PSYCHOSOCIAL SUPPORT FOR CHILDREN AND FAMILIES

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Integration of academic and behavioral MTSS at the district level using implementation science. Learning Disabilities: A Contemporary Journal, 13(1), 59-72. Gomez, R., Motti-Stefanidi, F., Jordan, S., & Stavropoulos, V. (2021). Greek validation of the factor structure and longitudinal measurement invariance of the strengths and difficulties questionnaire-self report (SDQ-SR): exploratory structural equation modelling. Child Psychiatry & Human Development, 52(5), 880–890. Hatzichristou, C., Nastasi, B. K., & Jimerson, S. R. (Eds.). (2025). The handbook of school psychology in a global context: Transnational Approaches to Support Children, Families and School Communities. Springer. Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Holmes, S. R., Smith, T. E., Romero, M. E., Reinke, W. M., & Herman, K. C. (2024). Coaching as an implementation strategy: The perceived alliance between a coach and teachers predicts proactive classroom management strategy use. School Psychology Review, 54(4), 541–553. https://doi.org/10.1080/2372966X.2024.2318234 Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133-144. Kilgus, S. P., Reinke, W. M., & Jimerson, S. R. (2015). Understanding mental health intervention and assessment within a multi-tiered framework: Contemporary science, practice, and policy. School Psychology Quarterly, 30(2), 159 -165. https://doi.org/10.1037/spq0000118 Mayer, M. J., Nickerson, A. B., & Jimerson, S. R. (2021). Preventing school violence and promoting school safety: Contemporary scholarship advancing science, practice, and policy. School Psychology Review, 50(2-3), 131-142. Martens, B. K., & Erchul, W. P. (2010). School consultation: Conceptual and empirical bases of practice. Springer. McClain, M. B., Shahidullah, J. D., Harris, B., McIntyre, L. L., & Azad, G. (2022). Reconceptualizing educational contexts: The imperative for interprofessional and interagency collaboration in school psychology. School Psychology Review, 51(6), 742-754. https://doi.org/10.1080/2372966X.2021.1949247 McIntosh, K., Girvan, E. J., Fairbanks Falcon, S., McDaniel, S. C., Smolkowski, K., Bastable, E., & Baldy, T. S. (2021). Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology, 36(6), 433-444. https://doi.org/10.1037/spq0000466. McIntosh, K., & Goodman, S. (2016). Integrating multi‐tiered systems of support: Blending RTI and PBIS. The Guilford Press. Mennuti, R. B., Christner, R. W., & Freeman, A. (2012). Cognitive-behavioral interventions in educational settings: A handbook for practice. Routledge. National Association of School Psychologists. (2016). Ensuring high quality, comprehensive and integrated specialized instructional support services [Position statement]. National Association of School Psychologists. Newman, D. S., & Rosenfield, S. A. (2018). Building competence in school consultation: A developmental approach. Routledge. O'Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Cengage Learning. Ormiston, H. E., Nygaard, M. A., & Heck, O. C. (2021). The role of school psychologists in the implementation of trauma-informed Multi-Tiered Systems of Support in schools. Journal of Applied School Psychology,37(4), 319-351. https://doi.org/10.1080/15377903.2020.1848955 Reddy, L. A., Glover, T. A., Yu, P., & Campos, E. (2025). Instructional coaching to support students with reading difficulties: A review of implementation components, methodology, and outcomes. Psychology in the Schools. Advance Online. https://doi.org/10.1002/pits.70038 Rogers, E. M., Singhal, A., & Quinlan, M. M. (2014). Diffusion of innovations. In An integrated approach to communication theory and research (pp. 432-448). Routledge. Sanetti, L. M. H., & Collier-Meek, M. A. (2019). Increasing implementation science literacy to address the research-to-practice gap in school psychology. Journal of School Psychology, 76, 33-47. https://doi.org/10.1016/j.jsp.2019.07.008 Santiago, R. T., McIntyre, L. L., & Garbacz, S. A. (2022). Dimensions of family–school partnerships for autistic children: Context and congruence. School Psychology, 37(1), 4-14. https://doi.org/10.1037/spq0000473. Steege, M. W., Pratt, J. L., Wickerd, G., Guare, R., & Watson, S. T. (2019). Conducting school-based functional behavioral assessments: A practitioner’s guide (3rd ed.). The Guilford Press. Shernoff, E. S., Bearman, S. K., & Kratochwill, T. R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232. https://doi.org/10.17105/SPR-2015-0118.V46-2 Spyropoulou, E., Athanasiades, C., Stogiannidou, A., & Kourkoutas, E. (2025). Mental health literacy of Greek teachers: Highlighting critical factors for identifying and supporting students in need. Psychology: The Journal of the Hellenic Psychological Society, 30(1), 38–57. https://doi.org/10.12681/psy_hps.38443 Stogiannidou, A. (2011). A proposed method for the evaluation of parent counseling within the framework of evidence-based practice. Hellenic Journal of Psychology, 8(3), 338–358. Tanner, N., Eklund, K., Kilgus, S. P., & Johnson, A. H. (2018). Generalizability of universal screening measures for behavioral and emotional risk. School Psychology Review, 47(1), 3-17. https://doi.org/10.17105/SPR-2017-0044.V47-1 Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422-452. von der Embse, N., Rutherford, L., Mankin, A., & Jenkins, A. (2019). Demonstration of a trauma-informed assessment to intervention model in a large urban school district. School Mental Health, 11(2), 276-289. https://doi.org/10.1007/s12310-018-9294-z Waseem, M., Nickerson, A. B. (2024). Bullying: Issues and challenges in prevention and intervention. Current Psychology, 43, 9270–9279. https://doi.org/10.1007/s12144-023-05083-1 Webster-Stratton, C., & Reid, M. J. (2018). The Incredible Years parents, teachers, and children training series: A multifaceted treatment approach for young children with conduct problems. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 122–141). The Guilford Press. Worrell, F. C., Hughes, T. L., & Dixson, D. D. (Eds.). (2020). The Cambridge handbook of applied school psychology. Cambridge University Press. Online Resources Intervention Central at https://www.interventioncentral.org Positive Behavioral Interventions and Supports (PBIS) at https://www.pbis.org/ Strengths and Difficulties Questionnaires at https://www.sdqinfo.org/ What Works Clearinghouse at https://ies.ed.gov/ncee/wwc/