The ASPP Executive Board is pleased to announce two research opportunities for the review period of September – December 2021. The Research Subcommittee has reviewed these research opportunities and believe they are of considerable merit. We, therefore, endorse them for our members to individually consider. What follows is a brief synopsis of each study and how ASPP members can participate.
Project Title: School Psychologists’ Practices in Gifted Assessment for Underrepresented Populations
If you are a practicing school psychologist who conducts individual evaluations for gifted education services, you are invited to complete our IRB-approved survey to better understand your practices and the impact of state policies and student demographics on how you serve your students. To access the full informed consent and participate in this study, follow the link below. No identifying information will be collected at any point. Upon completion of the survey you will be invited to give your contact information on a separate document to be entered into a drawing for one of five $25 Amazon gift cards. If you have any questions about this study, please contact Dr. Lisa Peterson, Assistant Professor, New Mexico State University, at email@example.com.
Survey link: https://survey.nmsu.edu/surveys/?s=F3WCRPHR3T
Project Title: Exploring School Staff Perceptions on the Impact of Trauma on Students
According to the National Survey of Children’s Health, In 2016, parents reported that 46 percent of children under 18 had adverse experiences in the calendar year (Child and Adolescent Health Measurement Initiative, 2016). Within that 46 percent, 11 percent were reported to have been exposed to three or more adverse experiences. Of that 46 percent, 25 percent had experienced parental separation or divorce, and 26 percent had experienced financial hardship, 9 percent had lived with someone with a substance abuse problem, almost 4 percent (3.9 percent to be exact) experienced neighborhood violence, and finally 3.7 percent reported having experienced racial or ethnic discrimination (Child and Adolescent Health Measurement Initiative, 2016). The impact of these events and the correlating physiological responses in the body will cause a cascade of negative effects in the brain and body. These impacts are often long-lasting, debilitating, and directly impact learning and self-regulation. Although traditionally, traumatic stress has been viewed as an issue to be dealt with outside of school, there is increasing evidence that trauma-informed approach across systems, including schools, is essential. Increased awareness of the impact of trauma on students’ cognitive-academic, social-emotional, and behavioral functioning leads to a more informed view of student behaviors and challenges in the school setting. This in turn, provides a critical shift in perspective that helps ensure that impacted students receive sensitive and appropriate educational and mental health services. Exposure to chronic, traumatic stressors, often referred to as Adverse Childhood Experiences (ACE’s) negatively impact school-aged children’s school functioning, peer relationships, health, and long-term social-emotional, mental and behavioral wellness (Blodgett & Lanigan, 2018; Metzler, Merrick, Klevens, Ports, & Ford, 2017). The purpose of this non-experimental, descriptive study is to explore the ways in which school staff in the United States perceive the impact of trauma on their students, the concept of trauma-informed schools, and view the role of partnerships in supporting trauma-exposed students.
Survey Dissemination Information:
Kirby Wycoff, PsyD, EdM, MPH, NCSP
Program Director, Community & Trauma Counseling,
Assistant Professor at Thomas Jefferson University
4201 Henry Avenue
East Falls Campus
Philadelphia, PA 19107
Vicky McGinley, Ph.D
Professor, Department of Special Education
West Chester University
Office: 305B Recitation Hall
West Chester, PA 19383
Research Opportunities Policies and Procedures