Counseling and School Psychology

submission deadline 15 March 2017 Early bird registration 31 March 2017 International School Psychology Association, 39th Annual Conference Lisa has been the state association president and served on association committees in both Iowa and Nebraska. As author of more than 25 professional journal articles and 135 conference and association presentations across the country, she is a prolific writer and presenter. Wendy Price has been elected as NASP secretary starting in July. Most recently, Wendy has been the NASP delegate from Massachusetts and the delegate representative for the Northeast Region to the NASP Board of Directors. She has been a practicing school psychologist since 2001 and currently works full time at Whitman-Hanson Regional High School, located on the south shore of Massachusetts, where she is also one of the faculty advisors for their Gay/Straight Alliance club (The Rainbow Alliance). She is passionate about her work to advocate for the safety and rights of LGBTQ yo...

Empowerment of youth, particularly in urban settings, is critical to addressing issues of social injustice. Programs that support the development of empowerment, or action taken by an individual to facilitate his or her own ability to act in the face of oppression, have demonstrated great promise in dimensions such as creating stronger group bonding and improved mental health and school performance (Bemak, 2005; Bemak, Chi-Ying, & Siroskey-Sabdo, 2005; Wallerstein, 2006). Yet, there are challenges inherent to implementing, supporting, and sustaining empowerment programs in many school settings given the hierarchical structure and contextual norms of these environments (Yowell & Gordon, 1996). This article reviews the Teen Empowerment program and offers strategies for consultants as they support programs and encourage socially just practices in the school setting. The use of Participatory Action Research methods, and its application to creating positive social change and the empowerment of community members, is also reviewed. School is perhaps the most pervasive institution in the lives of young people in the United States and in many other developed and developing countries. In the United States, ubiquitous and free public education has been a mandate since 1918 (Butts, 1978). Schools provide a consistent and structured environment for youth and thus possess unique potential as a platform for preparing them for critical thinking, problem solving, and taking action to

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The number of military personnel who are involved in combat situations continues to increase. As a result, researchers have identified risk factors associated with the development of combat-related posttraumatic stress disorder (PTSD). The authors of this article review some of the characteristics of military personnel involved in these conflicts, factors unique to the current mil-itary actions, and symptom presentation and prevalence rates of PTSD among those serving in Iraq and Afghanistan. They dis-cuss mechanisms for the transgenerational transmission of trauma symptoms and identify strategies for interventions.

Urban communities are disproportionality impacted by issues such as community violence, leaving children at higher risk of trauma, and increased adverse childhood experiences. This applied study addresses a research-to-practice gap by demonstrating the longitudinal impact of a district-initiated, school-wide multitiered systems of support approach to universal instruction, intervention, and assessment-the Comprehensive Behavioral Health Model. Results from more than 1200 students over a 3-year period indicate that this universal, integrated approach is associated with improved outcomes for students with a demonstrated level of risk, with the greatest impact on students with risk of internalizing behaviors. The findings of this applied study highlight the benefits of a systemic approach and enhance the discourse on robust universal screenings that can identify needs and assets of children within urban communities.

The number of military personnel who are involved in combat situations continues to increase. As a result, researchers have identified risk factors associated with the development of combat-related posttraumatic stress disorder (PTSD). The authors of this article review some of the characteristics of military personnel involved in these conflicts, factors unique to the current military actions, and symptom presentation and prevalence rates of PTSD among those serving in Iraq and Afghanistan. They discuss mechanisms for the transgenerational transmission of trauma symptoms and identify strategies for interventions.

Personal epistemology, originating from social construction theory, provides a framework for researchers to understand how individuals view their world. The Attitudes About Reality (AAR) scale is one survey method that qualitatively assesses personal epistemology along the logical positivist and social constructionist continuum; however, the literature primarily reflects women working in a mental health facility and undergraduate students. This study uses the AAR to examine the personal epistemology of 73 elementary school teachers, the large majority of whom were female, working in an urban and highly diverse public school system in the Northeast, and compares the AAR score to demographic data. The results suggest a more logical positivist orientation than has been observed with other populations although demographic information did not assist in understanding the findings. Implications for the urban elementary school environment, classroom interventions, and collaboration with other support professionals are offered.

Abstract: Feminist researchers in psychology and education have been theorizing about the kind of sexuality girls ought to have. They are not afraid to investigate morality and what makes a good life. While they explore the meaning and cultural context of girls' sexual ...

This research investigates the relationship between disclosure and adult outcome. In the study, 60 volunteers completed a phone interview regarding their history of sexual abuse, history of repeated disclosures, and current socioemotional functioning. Number of disclosures and number of positive disclosures were not related to adult functioning as measured by the Brief Symptom Inventory. Reactions to adulthood disclosure were perceived as significantly more helpful than reactions to childhood disclosures. Across all explored disclosures, the more direct the disclosure, the more negative the reaction. It is unclear, based on the lack of findings in this study, whether revealing sexual abuse has a healing effect.

Article *SEX instruction *MORAL education MORAL & ethical aspects Argues for an integration of moral education and sex education curricula. Primary values to be taught; Goals of sex education; Differential gender role socialization; Reason for the call for integration of such material; Most importance aspect of sex education.

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In my article on the idealization of female adolescent sexuality, I raised questions for feminist theorists and researchers about our theorizing about "desire", "pleasure", and "subjectivity". Zoe Peterson's commentary on this article responds to one of 5 critical points I make, that the description of the ideal sexual adolescent who feels pleasure, desire, and subjectivity may be ironically similar to the commodified, sexualized, marketed teen girl. Here I correct some misrepresentations of my point of view in Peterson's commentary and reply to first her warning that to interpret girls differently than they interpret themselves is akin to dismissing their voices and second to her idea that a porn-influenced expression of sexuality can be seen as a step in the direction of sexual empowerment.