Vol. 39 No. 3-4 (2023)

Articles

• Truth Seeking, Truth Telling, and Deep Listening: Disrupting Colonialism with Indigenous-Centered Frameworks in School Psychology Preparation

  Katheryne T. Leigh-Osroosh, Carol Robinson-Zañartu, Bryanna Kinlicheene, Meghan Koos

  1-17

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• Intentional Training Approaches to Rupture the Carceral Continuum

  Eileen Cullen, Tara C. Raines

  18-26

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• An Exploratory Examination of School Psychology Recruitment Practices among BIPOC and White Students within Introductory Psychology Courses

  Aaron A. Gubi, Joel O. Bocanegra, Angela Dobbins, Angel Mims, Dominique Reminick

  27-37

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• Is School Psychology Training and Continuing Professional Development Sufficient to Support Specific Learning Disability Identification in Urban Schools?

  Jennifer L. Murphy, Aaron Muttillo, Tachelle I. Banks

  38-53

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• Preparing Preservice School Psychologists to Deliver Behavior Specific Praise through a Tiered Training Framework

  Emily R. DeFouw, Zachary C. LaBrot, Morgan Eldridge

  54-65

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• A National Survey of Peer Supervision Practices in School Psychology Training Programs

  Samantha A. Blair, Kristy K. Kelly, Elizabeth C. Moore, Benjamin Glad

  66-79

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• Shortages in School Psychology: A Survey of Graduate Educators on Training Issues

  Sarah Ochs Bonis, Robert J. Dixon, Andrew Shanock

  80-89

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