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NASP 2020 Professional Practice Standards: Applications and Opportunities for School-Based Consultation.

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Title: NASP 2020 Professional Practice Standards: Applications and Opportunities for School-Based Consultation.
Authors: Fenning, Pamela (AUTHOR), Pearrow, Melissa (AUTHOR), Politikos, Natalie (AUTHOR)
Source: Journal of Educational & Psychological Consultation. Jan-Mar2023, Vol. 33 Issue 1, p1-9. 9p.
Subjects: Professional standards, Professional practice, School psychologists, Graduate education, Social justice, Simulated patients
Abstract: In this introduction to the special issue, we outline primary NASP Standards revisions which afford an opportunity for school psychologists (SP) to take on a more prominent role in school-based consultation grounded in social justice and equity. We point to advocacy in the NASP (2020) Standards for a lower 1:500 SP to student ratio, changes made to the description of particular NASP domains related to equity and schoolwide safety and practices (Domains 8 and 6) and more specific graduate education requirements for consultation training in practica as key changes that could facilitate a broader role of school psychologists in school-based consultation. The five articles in the special series are summarized with a focus on how the authors leverage the new NASP standards to advance training and the delivery of consultation practice to enhance equity and social justice in their respective settings. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: NASP 2020 Professional Practice Standards: Applications and Opportunities for School-Based Consultation.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+%26+Psychological+Consultation%22">Journal of Educational & Psychological Consultation</searchLink>. Jan-Mar2023, Vol. 33 Issue 1, p1-9. 9p.
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  Data: <searchLink fieldCode="DE" term="%22Professional+standards%22">Professional standards</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22School+psychologists%22">School psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+patients%22">Simulated patients</searchLink>
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  Data: In this introduction to the special issue, we outline primary NASP Standards revisions which afford an opportunity for school psychologists (SP) to take on a more prominent role in school-based consultation grounded in social justice and equity. We point to advocacy in the NASP (2020) Standards for a lower 1:500 SP to student ratio, changes made to the description of particular NASP domains related to equity and schoolwide safety and practices (Domains 8 and 6) and more specific graduate education requirements for consultation training in practica as key changes that could facilitate a broader role of school psychologists in school-based consultation. The five articles in the special series are summarized with a focus on how the authors leverage the new NASP standards to advance training and the delivery of consultation practice to enhance equity and social justice in their respective settings. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10474412.2022.2154675
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      – SubjectFull: Professional practice
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      – SubjectFull: School psychologists
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              Text: Jan-Mar2023
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