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Student responses to bullying have an effect on subsequent outcomes. Dichotomous theories of coping suggest that self-reliance plays a role in responding to stress. In order to investigate ...

Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services; data-based decision-making; academic, social, and emotional interventions; and progress-monitoring. This paper introduces a three-phase cyclical intervention framework designed to improve comprehensive, evidence-based transition services for secondary students with ID by enhancing school psychologists’ knowledge of transition practices. By utilizing the Transition Planning, Implementation, and Evaluation (TPIE) model, school psychologists can proactively work with students, families, school personnel, and community agencies to foster post-school success in youth with ID in all phases of the transition process. This paper will discuss the theory, structure, and implementation of the TPIE phases. Strategies to bridge the research to practice gap in transition service delivery will also be discussed.

The impetus for this Special Issue was multifaceted and informed by critiques of existing research in psychology and international development initiatives. The cultural relevance of psychology rese...

This commentary underscores efforts of this special issue to highlight concepts related to culture and cultural competence designed to broaden thinking about multicultural consultation through research, practice, and training. It does this by illustrating the insights presented regarding (a) cultural issues in training, (b) the effect of client-centered consultation procedures on supervision of multicultural cognitive behavior therapy, (c) interactions between social capital and cultural variables, and (d) the importance of culturally sensitive research models. Further, this commentary proposes the participatory culture-specific intervention model and organizational consultation as two frameworks that can be used to enhance cultural competence and multicultural consultation in ways that are consistent with the ideas presented in this special issue.

This study investigated associations of general and specific parental self-efficacy factors with bullying and peer victimization behaviors among 142 fourth and fifth graders and their parents. Using structural equation modeling, exploratory factor analysis was used to examine one general parenting self-efficacy measure and a bullying-specific parent self-efficacy measure. The latter produced two unique factors: (a) self-efficacy to know when one’s child is bullied, and (b) self-efficacy to respond to one’s child being bullied. Child reports of bullying and peer victimization were simultaneously regressed on the three (i.e., one general and two specific) parent self-efficacy factors. Findings revealed that parental self-efficacy to know when one’s child is bullied was uniquely and negatively associated with both bullying and victimization. Additionally, and contrary to expectations, parental self-efficacy to respond when one’s child is being bullied was uniquely and positively associated with victi...

The following study examines the impact of an online stress intervention on teacher burnout and teacher efficacy. Using a group experimental design, researchers tested the preliminary efficacy of the intervention: an online professional development program created for teachers that instructs coping strategies and promotes social-emotional competencies. Fifty-one teachers and classroom staff were randomly assigned to the intervention or control group. After four weeks, participation in the program was associated with increases in coping practices, teacher efficacy, and personal accomplishment as well as decreases in emotional exhaustion and depersonalization. Implications for research and professional development are discussed.

The Every Child Achieves Act of 2015 has drawn greater attention to the academic achievement of students considered at risk who attend alternative schools. Due to problems both inside and outside of schools, students in alternative education settings may struggle with academic content and require a different educational approach. This comprehensive literature review critically examined experimental intervention studies that were conducted in alternative schools published between 1990 and 2013. Eighteen studies met the inclusion criteria. Academic intervention studies conducted in alternative educational settings, limitations, practical implications, and future directions are discussed.

Defending behaviors by bystanders in bullying situations have been associated with decreases in the frequency and negative effects of bullying incidents. The current study utilized qualitative methodology to investigate the role of perceived school personnel support and nonsupport in students' decisions to display defending behaviors. Forty-six semi-structured interviews were conducted with upper-elementary (n=26) and middle school (n=20) students in the southeastern United States. Qualitative data were analyzed using constant comparison and a recursive inductive-deductive approach. The findings resulted in the conceptualization of a combined social support-nonsupport framework that provides details about the source, description, evaluation, and perceived effects of different types of support and nonsupport bystanders receive from school personnel. Unique contributions to the literature included expanding the sources of support and nonsupport to consider school personnel other than teachers, providing descriptions and evaluations of support and nonsupport specific to bystanders, and demonstrating an overlap between various types of support and nonsupport reiterating the need to consider both supports and nonsupports concurrently. Implications for research and practice are discussed.