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School Psychology (Washington, D.C.)|September 12, 2024
Understanding depression and anxiety rates of school psychology graduate studentsDavid M Hulac, Alexandra M Ryan, April Pratt, et al.
School Psychology (Washington, D.C.)|September 19, 2024
Using community collaboration to evaluate the cultural relevance of the Resilience Education ProgramAlexandra Barber, Katie Eklund, Madison Weist, et al.
School Psychology (Washington, D.C.)|September 12, 2024
Training school psychologists to conduct culturally informed Functional Behavior Assessment interviewsMargarida Veiga, Lindsay M Fallon, Melissa Collier-Meek, et al.
School Psychology (Washington, D.C.)|September 12, 2024
Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysisYujia Zhang, Qiyiru Dong, Bowen Xiao, et al.
School Psychology (Washington, D.C.)|October 30, 2023
Student-centered instruction can build social-emotional skills and peer relations: Findings from a cluster-randomized trial of technology-supported cooperative learningSabina Low, Mark J Van Ryzin
School Psychology (Washington, D.C.)|October 30, 2023
Associations between interpersonal contexts, positive emotions, and related experiences in school students: A systematic review of experience sampling studiesMartina E Mölsä, Anna K Forsman, Patrik Söderberg
School Psychology (Washington, D.C.)|October 30, 2023
Reputable and affordable programs with a strong commitment to diversity: Factors influencing school psychology student admission decisionsKathleen B Aspiranti, David M Hulac, Joseph H Hammer, et al.
School Psychology (Washington, D.C.)|November 13, 2023
Independent factor structure replication of the SAEBRS teacher and student scalesThomas J Gross, Susan Keesey
School Psychology (Washington, D.C.)|November 2, 2023
Effects of brief mindfulness practice on reading performance among racially minoritized adolescentsJoshua C Felver, Adam J Clawson, Tory L Ash, et al.
School Psychology (Washington, D.C.)|September 5, 2023
Importance, quality, and engagement: School mental health providers' perceptions regarding within-district transition care coordination practicesMalena A Nygaard, Tyler L Renshaw, Heather E Ormiston, et al.
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