U.S. to visit my home country was a very exciting and unique experience universities in New York, and three teachers in New for me. York City Public Schools. The participants were: Zheng (Jenny) Zhou (Project Director, St. John’s Purpose of the Fulbright Pr oject University), Marla Brassard (Teachers College, The purpose of the Fulbright-Hays Group Columbia University), Elaine Clark (University of Projects Abroad Programs is to contribute to the Utah), Jefferson Fish (St. John’s University), Caven development and improvement of modern foreign Mcloughlin (Kent State University), Stephen Peverly languages and area/regional studies in the U.S. by (Teachers College, Columbia University), LeAdelle providing training opportunities for faculty, teachers, Phelps, (SUNY-Buffalo), Martha Correa (Manhattan and students in foreign countries. Awards are made College), George Litchford (SUNY Albany), Charles under the program to conduct overseas group Conway (P.S. 9), Robert Moy (P.S. 9) and Chie Soong projects in research, training, and curriculum (High School for the Humanities). The Fulbright development. The primary goal of our Fulbright participants were selected based on their teaching month-long seminar was to study how social, and research expertise in their respective fields and cultural, educational, and economic factors impact the contributions they have made to psychology and Chinese children’s cognitive, behavioral, and education. The team visited Beijing (the capitol city), personality development, and to identify how this Shanghai, Suzhou, Kunming, and the Tibetan border development differs from that of American children. towns in the Yunnan Province. The Fulbright In many public schools in large cities of the U.S., participants worked very hard during the month-long Chinese-American children constitute the second

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CONTINUED FROM PAGE 8 American School Psychologists V isited China on a Fulbright Shor t-Term Seminar Pr oject largest LEP student body, out-numbered only by the Chinese Ministry of Education has required schools Hispanic-American population. Currently, our to provide mental health education, there is a lack of understanding of the intellectual, behavioral, and adequately trained professionals to serve the needs personality functioning of the Chinese-American of children, their families, and schools. Currently, population is extremely limited. By experiencing there is no school psychology program in China to China first hand, school psychologists and educators provide the systematic training of competent in the U.S. have the opportunity to develop a deeper psychologists to work in schools. Much of the work and more expansive understanding of Chinese- that school psychologists typically do is conducted American students in this country and also gain by psychiatrists who work in hospitals. For important insights into themselves. It was for the example, psychiatrists are responsible for evaluating purpose of achieving this genuine understanding of and diagnosing children with disabilities and how culture influences the habits of thought, consulting with school staff about their intervention emotion, and action in Chinese children that the plans. Facing the urgent need for school short-term seminars project was developed. Our psychologists in China, the faculty at major Fulbright team was specifically interested in universities such as Beijing Normal University and gathering information on the following issues: How Suzhou University have expressed an interest in have the constructs of intelligence, establishing a collaborative relationship with school psychopathology, and behavioral disorders been psychology programs in the U.S. They are defined in Chinese culture? What are the most specifically interested in joint endeavors to prepare common psychological difficulties that Chinese competent Chinese school psychologists. That was children experience and how are they diagnosed? one of the reasons why they were so interested in What are some of the culturally-specific intervention meeting with our group of school psychology strategies that Chinese psychologists use to address professors from the U.S. children’s cognitive, emotional, and behavioral During the seminars, the Fulbright team had problems, and how do these intervention strategies extensive conversations with Chinese psychology differ from those commonly practiced by American professors and child psychiatrists. Through formal school psychologists? And finally, what role does presentations and informal discussions, the Chinese culture play in formulating psychological exchanged views with the team on critical and treatments? contemporary issues facing the people of China. One of the recurrent themes was the lack of trained Activities in China school psychologists to address the mental health While in China, we visited regular education needs of children and families. The team was schools, special schools for children who are deaf impressed by the depth and breadth of research and blind, private boarding schools for children as conducted by the Chinese and their extensive young as two years of age. We also attended collaboration with researchers in western countries. seminars at major universities, psychiatric hospitals, Some of the sample research topics presented to our and psychological testing centers and visited the group included parental perception of Chinese Chinese Ministry of Education in Beijing. The children’s psychological status in light of China’s schools that the team visited were typical of many single child; relationship between creativity (i.e., schools in China in terms of their educational creative thinking, attitudes, behavior, etc.) and philosophy, curriculum, and level of expectation for factors such as intelligence, personality, and children in terms of their academic achievement, environment in Chinese children; longitudinal physical health, and moral conduct. The major topic comparisons of Chinese children’s perceptions on of conversation in almost every school the team the importance of education; understanding the "Big visited had to do with the Chinese educator’s Five" personality traits in a Chinese population; and concern about children’s mental health. Improving research in cognitive development. the quality of children’s mental health has been a During the month spent in China, Fulbright recent movement in China’s education history. The scholars also investigated several topics of interest. movement is primarily a response to a myriad of Some of the examples of the topics included: concerns associated with the effects of the one child comparison of behavioral and academic mores for per family policy as well as the effects of increased children of China and the U.S., assessing and divorce rate on children’s adjustment. Although the treating psychological impairments in Chinese

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CONTINUED FROM PAGE 9 American School Psychologists V isited China on a Fulbright Shor t-Term Seminar Pr oject

children, the status of contemporary special be built. education services in China, the nature of "typical" At the practical level, the percentage of educational curriculum in Chinese schools, individuals for whom English is not the primary identification and treatment of children with autism, language and whose cultural backgrounds differ boarding schools for upper middle class toddlers, from the dominant culture continues to grow in the and issues regarding Chinese minorities and socio- U.S. In conflict with past expectations for full cultural variation. assimilation by individuals with different linguistic Part of the expectation of a Fulbright is that and cultural histories, new immigrant groups and information is disseminated. During the trip, the individuals coming from diverse communities are team wrote reports as well as reflections on their demanding more understanding from our society in perceptions of various sites and experiences. The terms of their unique cultural and linguistic needs. full text of these reports/reflections were posted on They are also demanding more linguistically and a website designed by Caven Mcloughlin. The culturally appropriate programmatic interventions to website was also used for family and friends of the meet new educational and mental health needs. The Fulbright participants to stay connected while the impact of our project is hoped to be long lasting group was out of the country. Upon return to the because we believe that the role of school U.S., the Fulbright scholars have continued to psychologists in the lives of children is crucial for disseminate information gathered from the trip in their long-term school success. We also believe that multiple ways such as lectures, workshops, and awareness of the impact of culture on cognitive, publications. Special topic papers will be included in behavioral, and personality development will help an upcoming issue of Psychology in the Schools. The school psychologists provide more effective services issue will focus exclusively on the team’s Fulbright for students, teachers, families, and communities. China experience with Zheng (Jenny) Zhou and In order to understand Chinese-American Stephen Peverly as guest editors. The author will children in the U.S., psychologists must examine also make a brief presentation at the mid-winter multiple aspects of the child as well as the meeting of CDSPP. environment or context from which he or she comes. Examining the environment facilitates a Anticipated Impact of the Fulbright deeper understanding not only of the child, but the The expected impact of the Fulbright short- connections between one’s own experiences and term seminars on the training of culturally those of the child. As one cultural psychologist competent school psychologists is significant on Eleanor Lynch (1992) pointed out: both theoretical and practical grounds. Theoretically, Culture is akin to being the observer through for more than a century, Western philosophers and [a] one-way mirror; everything we see is from psychologists have based their discussions of mental our own perspective. It is only when we join the life on a cardinal assumption; that is, the same basic observed on the other side that it is possible to processes underlie all human thought, whether in see ourselves and others clearly—but getting to the mountains of Tibet or the grasslands of the the other side of the glass presents many Serengeti. Recently, Nisbett and his colleagues at the challenges. University of Michigan have found that people who The Fulbright made it possible to get this team grow up in different cultures do not just think about of school psychologists and educators to the other different things, they think differently. If indeed side of the glass. Hopefully, many more school cultural differences dictate people’s thinking and psychologists will have the opportunity to gain perception, psychologists may have to radically different perspectives and contribute in a more revise their ideas about what is universal and what meaningful way to the education of all children, is not, and to develop new models of mental process including those who immigrate each year to the U.S. that take cultural influences into account. By studying China, a culture that is distinctly different Reference from the U.S., the team looked for fundamental Lynch, E. W. (1992). Developing cross-cultural competence. differences in psychological processes between In E. W. Lynch & M. J. Hanson (Eds.), Developing cross- Chinese and American children. Such information is cultural competence (pp. 35-61). Baltimore: Paul H. Brookes. valuable in developing a theoretical framework on which models of assessment and intervention in Please e-mail all submissions about any article for cognitive, behavioral, and personality domains can The Commentary Section to: [email protected]

10 WINTER 2003

William P. Erchul Nominee for President

Last February, U.S News & World Report called learners; increased child and family services in school psychology “a career to count on” in the 21st schools that promote health and mental health and century. Earn between $50,000 and $100,000. Take are integrated with community services; and summers off. Have great job security for the next 25 diversity as a priority. years. What could be better than being a school This array of Futures Conference topics could psychologist? easily serve as the agenda for an incoming President Well, apparently lots of things, or we wouldn’t of APA’s Division of School Psychology. All topics be faced with the current and future personnel are unquestionably important. In choosing among shortage. Various explanations exist for this priorities, however, as President I will have a special William P. Erchul shortage, but the crux of the matter may be that interest in facilitating the Division’s active only about 1750 new school psychologists enter the involvement in three systems-level issues: (a) field annually and about 53% of all current school enhancing family- school partnerships and parental psychologists will retire by 2015. Possible involvement; (b) increasing child and family services repercussions of the shortage include a return to in schools that promote health and mental health; higher student-to-psychologist ratios, with a and (c) promoting diversity issues within the field. corresponding movement away from intervention- To those who are familiar with my work in the area based services and role expansion (Curtis, 2002). of consultation, the interest in the first two issues I begin by mentioning the personnel shortage should come as no surprise. Additionally, an because it is the single greatest challenge that will emphasis on diversity--defined in various ways-- is confront school psychology leaders for the so very critical to current and future practice that it foreseeable future. If elected President of Division must assume greater salience for Division 16. It is 16, addressing this problem will be my top priority. evident that all three issues are very appropriate for Although I am vehemently opposed to lowering our consideration, given the Archival Description of standards for those wishing to enter school the doctoral specialty of school psychology. psychology, I strongly support a variety of Speaking of the Archival Definition, an excerpt recruitment and retention efforts to increase our reads, “school psychology… is concerned with the numbers. One such effort will be to involve student science and practice of psychology with children, groups such as SASP. I look forward to working youth, families.” The integration of science and with all stakeholders to develop creative solutions practice is central to Division 16, and this core value to this problem. leads to another cutting edge issue: evidence-based The personnel shortage, however, is not the interventions (EBIs). EBIs are here to stay and it only serious issue we face. The recently completed behooves the Division to continue its support of this School Psychology Futures Conference movement as it has in the past through co- (www.indiana.edu/~futures) has succeeded in sponsorship of the School Psychology EBI Task alerting the field to many other issues of concern. Force and regular coverage in School Psychology Conference participants’ threat/opportunity analyses Quarterly. My agenda as President will include a spotlight these critical issues including: children’s clear push for further research on, and academic competence and school success; dissemination of, EBIs as one attempt to further children’s emotional functioning; improved reduce the research-to-practice gap. parenting skills and increased ability of parents to Nationally and internationally, several support students; enhanced family-school organizations represent the interests of school partnerships and parental involvement in schools; psychology. Besides Division 16, these include (in more effective education and instruction for all alphabetical order) AASP, APA, CDSPP, ISPA, NASP,

