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This study examined children with an autism spectrum disorder (ASD) using data from the 2011 Survey of Pathway to Diagnosis and Services national data set (n = 1715). When comparing white and minority families, results indicate there were no differences between the child’s treatment needs based on the number and type of ASD symptoms or insurance coverage. However, minority parents were less likely to contact a doctor or health care professionals about their concerns, waiting years, rather than months as described by white families, to have the child evaluated. Although both white and minority families received similar types of care (e.g., conducting developmental tests, making a referral to a specialist, suggesting that the parent discuss the concern with the school), white families reported they were more formally engaged in the diagnostic process and subsequently visited a larger variety of service providers. White parents were more satisfied with the services that their child received from doctors and other health care providers whereas minority families indicated school services were more responsiveness to their needs. Recommended outreach efforts are suggested and described.

Girl bullying, also called relational aggression, is a very real and pervasive problem in schools. Studies show that bullying is as common in girls as it is in boys, but that it can be more covert and thus more difficult for school professionals to detect and address. This book covers the causes and characteristics of relational aggression and outlines assessment, prevention, and intervention methods for counsellors, administrators, teachers, and parents. Included are sample forms and checklists that educators can use to document and address bullying for both the perpetrator and the victim. This resource blends academic, empirical, and practical perspectives to answer the questions of: - What girl bullying is - Why it happens - What it looks like - How to measure it - How to help girls deal with incidents

Given the persistent national shortage of school psychologists, as well as their job retention concerns, likely related to burnout, it is necessary to examine any factors that negatively impact school psychologists’ job satisfaction. In this sample of 94 Pennsylvania school psychologists, the experience of being bullied at work was associated with diminished job satisfaction. Specifically, the independent variables of being bullying at work predicted 18.2% of the variance in job satisfaction in this sample, with verbal and indirect bullying the only types of bullying that contributed a significant amount of the variance. This study indicates that this issue should be closely monitored by management and addressed promptly.

Purpose - The purpose of this paper is to examine the salary and promotion negotiation practices of female and male school psychology practitioners and university instructors of school psychology practitioners in order to determine whether salary differences exist between male and female employees in the field of school psychology, which has become a female-dominated profession.Design methodology approach - A total of 191 female and 115 male faculty members and 148 female and 56 male school psychologists completed a survey regarding salary, negotiation practices, and job satisfaction.Findings - Results suggest that females earn less than male colleagues, controlling for years of experience and degree attainment. No gender differences were found regarding faculty participants' willingness to negotiate for increased salary; however, males were more likely to negotiate for promotion. Likewise, no gender differences were evident in practitioners' salary and promotion negotiation attempts, although none were expected, given the salary schedule constraints unique to occupations in the field of education.Research limitations implications - The paper is limited to one profession, albeit both university faculty and school psychology practitioners, and was conducted in the USA, so the findings may have limited generalizability to other professions and or in other countries.Practical implications - The paper demonstrates that gender pay differences exist despite no differences in males' and females' willingness to negotiate for salary. Consequently, it is likely that pay differences between men and women are due to reasons other than individuals' education levels, years in position, and negotiation practices.Originality value - This is the first paper that tracks salaries and the negotiating practices of school psychologist trainers and practitioners. It also finds that male female salary differences carry over into a female-dominated profession.

In this study, researchers wished to further study the differentiation among forms of aggression in a diverse sample of adolescent females. Specifically, the self-reported use of relational, social, and direct verbal and physical aggression was measured in Caucasian and non-Caucasian typically developing versus overtly aggressive adolescent females. No statistically significant differences were found between typically developing and overtly aggressive adolescent female samples in the use of social or relational aggression; however, overtly aggressive adolescents reported using direct verbal or physical aggression significantly more than typically developing adolescents. Caucasian adolescents reported using significantly more relationally aggressive behaviors than non-Caucasian adolescents. No statistically significant differences were found in socially aggressive behaviors between Caucasian and non-Caucasian adolescent female samples. Implications for these findings are discussed.

