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School Psychology for the 21st Century Foundations and Practices

by: Merrell, Kenneth W.; Ervin, Ruth A.; Gimpel Peacock, Gretchen

School Psychology for the 21st Century Foundations and Practices

by: Merrell, Kenneth W.; Ervin, Ruth A.; Gimpel Peacock, Gretchen

ISBN 13:
9781593852504
ISBN 10:
1593852509
Edition: 1st
Format: Hardcover
Copyright: 01/18/2006
Publisher: The Guilford Press
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Summary

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.

Introduction to the Field of School Psychology

(20)

Defining School Psychology

(2)

Previous Definitions

(1)

Current Definitions

(1)

Characteristics of School Psychologists

(2)

Being There: Six Vignettes

(8)

Expanding the Role

(2)

Surviving the Assessment Marathon

(1)

Systems-Level Intervention and Leadership

(1)

Let the Data Be Your Guide

(1)

Behavioral School Psychologist in a Nontraditional Setting

(1)

University Professor and Trainer

(2)

Tying It Together

(1)

How Does One Become a School Psychologist?

(2)

Differentiating School Psychology from Related Professions

(2)

Related Fields in Psychology

(1)

Related Fields in Education

(1)

Using This Book: A Vision for School Psychology

(3)

Discussion Questions and Activities

(1)

The Historical Context of School Psychology

(21)

Philosophical, Intellectual, and Social--Cultural Foundations

(3)

Classical Greek Influences

(1)

Modern European Influences

(1)

The Emergence of Psychology

(1)

Developments in American Education

(4)

Colonial Foundations

(1)

19th-Century Steps

(1)

20th-Century Developments, Persistent Issues

(2)

Beginnings of School Psychology

(1)

Development and Professionalization of the Field

(2)

Recent History of School Psychology

(3)

Public Law 94-142/Individuals with Disabilities Education Act

(2)

Training Standards and Credentialing

(1)

Growth through Tension and Opposition

(4)

Two Cultures of Psychology

(2)

NASP and APA

(2)

Leaving Adolescence: Toward the Maturation of the Field

(2)

Discussion Questions and Activities

(1)

The Changing Face of School Psychology: Responding Effectively to Cultural and Linguistic Diversity

(19)

Elsa Arroyos-Jurado

Demographic Trends: The Changing Linguistic, Ethnic, and Cultural Landscape

(1)

Beyond Stereotypes: Within-Group and between-Group Differences

(2)

Stereotypes

(1)

Within- and between-Group Differences

(1)

Ethnic Minority Underrepresentation among the Ranks of School Psychologists: A Major Challenge for the Field

(2)

Key Concepts and Issues in Cultural and Linguistic Diversity

(4)

Acculturation

(1)

Worldview

(1)

Identity

(2)

Models for Best Practice in School Psychology Service Delivery

(6)

Assessment

(3)

Consultation

(1)

School Psychology and the Overrepresentation of Minority Students in Special Education Programs

(2)

Data-Driven Problem Solving: An Approach for Supporting All Students

(2)

Discussion Questions and Activities

(1)

Becoming a School Psychologist: Training and Credentialing Issues

(33)

Becoming a School Psychologist

(2)

School Psychology Training Programs, Students, Faculty

(21)

School Psychology Training Programs

(15)

Characteristics of Faculty and Students

(6)

Practicum and Internship Training

(3)

Practicum Training in School Psychology

(1)

Internship Training in School Psychology

(2)

Credentialing in School Psychology: Certification and Licensure

(5)

State Department of Education Certification/Licensure

(1)

Nationally Certified School Psychologist Credential

(1)

State Board of Examiners in Psychology License

(1)

Specialty Credentialing

(1)

Continuing Professional Development

(1)

Discussion Questions and Activities

(1)

Working as a School Psychologist: Employment Trends, Opportunities, and Challenges

(19)

Obtaining a Job as a School Psychologist

(2)

Obtaining a Job in a Non-School Setting

(2)

University Settings

(1)

Clinical Settings

(1)

The Work Setting

(3)

School Psychologists in Nontraditional Settings

100

(1)

Salaries and Time Spent Working

101

(1)

The Role and Function of School Psychologists

102

(3)

Assessment

103

(1)

Consultation

104

(1)

Intervention

104

(1)

Conflict between Ideal and Actual Role

105

(2)

Demographic Characteristics of School Psychologists

107

(2)

Gender

107

(1)

Age

108

(1)

Ethnicity

109

(1)

Educational Level

109

(1)