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Psychology and Communication Arts from the University of Wisconsin-Madison, and a Ph.D. in William P. Erchul Nominee for Pr esident Educational Psychology with a specialization in School Psychology from the University of Texas at SASP, and TSP. Within APA, there are various Austin. Bill is a Fellow of APA, a recipient of the divisions, boards, committees, and directorates that Division’s Lightner Witmer Award, a recipient of the share our interests in children, youth, families, and North Carolina School Psychology Association's schools. It would be naïve to suggest that the Excellence in Staff Development Award, and has relationships between and among these entities are been recognized at the college level as an tension-free. However, at the same time, ongoing outstanding faculty researcher at North Carolina dialogue and acknowledgement of differences as State University. His primary research program well as similarities will benefit all entities and their centers on interpersonal processes and outcomes constituencies. As President, it will be a clear associated with school-based consultation. He has priority to attend to these inter- and intra- served as Associate Editor of School Psychology organizational relationships. Quarterly and currently sits on the editorial review In this era of seemingly increasing complexities boards of four journals. He is a licensed health within school psychology, I am reassured in knowing services provider psychologist, a board certified that the President of Division 16 rarely acts alone. school psychologist through ABPP, and a state- and My recent term as Vice President of Publications, nationally certified school psychologist. Communications, and Convention Affairs taught me In terms of service to the specialty, Bill has that Executive Committee members collectively been a two-term President of the North Carolina display great talent, competence, and experience. It Inter-University Council on School Psychology as will be my privilege, if elected, to draw on the EC’s well as Division 16’s Vice President of Publications, wisdom as we conduct the Division’s business. I also Communications, and Convention Affairs. He served will look forward to the opportunity to continue the previously as chair of the Division’s Convention initiatives begun by Jean Baker during her Program Committee, Lightner Witmer Award presidential term. Committee, New Fellows Committee, and School In closing, I am honored to have been Psychology Quarterly Editor-Elect Search nominated for President. I am also very proud of my Committee. His current Division 16 involvement is upbringing as a University of Texas Longhorn and as Executive Producer of The Conversation Series. the ongoing leadership that its School Psychology Within North Carolina, Bill has been an active Program faculty and graduates have displayed member of the practitioner-based School Psychology within the Division and throughout all of school Forum and School Psychology Leadership Task psychology. It would be a distinct pleasure for me to Force, and he has testified on behalf of school join the ranks of other UT-Austin graduates who psychology to the state psychology board regarding have served previously as Division 16 President. licensure and internship issues. Locally, his These include Jane Close Conoley, Jan Hughes, Roy education as a school psychologist continues Martin, Joel Meyers, and Jim Paavola. Finally, I wish through periodic attendance at Student Support my opponent Cecil Reynolds--a respected leader and Team meetings held in the Wake County Public distinguished contributor to our field--the best of Schools. luck during the election, and offer my promise to assist him should he emerge the victor. Regardless Reference: of the outcome of the election, the Division’s Curtis, M. J. (2002, November). The changing face of school psychology: Past, present, and future. Keynote address membership is assured that its President in 2005 will presented at the 2002 School Psychology Futures be committed to extending the application of Conference, Indianapolis, IN. science to school psychology practice.

Background: Bill Erchul is a Professor of Psychology at North Carolina State University and since 1987, the Director of its APA-accredited/NASP- approved School Psychology Training Program (www.ncsu.edu/psychology/graduate/conc/school/in dex.htm). He has an Honors Program BA in

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Cecil R. Reynolds Nominee for President

As a graduate student in the 1970s, I listened clear focus and strategic plan for improving our intently to the debates over the role and function of science, its application, and its dissemination. the school psychologist and to the doctoral/non- School psychology must become indispensable to doctoral debate in our discipline. I still listen to schooling environments based upon its effectiveness these issues as they continue and have seen which, as a profession, must be steeped in science. remarkably little progress. To a large extent, I However good the science, we must also believe it is because these are the wrong issues demonstrate its effectiveness and put it in the upon which to expend our intellectual and temporal hands of those who can apply it every day. By resources. Rather, I see the focus of school affecting the lives of students, teachers, and Cecil R. Reynolds psychology as a doctoral profession to be tripartite: administrators on a daily basis, our field becomes the creation of new knowledge about how to make exciting. An exciting field will find it easier to learners and learning environments more effective recruit the best minds and those who will continue for all involved, the dissemination of the knowledge to be excited about what we do. None of this comes base, and, the demonstration of its efficacy in of its own. A clear focus and the development of practice. The latter aspect is crucial to our survival strategic plans for the long term are imperative to as a discipline just as it is to the clients of our achieve our potential as a discipline. It is the raison profession—no matter how effective a practice or d’ tre of Division 16 to take the leadership role in how strong its scientific basis, if no ones adopts it, it these efforts and to discover the opportunity in peril fails. and to capitalize on it to the benefit of those we These are perilous times in school psychology. serve. APA has many resources that we have only We face a shortage of doctoral practitioners in the begun to tap, but this too requires sustained, academic setting and in the schools, clinics, and systematic efforts at placing school psychologists in hospitals where school psychologists have so much key leadership positions in our parent organization. to offer as scientist-practitioners. At the same time, If chosen to lead the Division, the development of we see other professional psychologists, often with such a focus and a system for long term efforts and no training in schools or particular expertise in strategic planning will be the goals of my efforts. learning, desirous of moving into school and related Having served in various capacities as president of settings due to the loss of income facing the private two APA divisions and on several APA Committees, practitioner as managed care continue to proscribe I would like to bring these experiences and services. Many who are not in the profession have a knowledge to creating more involvement of APA in difficult time differentiating working with us toward our goals as a component of school/clinical/counseling psychologists, and do not our long term and strategic plans. understand the differences in training and practice among these specialties. The US Department of Background: Education is also preparing for a massive revision of Cecil R. Reynolds, PhD, ABPN, ABPP, earned the IDEA rules and regulations as well as changes in his doctoral degree from the University of Georgia the actual legislation. These phenomena, occurring in 1978 under the tutelage of Dr. Alan S. Kaufman, simultaneously, easily distract us from our primary with a major in School Psychology and minors in focus. They need not do so. Statistics and in Clinical Neuropsychology. He With peril comes opportunity. Division 16 has served an internship divided between the Medical made inroads into the larger structure of APA, College of Georgia (Pediatric Neurology section and thanks in large part to past leadership and to Ron Neurological Surgery section) and the Rutland Palomares, current school psychology’s liaison staff Center for Severely Emotional Disturbed Children. at APA. What seems to be missing, however, is a Prior to joining the Texas A & M University faculty CONTINUED ON PAGE 30 13 THE SCHOOL PSYCHOLOGIST

Melissa A. Bray Nominee for Vice President for Social and Ethical Responsibility and Ethnic Minority Affairs (SEREMA)

I am honored to be selected by the Background: Nominations Committee as a candidate for vice Since 1999, I have been an Assistant Professor president for Social and Ethical Responsibility and of School Psychology at the University of Ethnic Minority Affairs (SEREMA) of Division 16 of Connecticut. My primary responsibilities include the American Psychological Association. I have teaching academic assessment, consultation, and served Division 16 most recently as Associate supervising the practicum. I received a Ph.D. in Editor-Elect of School Psychology Quarterly. I also school psychology also from the University of served as chair, and co-chair of convention Connecticut in 1997, and was subsequently Melissa A. Bray programs, and as a proposal reviewer. I have been employed by St. John’s University in New York City actively involved in coordinating and arranging for two years as an Assistant Professor of School funding for the hospitality suite for several years. In Psychology. I also received a master’s degree in addition, I have served as chair of the publications Speech Language Pathology from Southern committee and as a member of the conversation Connecticut State University in 1988. I was videotaping series. Finally, I am currently a member employed as speech pathologist and as a consulting of the search committee for Associate Editor-Elect school psychologist in the public schools for several of The School Psychologist, and chair of the search years. I am a nationally certified school committee for Division 16's Book Editor-Elect. psychologist, licensed psychologist, and speech If elected, I am confident that my previous and pathologist. I have in press or published over 50 current work with Division 16 will facilitate my role articles in professional journals and have made over as vice president for SEREMA. I am very much 30 national and international presentations. My interested in continuing my service to the division. I primary area of research is interventions in the am committed to advocating support for areas of behavior disorders, communication deficits, underrepresented groups and the general social and and health-related issues. In addition to serving as ethical rights of all persons. an Associate Editor-Elect of School Psychology Quarterly, I am on the editorial boards of School Psychology Review, Psychology in the Schools, and Trainers in School Psychology Forum.

