School Psychology
Springer Publishing Co Inc (Verlag)
978-0-8261-9473-2 (ISBN)
This engaging new text introduces the field of school psychology, providing an accessible overview of an essential and in-demand profession. It covers a comprehensive range of topics, including historical, cultural, professional, legal, and ethical foundations as well as practices in assessment, intervention, consultation, and program evaluation. Reflecting current standards and best practices, the book includes learning tools for a variety of audiences and examines the profession of school psychology through a social justice lens.
Highlights include:
Written in an accessible manner to facilitate understanding by those with minimal to no background.
Contributions from renowned authors, which allow readers to learn directly from experts in the field
Content aligned with the ten domains of the NASP Practice Model
Integration of key concepts in psychological research and measurement that are essential for understanding school psychology practice.
A social justice orientation that portrays school psychologists as advocates for diverse children, families, and communities
Social Justice Connections boxes, which address a range of contemporary issues related to equity and access in schools and psychological service delivery
Comprehensive coverage of historical, cultural, legal, and ethical foundations as well as the roles and functions of school psychologists, including assessment, intervention, consultation, and systems-level reform
Tools and resources for professional development and career planning
Learning objectives, case examples, review and discussion questions, key terms with definitions, and chapter summaries that engage readers and reinforce key ideas
Online instructor resources such as PowerPoint presentations, a test bank, sample syllabi, and graduate program worksheets, ideal for busy faculty.
This text is ideal for a range of audiences, including undergraduate and graduate students as well as pre-service and working professionals who are considering re-specialization in school psychology. In particular, it is ideal for use in both undergraduate and graduate courses in school psychology (e.g., psychology in the schools, roles and functions of school psychologists) as well senior internship and service learning courses in psychology and education.
Sally L. Grapin, Ph.D., NCSP is an Assistant Professor of Psychology in the College of Humanities and Social Sciences at Montclair State University. She received her Ph.D. in School Psychology from the University of Florida. Her scholarly interests include the implementation of multi-tiered systems of support, academic screening for at-risk students, and social justice advocacy in school psychology. She has received awards from national organizations such as the American Psychological Association, Society for the Teaching of Psychology, and Trainers of School Psychologists. In 2017, she received the Innovative Teaching Award from the Society for the Psychological Study of Social Issues. Dr. Grapin has taught both lecture and field-based graduate and undergraduate courses in school psychology. In particular, she has taught courses in academic assessment, psychotherapeutic interventions, diversity in education, and professional issues in school psychology. Dr. Grapin serves on the editorial boards of several journals, including School Psychology International, Psychology in the Schools, and School Psychology Forum. She also currently serves as Co-Chair of the National Association of School Psychologists' Graduate Recruitment and Awareness Development (GRAD) Team, which seeks to promote awareness of school psychology among prospective practitioners. John H. Kranzler, Ph.D. is a Professor and Director of the School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. He joined the faculty at the University of Florida in 1990 after receiving his Ph.D. in School Psychology from the University of California, Berkeley. Dr. Kranzler served as Associate Dean for Research and Graduate Studies in the College of Education between 2001-2005 and 2007-2010 and as Acting Associate Dean for Research and Faculty Development from 2008-2011. He has taught classes in school psychology, learning and cognition, the theory of intelligence, psychoeducational assessment, statistics, ethics and law, and individual differences. His major areas of scholarly interest concern the nature, development, and assessment of human cognitive abilities. Dr. Kranzler has written several books and numerous journal articles. He is a Fellow of the American Psychological Association (Division 16) and an elected member of the Society for the Study of School Psychology. He has won a number of awards for his research from the Mensa Education and Research Foundation and other organizations, as well as article of the year awards in School Psychology Review and School Psychology Quarterly. He currently serves as Associate Editor of the International Journal of School and Educational Psychology and on the editorial boards of the Journal of School Psychology and Psychological Assessment.
List of Contributors
Acknowledgements
Forward
SECTION I: FOUNDATIONS OF SCHOOL PSYCHOLOGY
Chapter 1: Introduction to School Psychology
Sally L. Grapin & John H. Kranzler
Chapter 2: Historical Foundations
Daniel Florell
Chapter 3: Graduate Preparation and Credentialing
Eric Rossen, Natalie N. Politikos, & Joseph S. Prus
Chapter 4: Multicultural Foundations
Sherrie L. Proctor
Chapter 5: Ethical and Legal Foundations
Barbara Bole Williams & Laura W. Monahon
SECTION II: SERVICE DELIVERY IN SCHOOL PSYCHOLOGY
Chapter 6: Assessment
Nicholas F. Benson & Ashley Donohue
Chapter 7: Intervention Planning and Implementation
Susan G. Forman & Philip Oliveira
Chapter 8: Academic Assessment and Intervention
Scott P. Ardoin & Stacy-Ann A. January
Chapter 9: Social, Emotional, and Behavioral Assessment and Intervention
Amy M. Briesch, Ph.D. & Robert J. Volpe
Chapter 10: Cognitive Assessment
John H. Kranzler & Randy G. Floyd
Chapter 11: Consultation
William P. Erchul & Aaron J. Fischer
Chapter 12: Systems Change and Program Evaluation
Amity L. Noltemeyer & Erin A. Harper
SECTION III: LOOKING AHEAD
Chapter 13: Future of School Psychology
Kathleen M. Minke & Eric Rossen
Chapter 14: Preparing for a Career in School Psychology
Diana Joyce-Beaulieu & Alexa Dixon
| Erscheinungsdatum | 15.03.2018 |
|---|---|
| Zusatzinfo | 20 Illustrations, unspecified |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Themenwelt | Sachbuch/Ratgeber ► Beruf / Finanzen / Recht / Wirtschaft ► Bewerbung / Karriere |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 0-8261-9473-7 / 0826194737 |
| ISBN-13 | 978-0-8261-9473-2 / 9780826194732 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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