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Supporting and educating traumatized students: A guide for school-based professionals

2013

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Incremental validity of the Mayer–Salovey–Caruso Emotional Intelligence Test Version 2.0 (MSCEIT) after controlling for personality and intelligence

Journal of research in personality, 2009-02, Vol.43 (1), p.60-65

2009

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Deception in Schools-When Crisis Preparedness Efforts Go Too Far

JAMA pediatrics, 2017-11, Vol.171 (11), p.1033

2017

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Alignment of CPD/CE Requirements for Credential Renewal With Best Practices for Professional Learning in Psychology and School Psychology

Professional psychology, research and practice, 2019-04, Vol.50 (2), p.87-94

2019

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Examining the role of school psychologists as providers of mental and behavioral health services

Psychology in the schools, 2020-04, Vol.57 (4), p.489-501

2020

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Confirmatory factor analysis of the Mayer–Salovey–Caruso Emotional Intelligence Test V 2.0 (MSCEIT)

Personality and individual differences, 2008-04, Vol.44 (5), p.1258-1269

2008

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Improving mental health in schools: raising awareness of the many children who come to school with mental health issues and then treating them appropriately is the best way to ensure they achieve their potential in school and life.(Learning and mental health)

Phi Delta Kappan, 2014-12, Vol.96 (4), p.8-8

2014

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Improving mental health in schools

Phi Delta Kappan, 2014-12, Vol.96 (4), p.8-13

2014

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A Call to Action for School Psychology to Address COVID-19 Health Disparities and Advance Social Justice

School psychology, 2021-09, Vol.36 (5), p.410-421

2021

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A death at school: What school leaders should do

Phi Delta Kappan, 2013-12, Vol.95 (4), p.18-22

2013

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Preparation of School Psychologists in the United States

International journal of school & educational psychology, 2014-07, Vol.2 (3), p.166-171

2014

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Student Perspectives on Recruiting and Orienting Prospective School Psychology Trainees

School psychology, 2021-07, Vol.36 (4), p.261-270

2021

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Responding to the unthinkable: School crisis response and recovery

Phi Delta Kappan, 2013-12, Vol.95 (4), p.8-12

2013

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Validity of the Comprehensive Test of Nonverbal Intelligence (CTONI)

Journal of psychoeducational assessment, 2005-06, Vol.23 (2), p.161-172

2005

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The National Association of School Psychologists' Self-Assessment Tool for School Psychologists: Factor Structure and Relationship to The National Association of School Psychologists' Practice Model

Journal of applied school psychology, 2016-04, Vol.32 (2), p.122-142

2016

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Graduate Preparation in Research Methods: The Current Status of APA-Accredited Professional Programs in Psychology

Training and education in professional psychology, 2008-02, Vol.2 (1), p.42-49

2008

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NASP's Updated Self-Assessment for School Psychologists

Communiqué (National Association of School Psychologists), 2021-11, Vol.50 (3), p.20

2021

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School Safety Beyond School Shootings

Eye on Psi Chi Magazine, 2018, Vol.23 (2), p.30-33

Rossen, Eric

2018

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A Systematic Review of Trauma Screening Measures for Children and Adolescents

School psychology quarterly, 2018-03, Vol.33 (1), p.30-43

2018

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Supporting Students from Military Families

The Education digest, 2012-02, Vol.77 (6), p.4

2012

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International Handbook on Child Rights and School Psychology

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Validity of the Mayer—Salovey— Caruso Emotional Intelligence Test: Youth Version—Research Edition

Canadian journal of school psychology, 2009-03, Vol.24 (1), p.76-81

2009

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NASP Practice Model: Examples from the Field

Communiqué (National Association of School Psychologists), 2013, Vol.41 (6), p.12

Rossen, Eric

2013

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A 21st-Century Model for Identifying Students for Gifted and Talented Programs in Light of National Conditions: An Emphasis on Race and Ethnicity

Gifted child today magazine, 2005-10, Vol.28 (4), p.56-63

2005

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Contracting for School Psychological Services

Communiqué (National Association of School Psychologists), 2018-05, Vol.46 (7), p.11

2018

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Supporting and educating traumatized students: A guide for school-based professionals

Incremental validity of the Mayer–Salovey–Caruso Emotional Intelligence Test Version 2.0 (MSCEIT) after controlling for personality and intelligence

Deception in Schools-When Crisis Preparedness Efforts Go Too Far

Alignment of CPD/CE Requirements for Credential Renewal With Best Practices for Professional Learning in Psychology and School Psychology

Examining the role of school psychologists as providers of mental and behavioral health services

Confirmatory factor analysis of the Mayer–Salovey–Caruso Emotional Intelligence Test V 2.0 (MSCEIT)

Improving mental health in schools: raising awareness of the many children who come to school with mental health issues and then treating them appropriately is the best way to ensure they achieve their potential in school and life.(Learning and mental health)

Improving mental health in schools

A Call to Action for School Psychology to Address COVID-19 Health Disparities and Advance Social Justice

A death at school: What school leaders should do

Preparation of School Psychologists in the United States

Student Perspectives on Recruiting and Orienting Prospective School Psychology Trainees

Responding to the unthinkable: School crisis response and recovery

Validity of the Comprehensive Test of Nonverbal Intelligence (CTONI)

The National Association of School Psychologists' Self-Assessment Tool for School Psychologists: Factor Structure and Relationship to The National Association of School Psychologists' Practice Model

Graduate Preparation in Research Methods: The Current Status of APA-Accredited Professional Programs in Psychology

NASP's Updated Self-Assessment for School Psychologists

School Safety Beyond School Shootings

A Systematic Review of Trauma Screening Measures for Children and Adolescents

Supporting Students from Military Families

International Handbook on Child Rights and School Psychology

Validity of the Mayer—Salovey— Caruso Emotional Intelligence Test: Youth Version—Research Edition

NASP Practice Model: Examples from the Field

A 21st-Century Model for Identifying Students for Gifted and Talented Programs in Light of National Conditions: An Emphasis on Race and Ethnicity

Contracting for School Psychological Services

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