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Zheng (Jenny) Zhou Nominee for Vice President for Social and Ethical Responsibility and Ethnic Minority Affairs (SEREMA) I am honored to be nominated as a candidate for and mental health professionals. One of our major VP-SEREMA. I view this opportunity as an extension responsibilities to these children is to help them make of my interests in promoting cultural competence better adjustments in schools. among school psychologists in the U.S. Many would As the VP of SEREMA, I will take an active lead agree that culture is acknowledged by scholars and in promoting the best interest of our children from practitioners as an important context for human different linguistic and cultural backgrounds, and psychological development and behavior. For work to strengthen trainer, researcher, and whatever reason, however, little theory or data, other practitioner skills in this area. I look forward to than that from Euro-American culture, have been serving Division 16 and would appreciate your Zheng (Jenny) Zhou taken into account. Such a perspective, however, is support. Thank you. becoming increasingly important as the U.S. society Background Information: becomes more multiethnic. In the U.S., we take pride I was born and raised in Suzhou, an ancient city in the cultural diversity in our nation’s schools as well in the People’s Republic of China, famous for its as the unique professional and educational exquisite gardens and silk. I received a B.A. in English opportunities. But with this richness comes from Suzhou University and came to the United States responsibility. We have legal, ethical, and moral for my graduate training in school psychology. I obligations to provide quality services to culturally earned an M.S. degree in School Psychology from and linguistically diverse children and their families. I Tulane University, and a Ph.D. in School Psychology would like to help my colleagues in school psychology from Teachers College at Columbia University. I to better fulfill these responsibilities, and to find ways joined the faculty at St. John’s University in New York to develop cultural competence for research, in 1997, where I am currently an Assistant Professor teaching, and practice. in the Psychology Department. Preparing future culturally competent school For many years, I worked as a bilingual school psychologists depends on our willingness to psychologist in the New York City public schools, understand a world with a horizon other than our providing psychological services to a wide range of own. As trainers of future school psychologists, we culturally/linguistically diverse students. This play a crucial role in promoting cultural awareness population includes Asian immigrant children and and competence in our students, who will be their families. I have also served as a consultant to knowledgeable in developing culturally based schools in New Jersey that have a heavy interventions and in translating interventions into concentration of Asian students. My extensive culturally consistent strategies. School psychologists contacts with the Asian population through both who can respond to educational, ethical, cultural, research and practice have resulted in my challenging social, and professional needs in a dynamic world are many minority stereotypes, including those that have desperately needed. In order to prepare our students prevented many children from receiving quality for this level of competence, we need to seek out mental health care. Like children from the mainstream expertise from culturally skilled professionals who population, ethnic minority children need to be are knowledgeable of the cultural groups, understand understood and provided with expert services from sociopolitical influences, and possess specific school psychologists both in and outside the schools. intervention skills with the minority groups. Cultural Many of the professional activities I have engaged in competence in our service to ethnic minority children have focused on broadening the understanding of rests on our skills in effectively promoting minority children and improving educational and communications among parents, teachers, students, psychological services.

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Thomas J. Kehle Nominee for Secretary I am very pleased to be selected by the interventions to promote students' academic and Nominations Committee as a candidate for the social functioning, and correspondingly, I have position of Secretary. In the past, I have served as authored or co-authored over 100 book chapters and secretary to the Society for the Study of School journal articles relevant to these interests. I am a Psychology, and the Council for Directors of School fellow of the American Psychological Association, Psychology Programs. I have also served as a American Psychological Society, and the American member of various committees of Division 16 Association of Applied and Preventive Psychology. I including the Editor Selection Committee for am also a licensed psychologist in the State of Thomas J. Kehle School Psychology Quarterly, and the Division 16's Connecticut. In addition, I serve on the editorial Publications Committee. boards of School Psychology Quarterly, Journal of In brief, if elected as secretary, I would ensure School Psychology, Psychology in the Schools, and that all of the responsibilities of the position would the Journal of Psychoeducational Assessment. be carried out in a thorough, timely, and responsible Throughout the years I have continuously maintained manner. a consulting relationship with numerous school Background: districts, providing workshops and assistance in the I am a professor and director of the School implementation of interventions designed for Psychology Program at the University of students with severe behavior and learning problems. Connecticut. My primary research interests include

CONTINUED FROM PAGE 15 there might face. It was a memorable experience for all of us. By experiencing China in this way, we extended the range of our vision. Since returning from the trip, I received another Zheng (Jenny) Zhou – Nominee for V ice President for Social and grant from National Science Foundation’s WISC Ethical Responsibility and Ethnic Minority Af fairs (SEREMA) program, and I will be returning to China with This past year, I was awarded a Fulbright colleagues to further study constructs of importance Scholarship administered through the U.S. to child development and education, and cross Department of Education for the project “How cultural school psychology. A study such as this fits Culture Molds the Habits of Thought, Emotion, and well with my other research interests that intend to Action.” With this grant, I led a team of 12 American benefit children, including those that examine the school psychology faculty members from six major development of children’s mathematical reasoning universities and educators in NYC to various parts of and basic relational concept acquisition in a cross- China, (from the capitol city, Beijing, to the Tibetan cultural context. I am particularly interested in how border towns). During the four-week traveling differences in schooling, language, and instructional seminar in China, we interacted with our Chinese practices influence children’s learning and colleagues in psychology and education departments development in different cultures. I also have at universities, teachers and administrators of systematically studied first-generation Chinese- schools, and child psychiatrists in hospitals. We American adolescents’ social-emotional functioning, listened, observed, and discussed many issues of particularly the issue of how acculturation impacts mutual interest, and brought back a wealth of their school adjustment. knowledge about problems facing nations such as This past August, I was honored to have been China and problems that children immigrating from named among three top contributors to the journal

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Angeleque Akin-Little Nominee for Secretary

It is an honor to be nominated for Secretary of psychologists. I strongly believe that we must Division 16. I am excited about the opportunity to expand as a profession if we are to continue to grow serve the Division and its members as Secretary and and prosper. I want to have the opportunity to be at a member of the Executive Committee. My the vanguard of this movement, and a position on background and experiences have prepared me well the Division 16 executive committee will give me for a leadership role in the Division, and I am that opportunity. confident I have the personal and professional skills According to the Division 16 by-laws, “The necessary for the position. Secretary shall keep the records of all meetings of I have been very fortunate to have had the the Division, the Executive Council, and the Angeleque Akin-Little opportunity to serve Division 16 over the past few Operations Committee; issue notices of meetings years. I have been on the editorial advisory board of and the election of officers; receive and expedite The School Psychologist since 1998, was the correspondence with Division Services of the coordinator of the Division 16 hospitality suite for Central Office of the American Psychological the 2001 APA convention in San Francisco, served as Association; and update and maintain the Operations co-chair of the Division 16 program committee for Handbook of the Division.” Obviously, this is a the 2002 APA convention in Chicago, and am position that requires a great deal of organizational currently the chair of the program committee for the skill and effort. I believe I have established my 2003 APA convention in Toronto. These activities credentials in this area through my serving as have helped me keep up-to-date with the issues coordinator of the hospitality suite and co-chair and facing Division 16, APA, and school psychology, and chair of the convention program committee. I am I believe, have placed me in an excellent position to very well-organized and believe I will do a stellar job assume a role on the Division 16 Executive if fortunate to be elected as Division 16 Secretary. Committee. I sincerely welcome the opportunity to serve There are many issues that the field of school Division 16 and its members as Secretary and as psychology is currently confronting and these issues member of the Executive Committee. I look forward should continue into the foreseeable future. If the to the chance to be part of efforts to further the profession progresses in the direction as outlined by mission of the Division and to represent the field of the recent conference on the future of school school psychology in APA. Your support is very psychology, the roles and functions of school much appreciated. psychologists will be changing from one based primarily on assessment to a more prevention and Background: intervention orientation. However, much needs to be Prior to receiving my graduate training in done if the profession is to proceed in that direction. school psychology, I trained to become a teacher however. We need to prove our value to schools as (B.A. & Teaching Credential from San Francisco more than just the gatekeepers to special education. State University). I then worked for 6 years as an To do this, we must educate teachers, principals, elementary and middle school teacher in the Bay school board members, parents, the general public, Area. As a native Mississippian, I returned home in and school psychologists that this change in 1994 and completed my graduate training in school emphasis of our role and function is cost effective psychology at the University of Southern Mississippi and in the best interest of children. Division 16 must (M.A., 1997; Ph.D., 1999). After finishing my be on the forefront of these efforts that will include internship at Brewer-Porch Children’s Center at the public relations, education, in-service training, University of Alabama, I joined the school advocacy, and changes in the training of school psychology faculty at Hofstra University in 1999.

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Randy. W. Kamphaus Nominee for Representative to APA Council

The Council of Representatives (hereafter new Council seat represents an important referred to as "Council"), as authorized by APA opportunity for the Division to influence policy that bylaws, "has broad authority to develop the internal affects its members. It gives Division 16 another and external policies of the Association." In addition, important voice at this table regardless of the issues "It has full authority over the affairs and funds of the and policies that will arrive at Council. The number Association." Council functions as the major of policies, guidelines, and proposals that make it to legislative body of the organization through which Council is dizzying and not always possible to virtually all policy decisions of the APA must pass. anticipate. School psychologists have already Randy W. Kamphaus Because of this organizational structure one influenced these policies at other levels of the APA will sometimes hear members of boards and governance thanks to the efforts of the Division 16 committees wish aloud for options other than having members that serve on important boards and to send every policy change before Council. There committees such as the Boards of Professional are continuing concerns about the length of time Affairs, Educational Affairs, Scientific Affairs, and required to get a policy from the conceptualization Advancing Psychology in the Public Interest. The stage all the way through Council approval. This Council members ensure that school psychology and length of time may be thought of as similar to the Division 16 views are represented at this final stage wait of academics for a journal article to be of policy approval, modification, and rejection. produced, a process which takes a minimum of 18 At the level of Council, Division 16 members months with a maximum of 2, 3, 4, years or more. are not as likely to initiate or draft policy. At this There may also be advantages to this stage Council representatives are more likely to join organizational structure the most significant of colleagues in efforts to approve, amend, or defeat which is that APA policies such as the Ethics code, proposed policies, guidelines, etc. Therefore, the Test Standards, and other major documents are not primary duty of Council members is to be able to acted upon hastily, nor are they dominated by any work effectively with others. They have to develop one theoretical point of view or bias. On the other collegial relationships, earn the respect of hand, APA is not an organization that is well-poised colleagues, and articulate the views of the Division to act quickly on some matters as is necessitated by membership in convincing style. Certainly, the national emergencies or urgent policy inquiries. This selection of Steve DeMers and Cindy Carlson for latter point is crucial because of the extent to which these duties was brilliant on the part of the the public looks to APA for guidance. It is, after all, membership. The aforementioned characteristics the largest association of psychologists in the world, define the competencies of both Cindy and Steve. and it’s website (according to reports from central My candidacy for the open position is based on office) is sometimes rated in the top 100 worldwide a desire to achieve these same characteristics of for "hits." APA continues to try to strike a balance leadership that have served the Division so well, between due deliberation and responsiveness to the over so many decades. I would base my efforts to public and professional good, a balance that may be represent the Division effectively on my personal influenced further by the installation of Dr. contacts and experiences gained as a member of Anderson as CEO and other new leadership. Suffice several APA ad hoc and standing committees, my it to say that for now the importance of Council for tenure as an officer and president of the Division, influencing the professional lives of Division 16 and my recent service on the Board of Professional members and other psychologists cannot be Affairs. I am honored by the nomination of the overstated. Division leadership to be considered for this Consequently, Division 16’s ability to acquire a important role.

