School psychology for the 21st century: foundations and practices
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Guilford Press
2012
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XX, 380 S. |
| ISBN: | 9781609187521 |
Internformat
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| 100 | 1 | |a Merrell, Kenneth W. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a School psychology for the 21st century |b foundations and practices |c Kenneth W. Merrell, Ruth A. Ervin, Gretchen Gimpel Peacock |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a New York [u.a.] |b Guilford Press |c 2012 | |
| 300 | |a XX, 380 S. | ||
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| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a School psychology |z United States | |
| 650 | 0 | 7 | |a Schulpsychologie |0 (DE-588)4077212-3 |2 gnd |9 rswk-swf |
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| 700 | 1 | |a Ervin, Ruth A. |e Verfasser |4 aut | |
| 700 | 1 | |a Peacock, Gretchen Gimpel |e Verfasser |4 aut | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CONTENTS
1. INTRODUCTIONTO THE FIELDOF SCHOOLPSYCHOLOGY DEFINING SCHOOL
PSYCHOLOGY 1 PREVIOUS DEFINITIONS 2CURRENT DEFINITIONS 2 CHARACTERISTICS
OF SCHOOL PSYCHOLOGISTS 3BEING THERE: FOUR STORIES FROM THE FIELD 5
ALEXA: Y TOUGH BUT REWARDING FIELD 6ROGER: LIKE PUTTING WATER ON A
DYING PLANT 7DANA: Y GREAT TIME TO BE A SCHOOL PSYCHOLOGIST
8MARIANA: ONE 0/ THE MOST REWARDING THINGS 1 CAN IMAGINE 9TYING IT
TOGETHER 10 HOW DOES ONE BECOME A SCHOOL PSYCHOLOGIST? 11DIFFERENTIATING
SCHOOL PSYCHOLOGY FROM RELATED PROFESSIONS 12 RELATED FIELDS IN
PSYCHOLOGY 13RELATED FIELDS IN EDUCATION 13 USING THIS BOOK: AVISION FOR
SCHOOL PSYCHOLOGY 15DISCUSSION QUESTIONS AND ACTIVITIES 17 2.
THEHISTORICALCONTEXTOF SCHOOLPSYCHOLOGY PHILOSOPHICAL, INTELLECTUAL, AND
SOCIAL-CULTURAL FOUNDATIONS 18 CLASSICAL CREEK INFLUENCES 19MODERN
EUROPEAN INFLUENCES 20 THE EMERGENCE OF PSYCHOLOGY 22DEVELOPMENTS IN
AMERICAN EDUCATION 23 COLONIAL FOUNDATIONS 2319TH-CENTURY STEPS
2420TH-CENTURY DEVELOPMENTS, PERSISTENT ISSUES 24 BEGINNINGS OF SCHOOL
PSYCHOLOGY 26DEVELOPMENT AND PROFESSIONALIZATION OF THE FIELD 27RECENT
HISTORY OF SCHOOL PSYCHOLOGY 29 PUBLIC LAW 94-142/LNDIVIDUALS WITH
DISABILITIES EDUCATION ACT 29TRAINING STANDARDS AND CREDENTIALING 31 XV
18
IMAGE 2
XVI
CONTENTS
GROWTH THROUGH TENSION AND OPPOSITION 32 TWO CULTURES 0/ PSYCHOLOGY 32
NASP AND APA 35 LEAVING ADOLESCENCE: TOWARD THE MATURATION OF THE FIELD
37
DISCUSSION QUESTIONS AND ACTIVITIES 39
3. THECHANGING FACE OF SCHOOLPSYCHOLOGY: RESPONDING EFFECTIVELY 40 TO
CULTURAL ANDLINGUISTIC DIVERSITY WITH EISA ARROYOS DEMOGRAPHIC TRENDS:
THE CHANGING LINGUISTIC, ETHNIC,
AND CULTURAL LANDSCAPE 41 BEYOND STEREOTYPES: WITHIN-GROUP AND
BETWEEN-GROUP DIFFERENCES 42 STEREOTYPES 42 WITHIN- AND BETWEEN-GROUP
