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Editorial Reviews
Review
"This book provides a comprehensive and contemporary perspective on what school psychology is and should be. A unique and important focus of the book is that multiple areas of practice are discussed from a data-based, problem-solving perspective, including diversity, prevention, evidence-based intervention, systems change, and research and evaluation. This is an essential resource for every school psychologist in training, and it is particularly well suited as a text for an introductory school psychology seminar. This book has the potential to help shape the future of school psychology for the better."--Kelly A. Powell-Smith, PhD, School Psychology Program, University of South Florida
"I am thrilled with the prospect of teaching from this text in my graduate course on Principles and Practices of Professional School Psychology. Especially notable is the chapter on appropriate assessment, consultation, and intervention methods for culturally and linguistically diverse students. Overall, I applaud the authors for effectively providing information about the background of the profession, current legal and ethical issues and evidence-based best practices, and future directions. This invaluable training tool supports the evolution of the school psychologist from yesterday's 'gatekeeper to special education' to today's proactive role as a resource for all children and their families."--Margaret Beebe-Frankenberger, PhD, Director, School Psychology Program, University of Montana
"At last, trainers and students have a comprehensive, up-to-date text that promotes a data-oriented, problem-solving model of school psychology. The authors persuasively challenge and encourage school psychologists to focus their efforts on systems issues that affect all students, and to remain committed to outcome-based decision making in their diverse roles. This text fills a gap in the school psychology literature, offers a positive, effective model of practice, and certainly will be influential in training future practitioners."--Tammy D. Gilligan, PhD, School Psychology Program, James Madison University
"Comprehensive and state-of-the-art. This volume is a timely addition to introductory texts placing school psychology at the nexus of psychology and education. With a focus on student competence and context and systems, the text provides a model of practice that supports all students, not just those referred for serious problems. The authors' forward-looking vision is sensitive to the increasingly diverse and pluralistic nature of our society. Graduate students will find this text an excellent guide to our dynamic and exciting field, and it will also be of great interest to practitioners, trainers, administrators, and researchers."--John M. Hintze, PhD, School Psychology Program, University of Massachusetts at Amherst
"I am thrilled with the prospect of teaching from this text in my graduate course on Principles and Practices of Professional School Psychology. Especially notable is the chapter on appropriate assessment, consultation, and intervention methods for culturally and linguistically diverse students. Overall, I applaud the authors for effectively providing information about the background of the profession, current legal and ethical issues and evidence-based best practices, and future directions. This invaluable training tool supports the evolution of the school psychologist from yesterday's 'gatekeeper to special education' to today's proactive role as a resource for all children and their families."--Margaret Beebe-Frankenberger, PhD, Director, School Psychology Program, University of Montana
"At last, trainers and students have a comprehensive, up-to-date text that promotes a data-oriented, problem-solving model of school psychology. The authors persuasively challenge and encourage school psychologists to focus their efforts on systems issues that affect all students, and to remain committed to outcome-based decision making in their diverse roles. This text fills a gap in the school psychology literature, offers a positive, effective model of practice, and certainly will be influential in training future practitioners."--Tammy D. Gilligan, PhD, School Psychology Program, James Madison University
"Comprehensive and state-of-the-art. This volume is a timely addition to introductory texts placing school psychology at the nexus of psychology and education. With a focus on student competence and context and systems, the text provides a model of practice that supports all students, not just those referred for serious problems. The authors' forward-looking vision is sensitive to the increasingly diverse and pluralistic nature of our society. Graduate students will find this text an excellent guide to our dynamic and exciting field, and it will also be of great interest to practitioners, trainers, administrators, and researchers."--John M. Hintze, PhD, School Psychology Program, University of Massachusetts at Amherst
"I am currently using this book as one of two primary texts in a graduate-level introduction to school psychology course. I find the book to be an excellent overview of the key issues confronting school psychology today. I really like how it presents information about traditional roles and practices of school psychologists, while emphasizing the need for problem solving and data-based decision-making within those roles. The discussion questions are very helpful; I often use them to stimulate class discussion or student journal writing. My students find the text very readable, and it has generated excitement over the direction the field is taking."--Brian C. McKevitt, PhD, School Psychology Program, University of Nebraska-Omaha
Product Description
This engaging, authoritative introductory text comprehensively describes the role of the school psychologist in promoting positive educational and mental health outcomes for all students in today's schools. The book emphasizes a data-driven, problem-solving-based approach to prevention and intervention with diverse children, youth, and their families. The reader is equipped with vital tools for becoming a competent, ethical practitioner; effectively addressing students' emotional, behavioral, and academic needs; facilitating systems-level change; and using research as the basis for informed decision making. Special features include helpful vignettes, discussion questions, activities, and resources.
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Inside This Book
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First Sentence:
At the beginning of a book introducing readers to the field of school psychology, it is reasonable to consider the questions "What is school psychology?" and "What is a school psychologist?" Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
school psychology trainers, school psychology training programs, other governing legal authority, school psychology practice, covarying behaviors, school psychology practitioners, many school psychologists, school psychology students, school psychology faculty, practicing school psychologists, psychological services unit, field placement programs, school psychology services, school psychological services, most school psychologists, school psychologists work, school psychology programs, systemic reform efforts, nondiscriminatory assessment, interpreting assessment results, certified school psychologist, practicum training, tertiary prevention efforts, psychologists respect, functional behavioral assessment Key Phrases - Capitalized Phrases (CAPs): (learn more)
United States, Full Full, New York, African American, Rhode Island, Disabilities Education Act, District of Columbia, Supreme Court, Bureau of the Census, European American, New Jersey, American Academy of Pediatrics, American Psychological Association, Las Vegas, Practice Goal, Susan Gray, University of Southern Mississippi, American Indian, American Psychologist, Cooperative Group, Inter-Organizational Committee, Western Michigan University, World War, Thomas Fagan New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
At the beginning of a book introducing readers to the field of school psychology, it is reasonable to consider the questions "What is school psychology?" and "What is a school psychologist?" Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
school psychology trainers, school psychology training programs, other governing legal authority, school psychology practice, covarying behaviors, school psychology practitioners, many school psychologists, school psychology students, school psychology faculty, practicing school psychologists, psychological services unit, field placement programs, school psychology services, school psychological services, most school psychologists, school psychologists work, school psychology programs, systemic reform efforts, nondiscriminatory assessment, interpreting assessment results, certified school psychologist, practicum training, tertiary prevention efforts, psychologists respect, functional behavioral assessment Key Phrases - Capitalized Phrases (CAPs): (learn more)
United States, Full Full, New York, African American, Rhode Island, Disabilities Education Act, District of Columbia, Supreme Court, Bureau of the Census, European American, New Jersey, American Academy of Pediatrics, American Psychological Association, Las Vegas, Practice Goal, Susan Gray, University of Southern Mississippi, American Indian, American Psychologist, Cooperative Group, Inter-Organizational Committee, Western Michigan University, World War, Thomas Fagan New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
This book cites 23
books:
See all 23 books this book cites
- School Psychology: Essentials of Theory and Practice by Stephen N. Elliott on 4 pages
- Psychologist in the Schools by Susan W. Gray on page 2, and page 268
- Learning Disabilities: The Interaction of Learner, Task, and Setting (4th Edition) by Corinne Roth Smith in Back Matter (1), and Back Matter (2)
- School Psychology (Foundations of Modern Psychology) by Jack I. Bardon on page 2, and Back Matter
- Handbook of Psychology, Educational Psychology (Volume 7) by William M. Reynolds in Back Matter (1), and Back Matter (2)
See all 23 books this book cites
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