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Tom Kubiszyn Nominee for Representative to APA Council

The Council of Representatives is the official interdependent APA governance and staff structure policy making body of the American Psychological and function, and I have forged strong relationships Association (APA). Its representatives reflect and with a number of key governance and staff players. advocate for the diverse constituencies of the APA For these reasons I believe I am well-qualified to (55 divisions and 58 state and provincial continue the Division’s tradition of strong leadership psychological associations). Policy decisions in and advocacy in Council. And, strong leadership and Council emerge as a function of both formal floor advocacy will be vital over the next three years. debate and informal "back room" negotiations. A number of significant issues that affect the Expertise, reputation, and experience are necessary, Division and school psychology will be debated in Tom Kubiszyn but not sufficient, to ensure effective representation. Council. Reaffirmation of the Specialty of School Successful representatives must also be strong- Psychology (yes, already!) will need careful willed and strong-minded advocates for their shepherding to ensure that school psychology constituency. remains a recognized specialty in American In spite of its relatively small size, Division 16 psychology. Other issues that we must be vigilant historically has wielded influence disproportionate over include the seemingly continual changes to to its size in Council; a testament to the skill and licensing and credentialing requirements and savvy of our current and past Council accreditation procedures, the recent representatives. Thus, it is no small honor to be recommendation by the APA Commission on nominated to run for the position of Division 16 Education and Training Leading to Licensure in Council Representative. I am humbled and pleased Psychology that licensure be limited to to be nominated. psychologists who have completed APA accredited If elected, I will draw on my past experiences internships, potential limitations to school with Council to advocate effectively for Division 16 psychologists’ scope of practice secondary to the and school psychology. For five years (1995-2000) it ever increasing number of specialties and was my responsibility to attend each Council proficiencies in psychology, and the impact on meeting while I directed the APA Office of Policy school psychology of various practice and and Advocacy in the Schools and later when I reimbursement guidelines that have emanated from served as a consultant to this Office. I worked a variety of sources. Finally, among our clinical and extensively with Division 16 Council counseling counterparts the breadth and depth of Representatives and leadership and other Council doctoral training in school psychology continues to representatives and APA staff during this period to be misunderstood. Council representatives have strategize and formulate language to advance both formal and informal opportunities to inform various policy initiatives, including the reaffirmation leaders from other APA divisions, state associations, of the Specialty of School Psychology in 1997. and other governance entities about the breadth and In addition to attending Council meetings I depth of doctoral training in school psychology. participated in the caucus meetings that take place Advocacy like this is important to help ensure parity prior to Council. It is at these caucus meetings that for school psychologists within the APA and with much of the "back room" work of Council is external licensure and credentialing bodies. accomplished. As a result, I am very familiar with In closing, I ask for your support and vow to do the formal and the informal processes that my best to ensure and enhance school psychology’s characterize the labyrinthian Council approval position in professional psychology. process. Importantly, as a result of my years as an APA staff member I understand well the complex,

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Steven G. Little Nominee for Representative to APA Council

When I accepted my first job as a school Representative for Division 16. psychologist back in 1979 I held a master’s degree in I love being a school psychologist and this is an psychology, with no specialization, and NO exciting time to be one. The Council Representative experience working in the schools. What I had were position, for which I have been nominated, is a new a couple of assessment classes and general position. One that would not exist if not for the knowledge of child development. Thank God that growth of our profession and the support of our things have changed so that someone as naïve and members. I have the very strong conviction that Steven G. Little poorly trained as I was can no longer become school psychologists are the best trained of all of the certified to practice in the schools. School practice areas. Unfortunately, we remain the psychology has made tremendous strides in the past smallest of the three areas (Clinical and Counseling 25 years in the education and credentialing of being the other two) and lack the representation of psychologists in the schools, but we are still faced the other areas within APA, state licensing boards, with many challenges both within school psychology and the health care industry. It is important that we (i.e., NASP-APA level of training issues) and within stand up for the parity of school psychology within psychology as a whole (i.e., relationship with other all of these domains while working collaboratively practice areas, particularly clinical psychology). I with natural allies such as child clinical and was fortunate to have excellent doctoral training at pediatric psychology to work for the benefit of Tulane University and my experiences as a trainer children, youth, and families. I believe I can be a and consultant in the northeast, south, midwest, and very strong voice for school psychology over the west have helped me gain a broad perspective on next 3 years if given the opportunity to represent the field of school psychology and the problems Division 16 on Council. faced by school psychologists. I would like to conclude by stating that I feel In addition, my 6 years as editor of The School very honored to have been nominated to run to be Psychologist and the past couple of years as one of three Division 16 Representatives to the APA President-Elect and President of Division 16 have Council. Having served school psychology at both allowed me to serve on the executive committee of the Division and APA level has given me an Division 16 and keep up-to-date on issues facing the appreciation for the critical role played by the Division and profession. I have also been fortunate Council of Representatives in enabling or disabling to be able to work closely with various people at initiatives that affect the future of school APA and become knowledgeable about the workings psychology. Key issues loom on the horizon and I of the organization as a whole. As President of believe my current and prior experience with Division 16 I served on the final year of the APA- Division 16 and APA provide a good foundation for NASP Interorganizational Committee, I am currently representing school psychology regarding these and a member of an Interdivisional Task Force (with the other related issues. Division 16 has been fortunate Divisions 15 & 17 and the Board of Educational to be represented on Council by an array of Affairs) on psychology’s role in working with the No distinguished individuals and I will to do my best to Child Left Behind initiatives, and I have worked follow in their tradition by being a strong voice for closely with Ron Palomares in the Practice school psychology and work hard for initiatives that Directorate on a number of issues. Finally, being on are beneficial to our profession. the executive board of CDSPP has kept me knowledgeable and involved in doctoral-level Background: training issues. I believe these experiences prepared I am currently an associate professor and me well for assuming the responsibilities as Council Director of the Division of School Psychology at the

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Deborah Tharinger Nominee for Representative to APA Council

I am very pleased to have been nominated for Within Division 16: the APA Council of Representatives from Division -Recipient of the APA Division of School 16. If elected I would bring 9 years of experience on Psychology Jack Bardon Distinguished Service the Executive Committee of the Division and14 Award years of experience within the governance of APA to -Vice President for Professional Affairs the task. I believe both types of experiences have -President prepared me to represent our division well on the -Secretary APA Council in matters that pertain to school Within APA: Deborah Tharinger psychology related to practice, education and -Fellow of the APA training, science, and public interest. I am -Chair of the APA Board of Professional Affairs committed to a strong interface between Division 16 -Chair of the APA/BPA Committee on Professional and APA and believe that school psychology is Practice and Standards strengthened by its close association with all of -Chair of the APA/BPA Sponsored Task Force on APA, with professional psychology as represented Child and Adolescent Professional Psychology by APA, and with child, youth and family -Member of the Advisory Committee to the APA psychology-science and practice. Office of Policy and Advocacy in the Schools I anticipate that in the upcoming years, the -Member of the APA Inter-directorate Task Force APA Council will continue to discuss issues of on Psychological Principles and Educational specialties and proficiencies, accreditation, post- Reform doctoral training, practice guidelines, education and -Member of the APA/CAPP Sponsored Working training guidelines, the unmet mental health needs Group on Schools as Health Service Delivery of our society, including children, and the need to Sites support the expansion of psychological services -Member of the APA Working Group on delivered in schools. I feel well prepared to Implications for Education and Training of Child represent Division 16’s best interest on these and Abuse and Neglect Issues related issues. I also feel that my APA experience has created relationship with other divisions and council representatives that may help construct coalitions to facilitate our interests and the interests of children. Furthermore, I think my work with APA staff over the past 15 years will also be facilitative.

Background: Below I highlight my major experiences with Division 16 and APA to support my preparation for this office. I also am completing my 21st year on the School Psychology faculty at the University of Texas, am a Licensed Psychologist, have a small independent practice of psychology, and have a medium-sized child in elementary school. If you would like to talk with me about any of my ideas, please contact me at [email protected] .edu. I welcome your support!

21 THE SCHOOL PSYCHOLOGIST APA Division 16 and NASP Need to Work Together: A Response to Little and Short

Joe Prus Winthrop University

A secretary at a university where I once does it limit accrediting and standard-setting power worked had a sign beside her desk that read to “one, and only one” organization for each field. something like, “I’ve been criticized, threatened, and The Department of Education, through its National treated like a peon- the only reason I show up Advisory Committee on Institutional Quality and around this place is to see what happens next!” As a Integrity (NACIQI), establishes criteria for member of Division 16, I enjoy reading about accreditation and then determines if organizations innovative training, practice, and research issues that apply for accrediting authority meet the criteria. and activities in The School Psychologist. But as a If two or more organizations in any given field are member of NASP, and someone intimately involved found to meet the criteria, then each can accredit in issues pertaining to training and standards, I’m programs. That has already happened in some fields. beginning to feel more and more like that secretary Another premise of the arguments concerning as I read columns like those of Steve Little (“Does accreditation put forth by Drs. Little and Short is the Internship Make the School Psychologist?”) and that APA standards are “higher” than those of NASP. Rick Short (“School Psychology as a Separate This presumably refers to the fact that APA Profession: An Unsupportable Direction”) in the accredits programs only at the doctoral level while Summer Issue. NASP approves programs at both specialist and Drs. Little and Short have no doubt made doctoral levels. But this difference is not germane to important contributions to Division 16 and to school the issue of accreditation or approval of doctoral psychology, and each is entitled to his own opinion programs. APA and NASP standards for doctoral about NASP. However, their latest columns in The programs both require essentially the same basic School Psychologist contained such important period of full-time study or equivalent. Whether one inaccuracies that I felt compelled to respond. I do set of doctoral standards is “higher” than the other is not wish to add fuel to a flame that already seems to a subject for discussion rather than proclamation. be blazing a bit out of control. I just want to dose it The articles by Drs. Little and Short also a little with some facts, and with a few suggestions contain some inaccuracies regarding the NASP for future dialogue that might benefit our field. Standards for Training and Field Placement A central premise of The School Psychologist Programs in School Psychology (NASP, 2000), and columns is that the United States Department of the manner in which these standards are applied to Education grants the authority to accredit programs APA-accredited programs that apply for NASP within a profession to only one organization and approval. First of all, it might be worthwhile for APA is, for the field of psychology, that organization. readers to know that the process by which NASP Dr. Short says, for example, “Department of grants approval to APA-accredited programs Education authority to accredit is granted to one, stemmed from joint efforts between the two and only one, agency for each profession. In organizations that date back as far as the late 1970’s psychology, that agency is the Committee on and from the work of the APA/NASP Joint Task Accreditation (CoA) of the American Psychological Force. Continuing those same collaborative efforts, Association.” Dr. Little, in his column, makes a in 1986, the APA/NASP Inter-Organization similar statement when he says, “But APA, with the Committee (IOC) issued a document titled privilege granted by the U.S. Department of “Accreditation of School Psychology Programs at Education to set the training standards for all the Doctoral Level: A Joint Summary Statement,” doctoral training programs in psychology (including which outlined joint expectations for all doctoral school psychology) has the right to promulgate programs. Among other common expectations, the standards…” document states “…the program includes a The premise of these arguments is false. The supervised internship experience beyond the U.S. Department of Education does not determine practicum and field work, equivalent to at least one who “speaks” for any profession or specialty, nor academic school year, with at least half of the hours