DIFJERENCES 43 ETHNIC MINORITY UNDERREPRESENTATION AMONG THE RANKS OF
SCHOOL PSYCHOLOGISTS:
A MAJOR CHALLENGE FOR THE FIELD 44 KEY CONCEPTS AND ISSUES IN CULTURAL
AND LINGUISTIC DIVERSITY 46 ACCULTURATION 46 WORLDVIEW 47
IDENTITY 48 MODELS FOR BEST PRACTICE IN SCHOOL PSYCHOLOGY SERVICE
DELIVERY 50 ASSESSMENT 50 CONSULTATION 53
RESPONSE TO INTERVENTION 55 SCHOOL PSYCHOLOGY AND THE MISREPRESENTATION
OF MINORITY STUDENTS IN SPECIAL EDUCATION PROGRAMS 57 ALTERNATIVE
VIEWPOINT ON THE EMPHASIS OFMULTICULTURAL COMPETENCE 58
DATA-DRIVEN PROBLEM SOLVING: AN APPROACH FOR SUPPORTING ALL STUDENTS 59
DISCUSSION QUESTIONS AND ACTIVITIES 61
4. BECOMING A SCHOOLPSYCHOLOGIST: TRAINING ANDCREDENTIALING ISSUES 62
BECOMING A SCHOOL PSYCHOLOGIST 62 SCHOOL PSYCHOLOGY TRAINING PROGRAMS,
STUDENTS, AND FACULTY 64 SCHOOL PSYCHOLOGY TRAINING PROGRAMS 64
CHARACTERISTICS 0/ FACULTY AND STUDENTS 81
PRACTICUM AND INTERNSHIP TRAINING 87 PRACTICUM TRAINING IN SCHOOL
PSYCHOLOGY 87 INTERNSHIP TRAINING IN SCHOOL PSYCHOLOGY 88 CREDENTIALING
IN SCHOOL PSYCHOLOGY: CERTIFICATION AND LICENSURE 91
STATE DEPARTMENT 0/ EDUCATION CERTIJICATION/LICENSURE 92 NATIONALLY
CERTIJIED SCHOOL PSYCHOLOGIST CREDENTIAL 93 STATE BOARD 0/ EXAMINERS IN
PSYCHOLOGY LICENSE 94 SPECIALTY CREDENTIALING 95 CONTINUING PROFESSIONAL
DEVELOPMENT 96 DISCUSSION QUESTIONS AND ACTIVITIES 97
5. WORKING ASA SCHOOLPSYCHOLOGIST: EMPLOYMENT TRENDS, OPPORTUNITIES, 98
ANDCHALLENGES OBTAINING AJOB AS A SCHOOL PSYCHOLOGIST 98 OBTAINING AJOB
IN A NON-SCHOOL SETTING IOI
UNIVERSITY TRAINING PROGRAMS 101 CLINICAL SETTINGS 102
IMAGE 3
CONTENTS XVII
THE WORK SETTING 103 SCHOOL PSYCHOLOGISTS IN NONTRADITIONAL SETTINGS 104
SALARIES AND TIME SPENT WORKING 106 THE ROLE AND FUNCTION OF SCHOOL
PSYCHOLOGISTS 106
IDEAL AND ACTUAL ROLES 1I0 DEMOGRAPHIC CHARACTERISTICS OF SCHOOL
PSYCHOLOGISTS 1I2 GENDER 113 AGE 113
ETHNICITY 114 EDUCATIONAL LEVEL 114 JOB SUPPLY AND DEMAND 1I4 DISCUSSION
QUESTIONS AND ACTIVITIES 1I7
6. LEGALANDETHICALLSSUES INSCHOOLPSYCHOLOGY
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT-2004 1I9
BACKGROUND ON SPECIAL EDUCATION LAW 119 IDEIA-2004: PART B 122 LRE AND
COURT CASES 127
APPROPRIATE EDUCATION AND COURT CASES 129 IDDA-2004: PART C 130 SECTION
504 OF THE REHABILITATION ACT OF 1973 AND THE AMERICANS WITH
DISABILITIES ACT 131
OTHER IMPORTANT FEDERAL LEGISLATION 133 FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT 133 NO CHILD LIFT BEHIND 133 ETHICAL ISSUES 135
COMPETENCE 136 PROFESSIONAL RELATIONSHIPS 137 PRIVACY/CONFIDENTIALITY
138 PROFESSIONAL PRACTICE: INTERVENTION AND ASSESSMENT 138
RESEARCH 139 TRAINING AND SUPERVISION 139 ADVERTISING/MEDIA RELATIONS
140 RECORD KEEPING/FEES 140
ETHICAL DECISION MAKING 140 INTEGRATING ETHICAL PRINCIPLES AND THE LAW:
LIMITS TO CONFIDENTIALITY 141 CHILD ABUSE AND NEGLECT 141 DUTY TO
