Adolescent Dating Violence Prevention: Teaching Social Justice Oriented Skills and Strategies to Undergraduate-Level Teachers and Social Workers

2024-9-8

Introduction to Special Issue: How Research Reform in Psychology Can Influence Professional School Psychology

2024-8-28

Advancing Diversity, Equity, and Inclusion in School Psychology Science and Scholarship: Changing Training and Practice in the Field of School Psychology

2024-8-13

Math Abilities Among Children with Neurodevelopmental Difficulties: Understanding Cognitive Factors and Evaluating a Pilot Intervention

2024-8-8

The Role of Reciprocated Friendships in the Behavioral Correlates of Sociometric Categories

2024-7-30

Relevant Issues of Future Educational Psychologists’ Readiness to Design Professional Activities in an Innovative Educational Environment

2024-7-26

Registered Reports in School Psychology Research: Initial Experiences, Analyses, and Future

2024-7-26

Teaching Students to Read: A Call to Action for Social Justice in School Psychology

2024-7-23

On (Cognitive) Bias in School Psychology

2024-6-17

Hybrid Pedagogical Intervention can Decrease Impulsivity and Antisocial Behavior and Improve Motor and Cognitive Functions Among Iranian Adolescent

2024-6-13

Balance of Power in Peer Victimization: The Role of Rivalry and Vulnerability

2024-3-29

Friendship Functions in Adolescence: Hungarian Version of the McGill Friendship Questionnaire

2024-3-28

Changes in Anxiety Symptoms and Their Correlates in Adolescents Participating in a School-Based Anxiety Prevention Program During the COVID-19 Pandemic

2024-3-24

Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools

2024-2-28

Student Engagement—Pre and Post Covid-19 Pandemic

2024-2-5

Exploring the Ability of Educators to Identify Behaviors Indicative of Emerging Psychopathologies in Elementary School Students: Assessing the Use of a Novel Vignette Measure

2024-2-5

Teachers’ Psychological Distress and Work-Related Experiences During the COVID-19 Pandemic in Quebec (Canada)

2024-2-5

Scope of School Psychological Practice in Germany: Part 1

2024-1-30

Testing Phase 2 of a Targeted Boredom Intervention Training Program and its Impact on Boredom Misbeliefs

2024-1-27

Assessing Executive Function Influences on Reading Comprehension in French Immersion

2024-1-25

Parent and Child-Reported Strengths of Children With ADHD

2024-1-19

Clinical Assessment in School Psychology: Impervious to Scientific Reform?

2024-1-8

A School Psychology for All: Realizing Evidence-Based Practice Through Social Justice

2024-1-8

Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools

2023-9-27

In-Person and In-Home Teleneuropsychological Assessments With Youth With Neurodevelopmental Disorders: What’s the Difference?

2023-9-19

Association Between Health and Levels of Health Literacy in 13- to 16-Year-Old Adolescents During the COVID-19 Pandemic: The Case of Lebanon

2023-9-11

Online and Offline Bullying/Harassment and Perceived Racial/Ethnic Discrimination among Iranian Adolescents

2023-7-25

Self-Care of Canadian School Psychology Graduate Students

2023-7-14

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021

2023-6-28

Speed of Cognitive Processing Within a Test of Executive Functions and Information Integration

2023-6-21

Motor Skills are More Strongly Associated to Academic Performance for Girls Than Boys

2023-5-22

It’s Not Our Way: Navigating the Principle of Dual Relationships as a First Nation Practitioner

2023-5-22

A Snapshot of Gay-Straight Alliance Clubs and Student Well-Being in Western Canadian High Schools

2023-5-2

Book Review: Consultation and Mental Health Interventions in School Settings: A Scientist-practitioner’s Guide

2023-4-12

Intellectual Profiles of Clinic-Referred Preschoolers

2023-2-22

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

2023-2-14

On Whose Territory Does Our School District Reside? Beginning Steps Toward Relationship Development With Urban First Nations

2023-2-13

Introduction to the Special Issue–School psychology and Indigenous Peoples: Critical Perspectives and Indigenous-led Approaches

2023-2-9

Healing, Empowering, Engaging, Learning, and Decolonizing Through Culture: Living Wellness, Resilience, and Resurgence in the Classroom Through Creative Arts

2023-2-3

Challenging Definitions of Student Success Through Indigenous Involvement: An Opportunity to Inform School Psychology Practice

2023-2-1

Canadian School Psychology and Indigenous Peoples: Opportunities and Recommendations

2023-2-1

A Holistic Approach to On-Reserve School Transformation: Pursuing Pedagogy, Leadership, Cultural Knowledge, and Mental Health as Paths of Change

2023-1-26

Preparing Indigenous School Psychologists: Stories From an Indigenous Specialization Project in School Psychology

2023-1-10

Collectively Dreaming Toward Indigenized School Psychology Education and Training

2023-1-4

A Systematic Review of Indigenous Representation in School Psychology Research

2022-12-21

Supporting Indigenous Child Suicide Prevention Within Classrooms in Canada: Implications for School Psychologists and Educators

2022-11-16

Access to Support Services for Newcomer Youth Through the Process of School Integration: A Critical Narrative Literature Review

2022-10-14

School-based Mentoring in Secondary Education: Its Effect on School Climate and Aggression Among Peers

2022-9-28

<i>Small Towns Talk</i>: Clinical Competency Described Among Rural School Psychologists in Saskatchewan

2022-9-1

Social and Emotional Variables as Predictors of Students’ Perceived Cognitive Competence and Academic Performance

2022-9-1