CONTINUED ON PAGE 23 22 WINTER 2003

CONTINUED FROM PAGE 22 APA Division 16 and NASP Need to W ork Together: A Response to Little and Shor t of the internship in a school setting” (p.4). This was put in place in 1992 has ultimately attained such document was approved by the respective approval; and (b) faculty and program directors governance bodies of both organizations. generally appreciate, rather than resent, the process Furthermore, the two organizations continued to by which NASP recognizes APA accreditation work together and developed and piloted a joint subject to internship documentation. This then begs accreditation process for doctoral programs in the question, “For whom and why is the requirement school psychology. for some school-based internship experience such a NASP continues to grant a type of “one-way problem?” reciprocity” to APA-accredited school psychology NASP’s insistence that school psychologists programs even though programs approved by NASP have some minimum supervised school-based and “Nationally Recognized” by NCATE, receive no internship experience seems reasonable to all but a special consideration when applying for APA- very few in our field. When the NASP standards accreditation. NASP’s expectations, including the were revised in 2000, substantial support was voiced requirement that programs include an internship for the requirement and only one single comment in consistent with NASP standards, have been deemed opposition was expressed via the extensive relevant and reasonable by those representing both feedback mechanisms that were used by NASP to APA and NASP. solicit wide-scale input (mechanisms which included Contrary to the reference by Dr. Short to APA and Division 16). That school psychologists NASP’s standards requiring that one-half of the should have some minimum internship experience internship be in the schools, the current standards in the schools is also supported by most state require that 600 hours of internship be in a school credentialing bodies, some of which actually require setting. That translates to as little as one-third or more extensive school-based experience than does less of the internship for many doctoral programs NASP. It is thus quite unfortunate that there exists that require a 1,800 to 2,000 hour internship. only a small handful of APA-accredited internship Additionally, NASP provides various alternative sites in schools. This, in my view, is a far more mechanisms by which this requirement may be met. serious obstacle for prospective graduates of school Such alternatives include completion of 600 hours of psychology programs accredited by APA and documented, supervised internship or equivalent approved by NASP than are the NASP expectations. experience in a school setting at the specialist level or in some other pre-doctoral experience. Moving Forward Information regarding these options is available at This brings me to some suggestions for us to the NASP website consider for the future. First of all, APA and NASP (www.nasponline.org/certification/training_program). (via the IOC or another collaborative mechanism) If, as claimed by Dr. Little, “a total of 1,000 to should return to the goal of establishing some type 2,000 hours of practicum experience, the majority of of “reciprocity” for school psychology doctoral which is in the schools, is not uncommon” for programs recognized by each organization. While school psychology programs, then it is hard to each organization will likely insist on retaining understand why 600 hours of supervised school- critical aspects of its standards and review based experience designated as pre-doctoral processes, and has every right to do so, it simply internship cannot be incorporated into such makes sense to relieve the directors and faculty of programs. The problem with Dr. Little’s assertion, what are generally good quality programs of at least even if correct, is that there is absolutely no some of the burden of multiple submissions. It also requirement for school-based experience in any APA makes sense to offer graduates of such programs accreditation standards applicable to school assurances that their training is consistent with all psychology programs. NASP emphasizes both policy relevant national standards for the profession, and and practice in its application of training standards. will likely fulfill both licensing and certification This is intended to assure more consistent candidate requirements in all states. But the process must be experiences and training outcomes. Data on NASP approached from the perspective of cooperation and approval of APA-accredited doctoral programs and professional courtesy, not threats or “entitlement.” feedback that I have received from trainers who Secondly, Division 16 and NASP, along with have undergone the process, indicate that: (a) every Trainers of School Psychologists (TSP) and the APA-accredited school psychology program that has Council of Directors of School Psychology Programs applied for NASP approval since the current process (CDSPP), should work together to assure high

CONTINUED ON PAGE 25 23 THE SCHOOL PSYCHOLOGIST Internship Training in School Psychology: Heralding the Role of School-Based Specialty Training

Tony D. Cr espi University of Har tford

Should school-based internship training be teachers alarmingly note that the boy spent the day required for all school psychologists? Does it make seemingly unable to concentrate because of the logical sense to approve alternative training sites? issues raised during counseling. Educationally, the Indeed, the questions are profound. Most recently, faculty are concerned, as they had hoped the Little (2002) notes that not all doctoral school clinician might have better helped him learn to put psychologists elect to complete an internship in the aside his issues and focus on educational issues. schools. Short (2002) notes “licensed psychologists – A Licensed Psychologist in a children’s regardless of their specialty – are broadly prepared psychiatric unit consults with the staff psychiatrist both to provide psychological services wherever about the importance of a strip search when a young they apply and to acknowledge and respect the patient returns from a trip home. Legally, strip limits of their competency.” Truly the points are searches are routinely conducted in the hospital and complex, and the implications profound. it is felt appropriate. A Certified School Psychologist Unfortunately, we must not oversimplify the inadvertently is involved in a locker search in a discussion. As a backdrop, recognize that all middle school. The boy and his parents subsequently physicians – like psychologists - are granted a press legal charges because locker searches violated generic medical license. However, physicians may his rights: school and non-school issues differ not change specialties without rigorous (post- markedly. doctoral) training. Indeed, while all physicians train Despite the political attractiveness, specialty in issues related to the human body, the importance training offers numerous distinct advantages. In of specific residency training remains rigorous and point of fact, while there has certainly been talk of exacting. Additionally, physicians changing blurring boundaries between specialties (Crespi, specialties typically pursue a second residency! In 1996), and while it has been many years since it was fact, if a physician training in pediatrics requested first suggested that psychologists should view training in an alternative setting (outside pediatrics) themselves as psychologists first and specialists it would not be greeted warmly. Similarly, second (Spence, 1987), it is also noteworthy that psychologists need to examine specialty training in a specialty training remains a pervading and forceful more detailed fashion. Consider this query. Should a model for psychologists. Counseling Psychologist holding a Ph.D. from an Beutler and Fisher (1994) noted the following: APA-Accredited Program, who completed an The training programs that were developed from internship in a child guidance clinic, automatically these historical traditions have resulted in be eligible for credentialing as a Certified School specialization designations that continue to be Counselor? Of course not. differentiated by three cardinal features: (a) the Consider this brief – very brief – sampling of populations and settings in which clients are seen; differences. A Licensed Psychologist in a children’s (b) the methods of assessment and interventions psychiatric unit sees a young boy in individual used; and (c) the concepts used to describe therapy early in the morning. At the 3:00 P.M. shift problems and solutions (p. 64). meeting, the child-care and nursing staff note that Simply stated, school-based internship training the boy spent the day seemingly unable to personifies each of these three points! Why would a concentrate because of the issues raised during Ph.D. or Psy.D. student in a school psychology therapy. All agree therapy has stimulated positive, program NOT be interested in completing an reflective thinking as the goal is to promote internship in the schools? If a program is committed discharge. A Certified School Psychologist in an to training school psychologists it would seem an elementary school sees a young boy in individual important requirement. In fact, if practica and counseling early in the morning. At 3:00 P.M. the fieldwork requirements are examined from a

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CONTINUED FROM PAGE 23 APA Division 16 and NASP Need to W ork Together: A Response to Little and Shor t

quality internships for all school psychology References candidates. This work should address the need for The APA/NASP Inter-organizational Committee (1986, July). Accreditation of school psychology programs at the intern financial support, which is a key to recruiting doctoral level: A joint summary statement. Author. students from lower income backgrounds, the need National Association of School Psychologists (2000). Standards for training and field placement programs in for more internship sites, and the need for quality school psychology. Bethesda, MD: Author. internships in settings that include a full range of Little, S. G. (2002). Does the internship make the school The School Psychologist 56 school psychology services that positively impact psychologist? , , 105, 117. Short, R. T. J. (2002). School psychology as a separate children, youth, and families. Finally, we should profession: An unsupportable direction. The School Psychologist 56 work collaboratively to enhance and highlight the , , 111, 116-117. important contributions to children, youth, and Please e-mail all submission for The Commentary families made by school psychologists in all settings Section to: [email protected] including, of course, schools.

CONTINUED FROM PAGE 24 Internship Training in School Psychology: Heralding the Role of School-Based Specialty T raining developmental framework, the internship should be internships? Apparently, the issue is controversial. a culminating training requirement. Yet, politically, Politically, while the increase in numbers of clinical and with an appreciation for licensing requirements, psychologists (coupled with managed care) has there are, unfortunately, reasons why certain restricted salaries for clinical psychologists, there students do request non-school internship are school psychologists very interested in private opportunities. practice options, and interested in completing non- Should an internship in the schools be required school based internship training. Is this appropriate? for all doctoral students in school psychology? What Should these individual complete post-doctoral training requirements would a consumer expect of a respecialization programs in clinical psychology? Ph.D./Psy.D. in school psychology? Is it viable to When compared with other specialties, school consider that students complete two training psychology is in an advantageous position. experiences if necessary for licensing? Indeed, might Shortages exist. Salaries are competitive. And early practica and fieldwork experiences – similar to faculty openings in higher education are plentiful. clerkship in medicine – be completed in alternative Simply stated, opportunities abound. In addition, child-oriented settings while leaving the internship from Birth-To-Five initiatives to residential schools as a culminating school-based experience? for violent youth, schools offer a wealth of rich Would you trust a gynecologist to diagnose a training opportunities. Still, should school-based cardiac condition despite the fact that all physicians internship be required for a school psychology hold a generic medical license? Do you feel child program? It seems reasonable. Yet, this is only one psychiatrists possess greater training in child perspective. Where do you stand? psychiatric issues than family practitioners? Do you References expect residency training that appropriately relates Beutler, L. E., & Fisher, D. (1994). Combined specialty to the specialty? Let’s not toss aside the value of an training in counseling, clinical, and school psychology: entire year of training in the schools. Consider these An idea whose time has returned. Professional Psychology: Research and Practice, 25, 62-69. advantages: (a) schools possess a rhythm from fall Crespi, T. D. (1996). Training clinical psychologists in the to spring which cannot be grasped in an abbreviated schools: Implications for children, families, and school psychology. Trainer’s Forum, 14, 16-17. fashion; (b) schools possess specific legal and Little, S. G. (2002) Does the internship make the school ethical demands different from non-school settings; psychologist? The School Psychologist, 56, 79, 105, 117. (c) schools require psychological evaluations Short, R. J. (2002). School psychology as a separate specific to special education classification decisions; profession: An unsupportable direction. The School Psychologist, 56, 111, 116-117. and (d) schools address unique assessment, Spence, J. T. (1987). Centrifugal and centripetal tendencies counseling, and consultation issues. in psychology: Will the center hold? American Psychologist, 42, 1052-1054. The question remains: Should school Please e-mail all submissions about any article for psychologists necessarily complete school-based The Commentary Section to: [email protected] 25 THE SCHOOL PSYCHOLOGIST