PROTECT 141
PRIVILEGED COMMUNICATION 142 CONCLUSIONS 142 DISCUSSION QUESTIONS AND
ACTIVITIES 143
118
7. FACILITATING CHANGE THROUGHDATA-DRIVEN PROBLEM SOLVING: 144 A MODEL
FORSCHOOLPSYCHOLOGY PRACTICE HISTORICAL DISCUSSION OFTRADITIONAL AND
ALTERNATIVE APPROACHES TO SCHOOL PSYCHOLOGY PRACTICE 145
HISTORICAL ROOTS OF TRADITIONAL AND ALTERNATIVE MODELS OF SCHOOL
PSYCHOLOGY 146 RATIONALE FOR ADOPTING A PROBLEM-SOLVING APPROACH 148
EVIDENCE THAT TRADITIONAL SYSTEMS HAVE MANY PROBLEMS 150 URGENCY OF THE
NEED FOR CHANGE 154
CONTINUED EVIDENCE SUPPORTIVE OF A PROBLEM-SOLVING APPROACH 155 A
CONTEXT FAR CHANGE: EBP AND RTI 157
IMAGE 4
XVIII
CONTENTS
OVERVIEW OF THE DATA-DRIVEN PROBLEM-SOLVING MODEL 158 STEP 1: WHAT IS
THE PROBLEM? (PROBLEM IDENTIFICATION AND VALIDATION) 160 STEP 2: WHY IS
IT OCCUMNG? (PROBLEM ANALYSIS) 161 STEP 3: WHAT SHOULD BE DONE ABOUT IT?
(INTERVENTION DEVELOPMENT
AND IMPLEMENTATION) 163 STEP 4: DID IT WORK? (INTERVENTION EVALUATION
AND FOLLOW-UP) 163 SUMMARY OF THE CRITICAL FEATURES OF A DATA-DRIVEN
PROBLEM-SOLVING MODEL 163 SYSTEMS TO SUPPORT SUSTAINED USE OF PROBLEM
SOLVING 164 A FOCUS ON PREVENTION 165
THE SCHOOL PSYCHOLOGIST S ROLE 167 DISCUSSION QUESTIONS AND ACTIVITIES
168
8. THESCHOOLPSYCHOLOGIST S ROLEINASSESSMENT: MODELS, METHODS, 169
ANDTRENDS INGATHERING, ORGANIZING, ANDANALYZING DATA ASSESSMENT
STANDARDS AND PSYCHOMETRIE PROPERTIES 170 ASSESSMENT STANDARDS 170
RELIABILITY 171 VALIDITY 171 INTELLECTUAL ASSESSMENT 172 ASSESSMENT OF
ACADEMIC SKILLS 176
STANDARDIZED, NORM-REFERENCED ACHIEVEMENT TESTS 177 CURRICULUM-BASED
ASSESSMENT/MEASUREMENT 178 BRIEF EXPERIMENTAL ANALYSIS 180 ASSESSMENT OF
SOCIAL-EMOTIONAL AND BEHAVIORAL FUNCTIONING 180
PROJECTIVE TECHNIQUES 181 BEHAVIOR RATING SCALES 182 INTERVIEWS 183
OBSERVATIONS 184
SELF-REPORT MEASURES 185 FUNCTIONAL BEHAVIORAL ASSESSMENT 185 DIAGNOSIS
AND CLASSIFICATION IN THE SCHOOLS 187 ASSESSMENT AS A PROBLEM-SOLVING
PROCESS 189
IDENTIFICATION OFTHE PROBLEM: THE REFERRAL AND CLARIFICATION 189
ANALYSIS OF THE PROBLEM: DEVELOPMENT OF HYPOTHESES AND COLLECTION OF
ASSESSMENT DATA 190 REVIEW OFDATA 191
INTERVENTION DEVELOPMENT 192 EVALUATION OF THE INTERVENTION 192 FINAL
THOUGHTS 192 DISCUSSION QUESTIONS AND ACTIVITIES 193
9. THESCHOOLPSYCHOLOGIST S ROLEINPREVENTION ANDINTERVENTION: 194
PART1.ACADEMIC SKILLS PREVENTION AND INTERVENTION AS PART OF A
DATA-DRIVEN PROBLEM-SOLVING PROCESS 195 FACTORS THAT INFLUENCE
DEVELOPMENT 198
RISK FACTORS 199 PROTECTIVE FACTORS 199 EVIDENCE-BASED INSTRUCTION AND
INTERVENTION STRATEGIES 200 LITERATURE ON EFFECTIVE INSTRUCTION 200
THE STUDENT (WHO IS BEING TAUGHT?) 201 THE CURRICULUM (WH AT TO TEACH)
203 EFFECTIVE INSTRUCTIONAL APPROACHES (HOWAND WHEN TO TEACH) 205
IMAGE 5
CONTENTS
PREVENTION AND INTERVENTION LITERATURE ON EFFECTIVE TEACHING 206
SLRALEGIES DESZGNED 10 JMPROVE ACADEMIC ENGAGEMENT, MOTIVATION,
