The purpose of this preliminary study was to probe the self-perceptions of a group of children with specific language impairment (SLI) and their typically developing peers. A measure of self-esteem was administered to 46 children between the ages of 6 and 9 years old and 34 children between the ages 10 and 13. In the younger group, there were no statistically significant differences between children with SLI and typically developing children in the way they perceived themselves across domains of competence and acceptance. In the older group, children with SLI perceived themselves more negatively in scholastic competence, social acceptance, and behavioral conduct than did children with typical language development. Differences were evident in areas that were most affected by language impairment.

School psychologists (N ϭ 276, 81% return rate) were surveyed regarding the following aspects of crisis intervention: (a) university preparation, (b) continuing professional development, and (c) current involvement with school crisis plans and crisis teams. Of those receiving university training, 58% believed they were minimally prepared or not at all prepared to deal with school crises. Only 2% reported being well prepared or very well prepared. Data analyses indicated increased university training in recent years, particularly with practicum/internship experiences related to crisis intervention. Approximately 81% of school psychologists participated in local training for crisis intervention as part of continuing professional development. Although 91% of school psychologists worked in districts with crisis plans in place, only 53% participated on crisis teams. Suicide, violence, and school district crisis plans were recommended as high priority topics for future academic training.

Based on specific school and community tragedies, this article reviews difficult situations and how students’ spiritual and religious beliefs were incorporated into school-based grief interventions. Suggestions are made to strengthen this often untapped resource, encouraging school-based mental health professionals to consult with community spiritual leaders and parents, exploring students’ spiritual resources and more effectively blending spiritually-based interventions across settings.

This qualitative study examined interviews from 25 women who held theistic beliefs from Christian, Islamic, or Jewish traditions. All had recently experienced severe adversity but reported they were coping well. Analysis illustrated changes in religious beliefs and attitudes they made as a result of learning to cope. Differences were found among the 3 religious groups. Findings of this preliminary study suggest that religious meaning and experience may change because of the process of learning to cope with severe adversity. Recommendations are made for counseling theistically oriented women.