Student Affiliates of School Psychology (SASP) Types of Leadership Styles for Promoting Growth in SASP

Gena N. Ehr hardt, M.A. SASP President Indiana State University Children’s Resource Group

A primary response from the surveys sent out way or the highway," are usually very ineffective? It this summer was that many SASP chapters would is because this style of leadership fails to reflect the like assistance from the national level with the long-held formal and informal traditions, customs, formation and maintenance of their chapters. While and rules of the organization. As SASP’s local this assistance can take many forms, I thought that a chapters and existing chapters flourish, a key discussion about leadership would provide some component necessary for their survival is leadership. helpful guidance, because SASP is distinct from Leaders at the national level would be at a strong most professional organizations. We are an disadvantage, since they are unaware of each local Join the SASP organization comprised of student volunteers chapter’s milieu. It is up to the leaders of each Listserv Today! serving students. Rather than relying on a paid staff, chapter to reflect the existing perceptions and To Subscribe, send a SASP relies on student leadership. attitudes of the members. This individual must message to the following As with any organization, in order for SASP to accurately reflect the "feel of the chapter" based on address (leaving the be successful, it needs good leaders who set high what people believe about the activities that occur “subject” line blank): standards and goals. Leaders influence others to in the organization. These activities influence both [email protected] accomplish objectives and promote cohesiveness. individual and team motivation and satisfaction. In the content of the e-mail, They know what needs to be done by setting goals A key point to leadership is establishing type the following: and devising plans that motivate others and provide relationships with organizational members. Because sub SASP-D16 direction (Hersey & Blanchard, 1977). To be a leader of our human nature, it is hard to like someone with . in SASP, one must embody the values of the whom we have no contact and we tend to seek out For example: sub SASP-D16 Jane Doe organization by successfully defining the roles, those we like. People tend to do what they are relationships, rewards, and rites that take place. The rewarded for, and friendship is a very powerful You will receive a confirmation roles within SASP do not necessarily need to be reward (Clark, 1995). For a leader to be effective, message and general labeled with an official title. Instead, roles are relationships must be formed. But how a leader information regarding the formed based on the tasks and responsibilities that fulfills that role in those relationships may vary. listserv. may need to be carried out. In other words, for an Depending upon the context and the individuals To post a message to the organization to accomplish a goal, there are a variety involved, a leader may choose a style of leadership listserv, send it to the following of responsibilities each member must assume. that aptly fits the culture of the chapter. According address: SASP- Primary responsibilities consist of identifying what to Blake and Mouton (1985), there are four types of [email protected] needs to be done, planning on how to do it, leaders: the authoritarian, country club, motivating and encouraging others to fulfill it, impoverished leader, and team leader. Each style carrying out the task, and evaluating the outcome characterizes a form of leadership based on the (Hersey & Blanchard, 1977). leader’s level of task persistence and the types of Have you ever wondered why leaders brought relationships a leader may have with organizational in from the outside who have the attitude, "It’s my members.

CONTINUED ON PAGE 27

Gena Earhardt John Eagle Teri Nowak Meredith Cohen, President President-Elect SASP Liaison Of ficer Convention Chair Indiana State University University of Nebraska University of Kentucky Northeaster n University SASP Executive [email protected] jeagle@unlser ve.unl.edu [email protected] [email protected] Committee 2002-2003

26 WINTER 2003

CONTINUED FROM PAGE 26 Student Affiliates in School Psychology (SASP)

The first type of leader is the authoritarian leadership. For example, if a group of members leader (Blake & Mouton, 1985). An authoritarian needs to become self-reliant, a leader may choose a leader is one who is very task oriented and hard on more impoverished style of leadership. To motivate the members. This style of leadership allows little members who are not carrying Check out SASP’s web page at: collaboration. Schedules are rigidly adhered to, and their load, an authoritarian www.saspweb.org members are expected to do what they are told style of leadership may be without question or debate. When something goes necessary. The challenge will come as to when it is wrong, the authoritarian leader tends to focus on most sensible and prudent to utilize such language. who is to blame rather than concentrating on Essentially, by analyzing the situation, a leader exactly what is wrong and how to prevent it. needs to determine which style of leadership would Additionally, this type of leader is intolerant of be best suited for the group milieu in order to others using creative problem solving. accomplish a goal (Clark, 1995). Such wisdom is Contrary to the authoritarian leader, the necessary for appropriately leading others, because country club leader is a type of leader who the inability to apply coercive language may result predominantly uses rewards to maintain discipline from the leaders' fear that using such powers could and to encourage members in order to accomplish jeopardize his/her relationships with the team goals (Blake & Mouton, 1985). The downfall with members. this style of leadership, however, is that punitive and Every chapter is unique, because every coercive communication is not utilized. While it is member is unique. Naturally, this means that things ideal to lead one’s peers solely in a positive fashion, are done differently in every chapter. Goals are there will be times when it is necessary to use established based on the collective vision and stronger language and constructive criticism. common folklore that define the culture of the Another type of leader cited by Blake and chapter. This does not necessarily mean that Mouton (1985), is the impoverished leader. A person individual leaders must change the existing culture, with this style uses a "delegate and disappear" form but rather make use of the culture in order to affect of management. Because this person is not change and promote growth. As SASP gains committed to the accomplishment of a task, the momentum, it is important that a foundation of impoverished leader essentially allows members to leadership continues to build within new and do whatever they wish. This leader is primarily existing chapters, as well as at the national level. In uninvolved, and allows members to suffer through doing so, we all would benefit tremendously from power struggles. our collaborations, such as creating more The final form of leadership is the team leader opportunities for internship training, mentoring, and (Blake & Mouton, 1985). This type of leader leads by child advocacy. The possibilities are endless, and positive example, and endeavors to foster a team with a unified front, we are able to broaden the environment in which all members can reach their horizons of this organization. Therefore, if you have highest potential. This type of leader encourages the not had an opportunity to participate at the local or team to reach team goals as effectively as possible, national level, I invite you to do so. There is always while also working tirelessly to strengthen the a means for displaying leadership, and since this is bonds among the various members. an important ability in our field, SASP involvement Although it appears that the most desirable is certainly a great way for sharpening those place for a leader is to be a team leader, certain leadership skills. situations may require an alternative form of CONTINUED ON PAGE 32

Samuel Song Bryony Orwick Rachelle Whittaker A. Alexander Beaujean Diversity Affairs Chair Membership Chair Communications Chair/ Technology Chair University of Nebraska University of Kentucky SASP News Editor University of Missouri-Columbia ssong@unlser ve.unl.edu [email protected] Indiana State University [email protected] [email protected]

27 THE SCHOOL PSYCHOLOGIST

APA DIVISION 16 SCHOOL PSYCHOLOGY

b. to increase effective and efficient conduct of professional affairs, including the practice of psychology within the schools, among other settings, and collaboration/cooperation with Objectives individuals, groups, and organizations in the The ultimate goal of all Division activity is the shared realization of Division objectives; enhancement of the status of children, youth, and c. to support the ethical and social adults as learners and productive citizens in schools, responsibilities of the specialty, to encourage families, and communities. opportunities for the ethnic minority The objectives of the Division of School participation in the specialty, and to provide Psychology are: opportunities for professional fellowship; and a. to promote and maintain high standards of d. to encourage and effect publications, professional education and training within the communications, and conferences regarding specialty, and to expand appropriate scientific the activities, interests, and concerns within and scholarly knowledge and the pursuit of the specialty on a regional, national, and scientific affairs; international basis.

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28 WINTER 2003 People & Places

Compiled by Angeleque Akin-Little State University of New Y ork at Albany

Joe French, Professor Emeritus of Mike Bonner, Ph.D. joined the faculty at the Pennsylvania State University announces University of Nebraska at Omaha in their that Patricia M. Bricklin has been elected Specialist School Psychology Program. He chair of APA's Committee for the Advancement of completed his Ph.D. at the University of Professional Practice (CAPP), the oversight body Cincinnati in 2000, and recently was a visiting for APA's Practice Directorate. Dr. Bricklin and Dr. faculty at the University of Wisconsin-River French both serve on the Pennsylvania Falls after 10 years of practice in the Hopkins Psychology Board, and co-authored Similarities (Minnesota) School District. and Differences Between Psychological Supervision and Consultation. Dr. French also Irwin Hyman will be receiving the "Legends in authored Independent Practice Is Not Enough for School Psychology Award" from the National the winter 2002 newsletter of the Board. Association of School Psychologists at the 2003 The articles can be seen at convention in Toronto. www.dos.state.pa.us/bpoa/cwp/view.asp?a=1104 &q=433051 and clicking on Board Newsletter. Dr. Robin Phaneuf, a recent PhD graduate from the University of Massachusetts has The School Psychology Program at The joined the school psychology faculty at The University of Hartford is delighted to University of Memphis. announce that Natalie N. Politikos, Ph.D. has joined the faculty. A veteran practitioner from Dr. Jonathan Sandoval has just been elected the Poudre School District in Colorado, Natalie chair for 2003 of APA's Board of Educational received her Ph.D. under the supervision of Affairs. He has previously served on the executive Achilles Bardos at the University of committee of the Board for the past year. Northern Colorado. Program Director Tony Crespi notes, "We are absolutely delighted to Rosemary Flanagan, Ph.D. reports that she is have Natalie join the program. She possesses the Director of a new specialist degree School particular skills in Intellectual Assessment and Psychology Program at Adelphi University. Neuropsychology which can significantly raise our quality of training and has keen interests in multicultural dynamics which simply strengthen our overall curriculum."

