We have all heard stories about teachers who have been assaulted and continue to work in fear that they may be victimized by one of their students. In fact 80% of teachers in a nation-wide survey reported being victimized at least once within the current or past school year.
Pre K – 12 Teachers
From ESEA to ESSA:
For you policy-wonks out there, psychologists included, you certainly are aware that Congress passed, with bi-partisan support, the Every Student Succeeds Act (ESSA), a reauthorization of the Elementary and Secondary Education Act of 1965.
Professional development opportunities for high school psychology teachers have traditionally been hard to come by. In the past, the only significant opportunities to see presentations on best practices in the teaching of high school psychology were limited to the National Council for the Social Studies (NCSS) annual meeting or the Advanced Placement Annual Conference. Both are outstanding opportunities for professional growth but typically require significant travel and expensive conference fees.
Not too long ago, psychology was a discipline dominated by white males. Change came slowly in the wake of the Civil Rights and Women’s Movements of the 1960s and ‘70s. But even before then, a few intrepid women of color entered the field of psychology and strove to change it (and the world) for the better. And women of color continue to break barriers and contribute to psychology as scientists, practitioners and policymakers to this day.
An estimated 194,000 toddlers and preschoolers (age 2-5 years) in the United States have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and about 1 in 2 of them is not receiving the recommended treatment according to the Centers for Disease Control and Prevention. Yes, that is correct – about half of the young children diagnosed with ADHD are not receiving the appropriate treatment.
Parenting is hard work. Every parent or caregiver hopes that childhood and adolescence could be a carefree time in their kids’ lives. Unfortunately, this isn’t the reality for many children and teens. Kids without resilience are at risk for cognitive, emotional, physical and social issues as they grow up.
Teachers are exposed to a constant barrage of methodologies that promise to improve both instructional strategies and student learning through institute days, team meetings, seminars and the media. While some of this information is helpful, some of the suggestions have little or no empirical data to support their effectiveness. The Coalition for Psychology in Schools and Education (CPSE), a group of psychologists and psychology teachers within APA, recently announced the publication of the “Top 20 Principles from Psychology for pre-K to 12 Teaching and Learning.” The Top 20 document was created by psychologists representing a wide range of divisions, including those focused on education, school, developmental, social, cognitive, psychometrics, media, counseling and clinical psychology. Each of the contributors has some expertise in the application of psychological science to early childhood, elementary, secondary, gifted or special education; social/emotional learning; or school climate.