No abstract

School psychologists often have the opportunity to work with students and families from varied backgrounds and cultures. While this can be an exciting and enriching part of the job, it can also be daunting for some practitioners, particularly those who are inadequately prepared. A number of strategies have been implemented in school psychology training programs to improve students' intercultural competency. This exploratory study investigated the results of one university's short-term study abroad program for school psychology graduate students. Pre-and post-intercultural development assessments were given to school psychology graduate students who completed a course abroad; results were compared to students who took the same course on campus in the United States. Findings indicated that there was no measurable growth in intercultural competence in either group. Implications for school psychology training programs, suggestions for future research, and ways to improve intercultural competency among school psychologists are discussed.

Concussions are one of the most discussed health concerns at all levels of sport. While much of this discussion focuses on football and the National Football League (NFL), there is growing awareness in the sport community that the risks of concussions extend to head injuries in all sports. Much remains unknown about youth concussions, particularly in terms of how parents feel about concussions and youth sport safety regulations. The purpose of this study was to examine parents’ perceptions and attitudes toward youth sport concussions. Results indicated that despite increased awareness and education there remain gaps in parental knowledge of concussions and the proper management of concussions.  These findings led to a set of recommendations regarding parental concussion prevention and management education.

The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID‐19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID‐19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the outcomes of academic and behavior interventions supported by interns. Findings of the annual evaluation of the Ohio Internship Program in School Psychology for the school year directly affected by the pandemic (2020–2021) were compared to the findings for the year the pandemic began (2019–2020) and the 3 years before the start of the pandemic. The results provide evidence of gains in professional competencies and positive outcomes for students served by interns. The results also highlight racial disparities in the counts of students provided school psychological services during the pandemic. Implications for school psychology graduate preparation and practice are discussed.