Thomas Oakland, Professor of Educational Psychology at the University of Florida, received an appointment as Honorary Professor of Psychology at The University of Hong Kong. He holds a similar position at the Universidad de Iberoamerica in San Jose Costa Rica.

Steven Hardy-Braz have just been elected President of the North Carolina School Psychology Association.

Bruce Bracken and Joyce VanTassle- Baska of The College of William & Mary received a 5-year, $3,000,000 Jacob Javits grant (Project Athena) to investigate the benefits of a language arts curriculum for gifted students. The grant uses the Universal Nonverbal Intelligence Test to help identify gifted minority and disadvantaged children and will require the development of a critical thinking dependent measure (Test of Critical Thinking; TACT). The language arts curriculum is a 'scaled up' version of a previously developed curriculum that employs an enhanced critical thinking component.

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in 1981, Dr. Fellow of APA Divisions 1, 5, 15, 16, 40, and 53. Dr. Reynolds was a Reynolds teaches courses primarily in the areas of Cecil R. Reynolds Nominee for Pr esident faculty member at psychological testing and diagnosis and in the University of neuropsychology, addition to supervising clinical Nebraska-Lincoln, where he served as Associate practica in testing and assessment. He served as Director and Acting Director of the Buros Institute Editor in Chief of Archives of Clinical of Mental Measurement, after writing the grants and Neuropsychology (1990-2002), the official journal of proposals to move the Institute to Nebraska the National Academy of Neuropsychology, is following the death of its founder, Oscar Buros. His Associate Editor of School Psychology Quarterly, primary research interests are in all aspects of and serves on the editorial boards of 11 other psychological assessment with particular emphasis journals in the field. Dr. Reynolds has received on assessment of memory, emotional and affective multiple national awards recognizing him for states and traits, and issues of cultural bias in excellence in research including the Lightner Witmer testing. He is the author of more than 300 scholarly Award and the early career awards from APA publications and author or editor of 35 books Divisions 5 and 15. He is a co-recipient of the including The Clinician’s Guide to the BASC, Society for the Psychological Study of Social Issues Clinical Applications of Continuous Performance Robert Chin Award and a MENSA best research Tests, Handbook of School Psychology, the article award. In 1999, Dr. Reynolds received the Encyclopedia of Special Education, and the Senior Scientist Award from APA Division 16 Handbook of Clinical Child Neuropsychology. He is (School Psychology). In 2000, he received the the author of several widely used tests of personality National Academy of Neuropsychology’s and behavior including the Behavior Assessment Distinguished Neuropsychologist Award, the System for Children and the Revised Children's Academy’s highest award for research Manifest Anxiety Scale. He is senior author of the accomplishments. His service to the profession and Reynolds Intellectual Assessment Scales (RIAS). He to society has been recognized as well through the has a clinical practice in Bastrop, TX where he treats President's Gold Medal for Service to the National trauma victims and individuals with Traumatic Brain Academy of Neuropsychology as well as the Injury. Academy’s Distinguished Service Award, and the Dr. Reynolds is a diplomate in School University of North Carolina at Wilmington’s 50th Psychology of the American Board of Professional Anniversary Razor Walker Award for Service to the Psychology. He is a past president of the National Youth of North Carolina. He is currently a Professor Academy of Neuropsychology, APA Division 5 of Educational Psychology, Professor of (Evaluation, Measurement, and Statistics), and APA Neuroscience, and Distinguished Research Scholar Division 40 (Clinical Neuropsychology). He is a at Texas A & M University.

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After three years at youth, positive psychology, and professional issues. I Hofstra I moved to have been active publishing and presenting at Angeleque Akin-Little Nominee for Secr etary Albany where I am professional conferences and am currently on the currently serving as editorial board of School Psychology Quarterly an adjunct professor at the University at Albany, (editorial board-elect) and Psychology in the SUNY. My interests in school psychology include Schools. In addition, I am active in the practice of applied behavior analysis, multi-cultural and school psychology. women’s issues, overscheduling of children and

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Director of Training for the APA Approved doctoral program in School Psychology, the Director of the School Psychology Clinic and as Randy. W. Kamphaus Nominee for the Faculty Administrator for Research in the Representative to APA Council College of Education. Congratulations to Steve Little and others who As a licensed psychologist and a Fellow of worked so hard to acquire this new Council seat. the American Psychological Association (APA), he This accomplishment serves as another reminder of has contributed extensively to his profession. He is the depth and breadth of talent in school psychology, Past-President of the Division of School Psychology which will now be even more visible in the major for APA and just completed a three year term on the governing body of American psychology. APA Board of Professional Affairs. Dr. Kamphaus has also authored or co-authored five books, four Background psychological tests, more than 40 scientific journal Dr. Kamphaus is Department Head and articles and more than 20 book chapters. Professor of Educational Psychology at The University of Georgia. He has also served as the

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of Austin, Tom was a consulting pediatric Tom Kubiszyn Nominee for psychologist with the Specialty Care Center Representative to APA Council and was appointed Director of Pediatric Resident Training for the Background: Developmental/Behavioral Pediatrics Rotation. He Tom Kubiszyn obtained a Ph.D. in school continues to be an advisor to the Office of Policy psychology from the University of Texas at Austin in and Advocacy in the Schools and was recently 1979. He has been a practicing school psychologist appointed to a three- year term with the Board of in Texas and California. Tom chaired the Division 16 Scientific Affairs’ Committee for Psychological Tests Task Force of Psychopharmacology in the Schools and Assessments (CPTA). He was appointed chair of from 1992-1995. In 1995 he closed his independent the Division 16 Task Force on Psychopharmacology practice and became an Assistant Executive Learning and Behavior in 2002. Director for the Practice Directorate of the APA and His scholarly interests are broad. He has Director of the Office of Policy and Advocacy in the published several papers in refereed journals and Schools. In this capacity he engaged in national and other sources related to pediatric state level legislative, policy, and professional psychopharmacology, the validity of psychological advocacy on behalf of school psychology. He also assessment, professional issues, and various clinical was the APA staff representative to the APA-NASP practice issues. The seventh edition of his tests and Inter-organizational Committee and two Board of measurements textbook has just been published. Professional Affairs groups, the Psychological Assessment Work Group and the Task Force on Professional Child and Adolescent Psychology. Since returning to Austin in 1998 he has split his time among UT-Austin, Children’s Hospital of Austin, a small independent practice, and continued service to APA and Division 16. As an adjunct associate professor in the UT-Austin Department of Educational Psychology he has taught graduate and undergraduate courses in child and adolescent development, school consultation, the biological bases of behavior, psychological assessment, psychological foundations of education, measurement, and statistics. At Children’s Hospital

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CONTINUED FROM PAGE 20

University at Boston area. Steven G. Little Nominee for Albany, State My research and professional interests are Representative to APA Council University of New varied and have included the role of teacher York. Prior to attributions on the consultation process, issues in accepting this inclusion, professional issues in school psychology, position I held academic appointments in school and behavioral interventions with a focus on psychology programs at Hofstra University, The conduct disordered children and youth. I have University of Alabama, Northern Illinois University, served Division 16 as editor of The School and California State University Northridge. While on Psychologist (1995-2000) and recently finished my the faculty of each of these universities I served as a year as President of the Division. My service to consultant to local school districts. school psychology also includes my serving as I received my Ph.D. in School Psychology in secretary/treasurer and later treasurer of the Council 1987 from Tulane University. Prior to that I earned a of Directors of School Psychology Programs master’s degree in psychology from the University of (CDSPP, terms 1998-2001 & 2002-2004) and being a New Orleans (1979) and worked for 4 years as a site visitor for APA’s Committee on Accreditation. school psychologist in a rural Louisiana parish (county to the rest of the country) and a state residential facility for people with developmental disabilities. My bachelor’s degree in psychology is also from Tulane (1976). While my higher education was all in the south I grew up and attended elementary and secondary schools in the greater

CONTINUED FROM PAGE 16 2002. In addition to this service, I am serving on the editorial boards for School Psychology Quarterly and Psychology in the Schools. I am the guest editor for a special issue of Psychology in the Schools entitled, Zheng (Jenny) Zhou – Nominee for V ice President for Social and “Psychoeducational and psycho-social functioning of Ethical Responsibility and Ethnic Minority Af fairs (SEREMA) the Chinese children.” School Psychology International as having made significant contributions to the improved understanding of school psychology both nationally and internationally. As a result of this recognition, I have been invited to join as an Associate Editor for School Psychology International starting in the Fall

CONTINUED FROM PAGE 27 Student Affiliates in School Psychology (SASP)

References Blake, R. R., & Mouton, J. S. (1985). The managerial grid III: Hersey, P., & Blanchard, K. (1977). Management of The key to leadership excellence. Houston: Gulf organizational behavior: Utilizing human resources. Publishing Co. Englewood Cliffs, NJ: Prentice-Hall. Clark, D. (1995, July). Big dog’s leadership page – concept of leadership. (Chap. 8). Retrieved November 18, 2002, from http://www.nwlink.com/~donclark/leader/four

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2003 Paul Henkin Student T ravel Award

Division 16 of the American Psychological Association is pleased to announce the continuation of the Paul Henkin Student Travel Award. Dr. Paul Henkin was a school psychologist in California who believed in the value of professional development through participation at professional conferences. In past years, his generosity has provided up to $500 to support a graduate student member of Division 16 to attend the APA annual convention. The funds can be used to pay for convention registration, lodging and transportation costs. Funds cannot be used for food, drink, supplies, or other expenses incurred while attending the APA convention. The award is not renewable. The Paul Henkin award is intended for students who do not have funding to attend APA. Employees of APA and persons receiving reimbursements from other APA sources to attend the convention are ineligible for the award.

The award committee will consider the applicant’s demonstrated potential to make an outstanding contribution to the field of school psychology, accomplishments and research, communication skills, community involvement, commitment to working in public schools, and evidence of knowledge of the demands of the field of school psychology and the value of continuing professional development. Interested candidates are invited to send four sets of the following application materials: an application form (below), a letter of recommendation, a 500-word essay, and a vitae to: 2003 Division 16 Paul Henkin Student Travel Award Committee, c/o Dr. Tanya L. Eckert, Syracuse University, Department of Psychology, 430 Huntington Hall, Syracuse, NY 13244. All application materials (4 copies) must be received by April 15, 2003.

2003 Paul Henkin Student T ravel Award Application For m

1. Last Name First Name Middle Initial Part II: References Submit one letter of reference from a professor or someone who has direct 2. Address: knowledge of your work.

