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How can school psychologists effectively address and respond to the myriad needs of students in our nation’s schools? As these needs are ever-growing and diversifying, should the profession of school psychology consider mirroring this diversification through the promotion of specialized skill sets? Such efforts would echo the development of related disciplines of education, medicine, and psychology, disciplines that have long recognized the need for the division of skills and services in specified areas to meet the developing needs of their profession. We present and discuss questions related to specializations in school psychology under a broad subject of the potential for additional concentrated skill-based training to better impact service delivery and student outcomes. In exploring these questions, consideration is given to the ever-increasing needs of the schools coupled with the goal of school psychology: to empower school psychologists to promote the learning, behavior, and mental health of all children and youth. With very preliminary data in mind, the following areas are presented, with no particular order or emphasis, as potential topics and areas from which to build communities of discussion and exploration: bilingual–multilingual, behavior analytic, autism, and counseling, with introduction to other areas such as research, preschool/early childhood, neuropsychology, and leadership. Implications and recommendations for future directions are also discussed.
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This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.
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Greater public visibility, growing social acceptance, and institutional recognition have opened up the opportunity for many contemporary biracial individuals to choose from a variety of racial identity options. Although macro-level (e.g., legal) barriers have all but disappeared, microlevel challenges (e.g., multiracial microaggressions) still persist for some in the growing biracial population. Thus, it is important to understand how racial identity options are exercised differently within and across particular social contexts, and how these options in turn affect biracial individuals’ development. In this chapter, first we discuss theory and research on racial identity and identification among contemporary biracial people, followed by a brief review of work on the contextual factors that influence racial identity formation in this population. Next, we explore extant research on the association of racial identity to a host of developmental outcomes (e.g., depression, self-esteem, psychological well-being, life satisfaction). In recognition of the heterogeneous nature of the biracial population, we review, where available, research for specific biracial subgroups (e.g., Black-White, Latino-White, and Asian-White). Drawing on relevant theory and empirical findings, we will then make specific recommendations on how to support biracial children’s racial identity formation and social-emotional development and on how to enhance biracial adults’ functioning. Finally, we summarize important gaps in current research and identify needed directions for future research.