The Present and Future Status of School Psychology in the United States

By D. Reschly. 2000

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/03234149d050a7bd8f02640be5ce102f044050d1

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Regional Differences in School Psychology Practice (2002, background): “The content of the survey was based on the 1986 and 1991 NASP surveys (Reschly, Genshaft, & Binder, 1988; Reschly & Wilson, 1995), updated to reflect revised editions of assessment tools and with changes in the wording and order of some questions.”
Anti‐bullying practices in American schools: Perspectives of school psychologists (2010, result): “The demographic characteristics of respondents were generally consistent with those of national samples of school psychologists reported by other researchers (e.g., Hosp & Reschly, 2002; Reschly, 2000), including”
The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing (2008, background): “…of educational psychology practice slowly moving away from a model of deficitfocused service delivery toward more positive and preventative models that focus on the strengths of pupils, schools and families (Chafouleas & Bray, 2004; Fagan & Wise, 2000; Reschly, 2000; Wilson & Reschly, 1996).”
School psychology: a public health perspective: I. Prevention, populations, and systems change (2003, background): “Prevention is now an accepted part of the work of school psychologists, although typically occupying a fairly small amount of the psychologist's time (Reschly, 2000).”
Adolescent Trust in Teachers: Implications for Behavior in the High School Classroom (2008, background): “As school psychologists increase their consultative role in schools (Reschly, 2000), they will be called on to enhance teachers’ capacity to build positive and supportive relationships with students.”
School psychology: Learning lessons from history and moving forward (2010, background): “There are a number of publications which support the general view that the growth of the profession is to a great extent due to the pivotal and historical role of IQ testing in the identification of children requiring special educational provision (see Jimerson et al., 2006a; Reschly, 2000).”