City State Zip Part III: Essay Attach a 500-word essay that describes the nature of your activities at the APA conference (e.g., presenting, leadership roles, seeking advanced training) and 3. Home phone number: how you plan to integrate your 4. E-mail address: conference participation with the responsibilities that you will be assuming 5. Current school psychology program: as a future school psychologist.

6. Year of study: GPA: Part IV. Other Information Submit a resume or vitae of your of 7. Intended date of graduation: academic, professional, experiences and achievements. 8. Division 16 Student Affiliate Membership number:

I certify that the information submitted in this application is true and accurate. I agree to the stated guidelines of the application and I will abide by the decision of the 2003 Division 16 Paul Henkin Award Committee.

Print Name Signature Date

33 THE SCHOOL PSYCHOLOGIST

ANNOUNCEMENTS Announcing Extended Search for Associate Editor of The School Psychologist

The search for Associate Editor of The School The selection of the Associate Editor will be Psychologist (Division 16 Newsletter) has been made in April 2003. Additional questions can be extended to March 17, 2003! The newly elected forwarded to Vincent Alfonso (see above) or Linda Associate Editor serves for 3 years beginning Reddy at [email protected] or 201-692-2649. September 1, 2003 and then is expected to assume the role of Editor in September of 2006 for a 3-year term. Thus, the Associate Editor must be willing to make a commitment to serve for 3 years as deadline extended… Associate Editor and 3 years as Editor. The Associate Editor will work closely with the Editor-Elect, Linda A. March17, 2003 Reddy. The Associate Editor is responsible for soliciting and reviewing newsletter contributions, assisting in publication procedures, and skills in writing, editing, undertaking other special assignments at the discretion of the Editor. The and public relations Associate Editor is expected to become familiar with all newsletter operations and be willing to donate and provide input for the editorial an average of decisions. Applicants for the position should approximately have demonstrated skills in writing, editing, and public relations and be 1 to 2 days per month willing to donate an average of approximately 1 to 2 days per month to to newsletter work newsletter work. Interested persons should send: (1) a letter detailing relevant experience as well as goals and expectations for the newsletter, (2) three letters of reference, and (3) a recent vita by March 17, 2003 to the Chair of the Search Committee:

Vincent C. Alfonso, Ph.D. Fordham University Graduate School of Education 113 West 60th Street New York, NY. 10023 212-636-6464 (w) 212-636-6416 (fax) [email protected]

34 WINTER 2003

ANNOUNCEMENTS

NY/DOCTORAL-LEVEL SCHOOL CALL FOR NOMINATIONS - primary consideration in making the PSYCHOLOGY INTERNS: Paid JACK BARDON DISTINGUISHED award. Nominees must be: (a) within doctoral-level interns in school SERVICE AWARD: seven years of receiving their doctoral psychology. Facility with a problem- The Division of School Psychology degree as of September 1 of 2003; and solving model desirable. Stipend (Division 16) requests nominations for the (b) be a Fellow, Member, Associate, or $24,000. Excellent opportunity in 2003 Jack Bardon Distinguished Service Student Affiliate of Division 16. The ethnically and economically diverse Award. This award is presented at the award recipient will be asked to prepare district 30 miles north of NYC. Forward APA Convention to mature professional an address for the Division to be resumes to Ms. Maureen Boozang-Hill, and academic school psychologists who presented at the subsequent APA annual Director of Pupil Personnel Services, throughout their careers have convention, submit a manuscript based Ossining UFSD, 190 Croton Avenue, demonstrated exceptional programs of on that address to School Psychology Ossining, NY 10562: service that merit special recognition. Quarterly (the Division 16 journal), and [email protected]. This award is given for accomplishments serve on a committee to select relating to: (a) major leadership in the subsequent award winners. Anyone, SEARCH FOR DIVISION 16 administration of psychological service in including a candidate him or herself, SERIES EDITOR: The Publications the schools; (b) major contributions in may nominate a school psychologist for Committee of Division 16 announces a the development and implementation of the award. Five sets of materials should search for an Editor or Co-Editors of the policy leading to psychologically and be forwarded on each nominee, continuing book series entitled "Applying socially sound training and practice in including a vita, 3-5 supporting letter(s), Psychology to the Schools." The APA school psychology; (c) sustained reprints, and other evidence of Publications Office has been working direction or participation in research that scholarship. All nominations and related with the Division on this joint series, has contributed to more effective materials should be submitted by April 1, which is published by the American practice in school psychology; or (d) the 2003 to John M. Hintze, Ph.D., School Psychological Association. The series inauguration or development of training Psychology Program, University of has been dedicated to providing programs for new school psychologists Massachusetts at Amherst, 362 Hills practitioners with detailed practice or for the systematic development of in- South Amherst, MA 01003. Questions recommendations that are scientifically service training for psychologists can be directed to Dr. Hintze at supported. Volumes in this series have engaged in the practice of school [email protected]. integrated theoretical developments and psychology. The award recipient will be empirical findings to provide a framework asked to prepare an address for the CALL FOR NOMINATIONS - for conceptualizing problems and Division to be presented at the OUTSTANDING DISSERTATION IN selecting assessment and intervention subsequent APA annual convention, SCHOOL PSYCHOLOGY AWARD: approaches. Each book has provided a submit a manuscript based on that The Division of School psychology summary of relevant psychological address to School Psychology Quarterly (Division 16) of the American knowledge and practical approaches for (the Division 16 journal), and serve on a Psychological Association requests providing school-based services to committee to select subsequent award nominations for the Outstanding children, youth, and their families. The winners. Anyone, including a candidate Dissertation in School Psychology Editor or Co-Editors is/are responsible him or herself, may nominate a school Award. This award is presented to a for: (a) identifying topics and authors for psychologist for the award. Two sets of school psychologist who has completed upcoming books; (b) reviewing materials should be submitted for each a doctoral dissertation that merits proposals for books to ensure they are nominee, including a vita, supporting recognition and which has the potential congruent with needs of practitioners in letters (minimum of three), and other to contribute to the science and practice school psychology; (c) serving as a appropriate supporting documentation. of school psychology. Nominees must: reviewer and coordinating book reviews; Send all nomination materials by April 1, (a) have successfully defended the (d) coordinating efforts between the 2003 to the following address: Jan N. dissertation between January 1, 2002, Publications Committee of Division 16 Hughes, 4222 TAMU, Texas A&M and December 31, 2002; and (b) be a and the APA Publications Office; and (e) University, College Station, TX 77843- Member or Student Affiliate of Division 16 serving as a liaison between authors and 4222. Materials can be sent via email to at the time of receipt of the award the publisher. Questions regarding this [email protected]. (August, 2003). The award recipient will position may be directed to Melissa Bray be asked to serve on a committee to at (860) 486-0167. The review of CALL FOR NOMINATIONS - select subsequent award winners, give applications will begin March 1, 2003. LIGHTNER WITMER AWARD: The an award presentation based on the Interested persons should send a letter Division of School Psychology (Division dissertation at the subsequent APA of interest, curriculum vita, and brief 16) of the American Psychological annual convention, and submit a statement of personal goals and Association requests nominations for the manuscript to School Psychology objectives for the series to: Melissa A. Lightner Witmer Award. This award is Quarterly (the Division 16 journal). Bray, Ph.D. University of Connecticut, presented to school psychologists who Anyone, including a candidate her or Department of Educational Psychology have demonstrated exceptional himself, may nominate a school U-2064 Storrs, CT 06269-2064. scholarship early in their careers. psychologist for the award. Four copies Continuing scholarship, rather than a of the nominee’s vita and letters of thesis or dissertation alone, is the support from at least two members of the

CONTINUED ON PAGE 36 35 THE SCHOOL PSYCHOLOGIST ANNOUNCEMENTS CONT.

nominee’s dissertation committee should recognition. This award emphasizes the including a vita, 3 to 5 supporting letters, be submitted for each candidate, along importance of a sustained program of and five major papers or publications. with a copy of the dissertation. Send all outstanding theoretical and research Please send nominations by March 15, nomination materials by March 15, 2003, activity, not merely the amount of writing 2003, to: Dr. Thomas Oakland, 1921 SW to Barbara A. Schaefer, Ph.D., School done by a scholar. Nominees must be: 8th Drive, Gainesville, Fl 32601-8405. If Psychology Program, The Pennsylvania (a) either 20 years past the granting of sending by overnight or other special State University, 227 Cedar Building, their doctoral degree or at least 50 years delivery means, do not require a University Park, PA 16802. Questions can old by December 31, 2002; and (b) a signature for delivery. be directed to Dr. Schaefer at (814) 865- Fellow, Member, or Associate of Division 1881 or [email protected]. 16. The award recipient will be asked to prepare an address for the Division to be CALL FOR NOMINATIONS - presented at the 2003 APA annual SENIOR SCIENTIST AWARD: The convention, submit a manuscript based Division of School Psychology (Division on that address to School Psychology 16) of the American Psychological Quarterly (the Division 16 journal), and Association requests nominations for the serve on a committee to select Senior Scientist Award. This award is subsequent award winners. Anyone, presented to school psychologists who including a candidate him or herself, throughout their careers have may nominate a school psychologist for demonstrated exceptional programs of the award. Five sets of materials should scholarship that merit special be submitted for each nominee,

NEWSLETTER EDITORIAL ST AFF EDITOR ASSOCIATE EDITOR ADVISORY EDITORS • Stacy Overstreet, Ph.D. Vincent C. Alfonso, Ph.D. Linda A. Reddy, Ph.D. • Pamela P. Abraham, Psy.D., Tulane University Fordham University Fairleigh Dickinson University NCSP Immaculata College • Esther Stavrou, Ph.D. Graduate School of Education Teaneck-Hackensack Campus • Angeleque Akin-Little, Ph.D Yeshiva University 113 West 60th St. 1000 River Road – T110A Hofstra University New York, NY 10023 Teaneck, New Jersey 07666 • Ron Dumont, Ed.D., NCSP EDITORIAL ASSIST ANTS (212) 636-6464 (w) (201) 692-2649 (w) Fairleigh Dickinson University • Dania Braunstein (212) 636-6416 (fax) (201) 692-2164 (fax) • Dawn P. Flanagan, Ph.D. Farleigh Dickinson University [email protected] [email protected] St. Johns University • Michael R. Emmons • Randy Floyd, Ph.D. Fordham University University of Memphis • Nancee G. Santandreu, MS.Ed. • James Mazza, Ph.D. Fordham University DIVISION 16 ONLINE University of Washington Check out the Division 16 home page at: • Janet Mentore Lee, Ph.D. www.indiana.edu/~div16/ Westport Public Schools

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