SPR Contemporary Scholarship and the NASP Professional Practice Model Domains - Science to Practice

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Shane Jimerson

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Mar 18, 2025, 8:32:41 AM3/18/25

to Shane Jimerson

Dear School Psychology colleagues (students, practitioners, and faculty) (please forward widely to your colleagues, alumni, program lists, and others to share these valuable resources), see attachments

faculty - Are you ready to update your syllabus for the next semester / quarter?

practitioners - Are you seeking to update your knowledge for supporting children during the upcoming academic year?

students - Are you pulling together literature to inform your thesis, dissertation, writing projects, or qualifying exams?

Then, use the most recent articles featured in SPR to bring science to practice!

We recognize that many colleagues are presently seeking to update their knowledge, practice, literature review, or syllabi for the upcoming academic semester / quarter / year -- the attached documents feature the 2024, 2023, 2022, 2021, and 2020 articles published in School Psychology Review, including a curated listing of the articles that may be most relevant to the NASP Professional Practice Models Domains. Also, see the recent special topic sections that have been featured in SPR below.

Hyperlinks are provided for easy access to each of the articles - Available to ALL NASP members! (login to the NASP portal using your NASP member credentials) (and to others with institutional access, directly via the SPR website at T&F)

Considering that school psychologists are actively engaged in continuing professional development, this document identifies contemporary scholarship that may further inform practice, scholarship, and policy development.

Considering all faculty are responsible for developing courses / syllabi featuring contemporary scholarship across each of the NASP Professional Practice Model Domains, we created this simple resource that you can use to copy and paste those articles that you would like to feature in your course.

In addition, there are recent special topic sections featuring articles addressing pressing contemporary topics in school psychology, including;

A Public Health Approach to Reducing the Societal Prevalence and Burden of Youth Mental Health Problems

Preventing School Violence and Promoting School Safety: Contemporary Scholarship Advancing Science, Practice, and Policy

COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy

(more than 20 articles already featured in this special topic collection)

Social, Emotional, and Behavioral Assessment within Tiered Decision-Making Frameworks: Advancing Research through Reflections on the Past Decade

Addressing Youth Suicide Through Prevention, Intervention, and Postvention

Unlocking the Promise of Multi-Tiered Systems of Support (MTSS) for Linguistically Diverse Students

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

Meta-Analyses and Systematic Reviews Advancing the Practice of School Psychology: The Imperative of Bringing Science to Practice

Promoting the Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success

Equitable Practices for Diverse Student Populations

Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology

Data Based Decision Making

Supporting Student Social Emotional Learning and Development

Prejudice Reduction and Anti-racism Professional Development in P-12 Settings: Promise and Perils

School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes

Science and Services to Promote Safe and Supportive School

Reminder to join SPR Social Media, Follow, Like, Retweet, Amplify:

Twitter / X @SchoolPsycRev

LinkedIn School Psychology Review

YouTube School Psychology Review

SIGN-UP FOR SPR NEW CONTENT ALERTS

Join SPR Editor on Twitter @DrJ_ucsb

If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange

We look forward to further communications.

Gratefully,

The SPR Leadership Team

Editor	Shane R. Jimerson	University of California, Santa Barbara
Senior Editor	Jamilia J. Blake	Texas A&M University
Senior Editor	Gary L. Canivez	Eastern Illinois University
Senior Editor	Dorothy L. Espelage	University of North Carolina
Senior Editor	Jorge E. Gonzalez	University of Houston
Senior Editor	Amanda L. Sullivan	University of Minnesota
Senior Editor	Frank C. Worrell	University of California, Berkeley
Consulting Editor	Prerna Arora	Columbia University
Associate Editor	Scott L. Graves	The Ohio State University
Associate Editor	Francis L. Huang	University of Missouri
Senior Editor	Stacy-Ann A. January	University of South Florida
Associate Editor	Tyler L. Renshaw	Utah State University
Associate Editor	Samuel Y. Song	University of Nevada, Las Vegas
Associate Editor	Cixin Wang	University of Maryland

Associate Editor	Chunyan Yang	University of California, Berkeley
Guest Editor	Tamika LaSalle	Georgia State University
Editorial Fellow	Eui Kim	University of California, Riverside
Editorial Fellow	Justin P. Allen	Texas A&M University

Editorial Fellow

Chavez Phelps

Georgia State University

Editorial Fellow

Matthew Gormley

University of Nebraska, Lincoln

Editorial Fellow

Caitlyn Chambers

Xavier University, Louisiana

Editorial Fellow

Meiki (Maggie) Chan

Utah State University

Shane R. Jimerson, Ph.D., NCSP

Professor

Gevirtz Graduate School of Education
2121 ED, Santa Barbara, CA 93106-9490
Office: (805) 893-3366
Email: Jime...@ucsb.edu

*UCSB is built on the ancestral and unceded land of the Chumash people. I respect and honor our Indigenous relatives who still nourish this territory from which they were forcibly removed.

President-Emeritus, the Society for the Study of School Psychology

President-Emeritus, the International School Psychology Association

President-Emeritus, Division 16 School Psychology of APA

Editor Emeritus, School Psychology journal, published by APA

Editor, School Psychology Review,