SELFREGULATION, AND PROBLEM SOLVING 207 STRATEGIES DESIGNED TO IMPROVE
SKILL DEVELOPMENT, FLUENCY, AND RETENTION
OF INFORMATION 209 DATA-DRIVEN PROBLEM SOLVING ACROSS LEVELS OF
PREVENTION 211 CONCLUSIONS 212 DI.SC.USSI.ON QUESTI.ONS AND
AC.TI.VI.TI.ES 213
XIX
10. THESCHOOL PSYCHOLOGIST S RO/EIN PREVENTION ANDINTERVENTION: 214
PART2. MENTALHEALTH ANDSOCIAL-EMOTIONAL BEHAVIOR NOTED ADVANCEMENTS IN
THE FIELD 214 MENTAL HEALTH AND SOCIAL-EMOTIONAL NEEDS OF STUDENTS 216
PREVALENCE OF DISORDERS AND RANGE OF PROBLEMS IN SCHOOL-AGE POPULATIONS
216 LSSUES OF COMPLEXITY AND COMORBIDITY: NEED FOR EARLY DETECTION AND
INTERVENTION 218 ADDRESSING MENTAL HEALTH ISSUES FROM A PROBLEM-SOLVING
STANCE 219 ADAPTATION OF A PUBLIC HEALTH PREVENTION FRAMEWORK TO SCHOOLS
223 EVIDENCE-BASED PRACTICE MOVEMENT 224 PARENT MANAGEMENT TRAININGFOR
THE TREATMENT OF AGGRESSION
AND OPPOSITIONAL BEHAVIOR 227 CRT FOR THE TREATMENT OF 1NTERNALIZING
PROBLEMS 228 PSYCHOSTIMULANTS FOR THE TREATMENT OF ADHD SYMPTOMS 230
CONCLUDING COMMENTS REGARDING ERP 231 LINKING SUPPORTS AC ROSS SERVICE
DELIVERY SYSTEMS AND PROVIDERS 232 DATA-DRIVEN PROBLEM SOLVING ACROSS
LEVELS OF PREVENTION 232
CONCLUSIONS 234 DISCUSSION QUESTIONS AND ACTIVITIES 234
11. THESCHOOL PSYCHOLOGIST S ROLEINCOLLABORATION, CONSULTATION, 235
ANDFACILITATION OF SYSTEMS CHANGE CONSULTATION AND COLLABORATION 236 THE
SCHOOL CONTEXT: CHALLENGES FACING SCHOOLS 237
TECHNOLOGICAL ADVANCES AND CHANGING DYNAMICS OF THE WORKFORCE 237
CHANGES IN THE STUDENT DEMOGRAPHICS AND STUDENT NEEDS 237 INCREASED
DEMANDS FOR ERP AND ACCOUNTABILITY DESPITE DIMINISHING RESOURCES 238
CURRENT GLOBAL ECONOMIC CHALLENGES 238
CHANGE AS A UNIFYING FEATURE OF THE CHALLENGES FACING SCHOOL SYSTEMS 238
PROBLEM SOLVING, SYSTEMS CHANGE, AND SCHOOJ PSYCHOLOGY 239
SYSTEMS-CHANGE THEORY 240 LESSONS LEARNED FROM PAST SYSTEMIC REFORM
EFFORTS 244
PHASES OF THE SYSTEMS-CHANGE PROCESS 245 PHASE 1: CREATING READINESS 246
PHASE 2: INITIAL1MPLEMENTATION 247 PHASE 3: !NSTITUTIONALIZATION 248
PHASE 4: ONGOING EVOLUTION 248 THE ROJE OF THE SCHOOJ PSYCHOJOGIST 249
DISCUSSION QUESTIONS AND ACTIVITIES 250
12. THESCHOOL PSYCHOLOGIST S ROLEIN RESEARCH ANDEVALUATION
SCHOOJ PSYCHOLOGISTS AS CONSUMERS OF RESEARCH 252 TYPES OFFOURNAL
ARTICLES 252 EVALUATING RESEARCH 255
251
IMAGE 6
XX
CONTENTS
CONDUCTING APPLIED RESEARCH IN THE SCHOOLS 262 SINGLE-SUBJECT RESEARCH
263 PROGRAM EVALUATION 268 TARGETSLNEEDS ASSESSMENT 269
IDENTIFYING GOALS AND OBJECTIVES 269 PROGRAM ACTIVITIES 270 ASSESSING
PROCESS AND OUTCOMES 270 DATA-BASED DECISION MAKING 271
DISCUSSION QUESTIONS AND ACTIVITIES 273
13. MOVINGTHE FIELDFORWARD:MAPPINGTHE FUTUREOF SCHOOLPSYCHOLOGY
FROM WHERE WE WERE TO WHERE WE ARE: THE EVOLUTION OF SCHOOL PSYCHOLOGY
276 THE CHALLENGES OF PROGNOSTICATION: PREVIOUS ATTEMPTS TO PREDICT THE