Advocacy is embedded in the education and training of school psychologists and in their day-to-day professional practice. However, school psychologists identify many barriers to advocacy including disinterest, lack of advocacy knowledge and skills, lack of awareness of public policy issues, and negative past experiences in advocacy. Professional action can become overly complex given the needs of the population or when there are numerous competing requests from a variety of stakeholders; these are called wicked problems. Using the advocacy competencies adopted by the American Counseling Association, this chapter guides school psychologists to expand their advocacy efforts by working-with and working-on-behalf-of students, schools and the public. Recommendations include developing skills through graduate training programs, accessing professional training, resources, and fellowships for professionals already in practice as well as engaging in the professional activities through NASP and APA. A case example highlights problem-solving when there are a number and diversity of stakeholders whose influence can undermine progress if their priorities are not considered. This example highlights where school psychologists are well equipped to address advocacy and where there is need for professional development. Finally, the authors call for an increased effort in developing the science behind advocacy in the school psychology arena.

This article compares the experience of people working in the area of the World Trade Centers (WTC) on September 11th to the experience of refugees. The refugee model provides a better description of survivors’ experience than a diagnostic model. The author’s service provision for an organization adjacent to the WTC after September 11th serves as a basis for suggesting this alternative perspective. Positive and negative aspects of diagnosing victims of disasters are discussed both in general and specifically related to post-traumatic stress disorder. Information regarding the refugee experience is presented and related to the experience of WTC survivors. Implications for framing the treatment process in similar disasters are suggested.

Purpose The purpose of this paper is to examine the salary and promotion negotiation practices of female and male school psychology practitioners and university instructors of school psychology practitioners in order to determine whether salary differences exist between male and female employees in the field of school psychology, which has become a femaledominated profession. Designmethodologyapproach A total of 191 female and 115 male faculty members and 148 female and 56 male school psychologists completed a survey regarding salary, negotiation practices, and job satisfaction. Findings Results suggest that females earn less than male colleagues, controlling for years of experience and degree attainment. No gender differences were found regarding faculty participants' willingness to negotiate for increased salary however, males were more likely to negotiate for promotion. Likewise, no gender differences were evident in practitioners' salary and promotion negotiation attempts, although none were expected, given the salary schedule constraints unique to occupations in the field of education. Research limitationsimplications The paper is limited to one profession, albeit both university faculty and school psychology practitioners, and was conducted in the USA, so the findings may have limited generalizability to other professions andor in other countries. Practical implications The paper demonstrates that gender pay differences exist despite no differences in males' and females' willingness to negotiate for salary. Consequently, it is likely that pay differences between men and women are due to reasons other than individuals' education levels, years in position, and negotiation practices. Originalityvalue This is the first paper that tracks salaries and the negotiating practices of school psychologist trainers and practitioners. It also finds that malefemale salary differences carry over into a femaledominated profession.

The current study provides a literature review concerning the complexities of preschool assessment, the academic difficulties of preschool children experiencing cognitive delays and best practices for early assessment for intervention. This review supports the practice of early assessment in general and the use of Differential Ability Scales (DAS) in specific. Cluster analysis results from the DAS were compared for non-referred and cognitively delayed preschool children. Results indicate distinctive profiles for each group. The DAS discriminant function analysis results demonstrated that 54% of the variance was accounted for by the subtests. Further, confirmative principal component analysis supports the facto:, structure of the DAS. Cluster profiles for preschoolers diagnosed with a cognitive delay were visually compared to DAS profile patterns found in school-aged children diagnosed with learning disabilities. Implications regarding the prediction of school-age learning disabilities from preschool cognitive delay cluster profiles are discussed.

Low–socioeconomic status (SES) households have little income or wealth to buffer against the negative impacts of adverse health events among adult household members. This research project links data from a nonprofit food distribution center, electronic medical records from a safety-net healthcare system, and publicly available residential appraisals for more than 3,000 households to provide insight into how low-SES households cope with health shocks experienced by resident adults. Three broad types of strategies are examined: changes in household structure, residential mobility, and use of social services. Of the households studied, 20.2 percent had at least one adult member who experienced a health shock. These households were more likely to gain additional adult household members and employed household members, were more likely to move residence and to move distances greater than one mile, and were less likely to visit the food distribution center after the shock. This research highlights how novel data linkages can help us to understand how health and social policies impact vulnerable populations.