FUTURE OF THE FIELD 278
SCHOOL PSYCHOLOGY IN THE 21ST CENTURY: OUR PREDICTIONS 280 MAPPING OUR
FUTURE: AVISION FAR SCHOOL PSYCHOLOGY 285 PRIORITY GOALS AND OUTCOMES
FROM THE 2002 FUTURES CONFERENCE 287 CONCLUDING COMMENTS: ANOTHER LOOK
AT THE TRIANGLE OF SUPPORT 287
DISCUSSION QUESTIONS AND ACTIVITIES 291
APPENDIX A. AMERICANPSYCHOLOGICALASSOCIATIONETHICALPRINCIPLES
01PSYCHOLOGISTSANDCODEOF CONDUCT(REVISED2010)
APPENDIX B. NATIONALASSOCIATIONOF SCHAOLPSYCHALAGISTSPRINCIPLES FOR
PROFESSIONALETHICS(REVISED2010)
REFERENCES
INDEX
275
293
317
341
369
|
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| spelling | Merrell, Kenneth W. Verfasser aut School psychology for the 21st century foundations and practices Kenneth W. Merrell, Ruth A. Ervin, Gretchen Gimpel Peacock 2. ed. New York [u.a.] Guilford Press 2012 XX, 380 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index School psychology United States Schulpsychologie (DE-588)4077212-3 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulpsychologie (DE-588)4077212-3 s DE-604 Ervin, Ruth A. Verfasser aut Peacock, Gretchen Gimpel Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024494930&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Merrell, Kenneth W. Ervin, Ruth A. Peacock, Gretchen Gimpel School psychology for the 21st century foundations and practices School psychology United States Schulpsychologie (DE-588)4077212-3 gnd |
| subject_GND | (DE-588)4077212-3 (DE-588)4078704-7 |
| title | School psychology for the 21st century foundations and practices |
| title_auth | School psychology for the 21st century foundations and practices |
| title_exact_search | School psychology for the 21st century foundations and practices |
| title_full | School psychology for the 21st century foundations and practices Kenneth W. Merrell, Ruth A. Ervin, Gretchen Gimpel Peacock |
| title_fullStr | School psychology for the 21st century foundations and practices Kenneth W. Merrell, Ruth A. Ervin, Gretchen Gimpel Peacock |
| title_full_unstemmed | School psychology for the 21st century foundations and practices Kenneth W. Merrell, Ruth A. Ervin, Gretchen Gimpel Peacock |
| title_short | School psychology for the 21st century |
| title_sort | school psychology for the 21st century foundations and practices |
| title_sub | foundations and practices |
| topic | School psychology United States Schulpsychologie (DE-588)4077212-3 gnd |
| topic_facet | School psychology United States Schulpsychologie USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024494930&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT merrellkennethw schoolpsychologyforthe21stcenturyfoundationsandpractices AT ervinrutha schoolpsychologyforthe21stcenturyfoundationsandpractices AT peacockgretchengimpel schoolpsychologyforthe21stcenturyfoundationsandpractices |