Job Supply and Demand

109

(2)

Discussion Questions and Activities

111

(2)

Legal and Ethical Issues in School Psychology

113

(26)

Individuals with Disabilities Education Act

114

(12)

Background on Special Education Law

114

(3)

IDEA-97: Part B

117

(5)

LRE and Court Cases

122

(1)

Appropriate Education and Court Cases

123

(1)

IDEA-97: Part C

124

(1)

2004 Reauthorization of IDEA

125

(1)

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act

126

(2)

Other Important Federal Legislation

128

(1)

Family Educational Rights and Privacy Act

128

(1)

No Child Left Behind

128

(1)

Ethical Issues

129

(7)

Competence

131

(1)

Professional Relationships

131

(1)

Privacy/Confidentiality

132

(1)

Professional Practice: Intervention and Assessment

132

(1)

Research

133

(1)

Training and Supervision

134

(1)

Advertising/Media Relations

135

(1)

Record Keeping/Fees

135

(1)

Ethical Decision Making

135

(1)

Integrating Ethical Principles and the Law: Limits to Confidentiality

136

(1)

Child Abuse and Neglect

136

(1)

Duty to Protect

136

(1)

Privileged Communication

137

(1)

Conclusions

137

(1)

Discussion Questions and Activities

138

(1)

Facilitating Change Through Data-Driven Problem Solving: A Model for School Psychology Practice

139

(22)

Traditional and Alternative Models of School Psychology

140

(3)

Historical Roots of Traditional and Alternative Models of School Psychology

140

(3)

Rationale for Adopting a Problem-Solving Approach

143

(6)

Evidence That Current Systems Are Not Working

144

(2)

Urgency of the Need for Change in Current Practices

146

(1)

Growing Evidence Supportive of an Alternative (Problem-Solving) Approach

147

(2)

Overview of the Data-Driven Problem-Solving Model

149

(10)

Step 1: What Is the Problem? (Problem Identification and Validation)

151

(2)

Step 2: Why Is It Occurring? (Problem Analysis)

153

(1)

Step 3: What Should Be Done about It? (Intervention Development and Implementation)

154

(1)

Step 4: Did It Work? (Intervention Evaluation and Follow-Up)

154

(1)

Summary of the Critical Features of a Data-Driven Problem-Solving Model

155

(1)

Systems to Support Sustained Use of Problem Solving

155

(1)

A Focus on Prevention

156

(3)

The School Psychologist's Role

159

(1)

Discussion Questions and Activities

159

(2)

The School Psychologist's Role in Assessment: Models, Methods, and Trends in Gathering, Organizing, and Analyzing Data

161

(25)

Assessment Standards and Psychometric Properties

162

(2)

Assessment Standards

162

(1)

Reliability

163

(1)

Validity

163

(1)

Intellectual Assessment

164

(4)

Assessment of Academic Skills

168

(4)

Standardized, Norm-Referenced Achievement Tests

169

(1)

Curriculum-Based Assessment/Measurement

170

(2)

Functional Assessment

172

(1)

Assessment of Social-Emotional and Behavioral Functioning

172

(7)

Projective Techniques

173

(1)

Behavior Rating Scales

174

(1)

Interviews

175

(1)

Observations

176

(1)

Self-Report Measures

177

(1)

Functional Behavioral Assessment

177

(2)

Diagnosis and Classification in the Schools

179

(2)

Assessment as a Problem-Solving Process

181

(3)

Identification of the Problem: The Referral and Clarification

181

(1)

Analysis of the Problem: Development of Hypotheses and Collection of Assessment Data

182

(1)

Review of Data

183

(1)

Intervention Development

184

(1)

Evaluation of the Intervention

184

(1)

Final Thoughts

184

(1)

Discussion Questions and Activities

185

(1)

The School Psychologist's Role in Prevention and Intervention: Part 1. Academic Skills

186

(20)

Prevention and Intervention as Part of a Data-Driven Problem-Solving Process

187

(3)

Factors That Influence Development

190

(2)

Risk Factors

190

(1)

Protective Factors

191

(1)

Evidence-Based Instruction and Intervention Strategies

192

(5)

Literature on Effective Instruction

192

(1)

The Student (Who Is Being Taught?)

193

(2)

The Curriculum (What to Teach)

195

(1)

Effective Instructional Approaches (How and When to Teach)

196

(1)

Prevention and Intervention Literature on Effective Teaching

197

(5)

Strategies Designed to Improve Academic Engagement, Motivation, Self-Regulation, and Problem Solving

198

(2)

Strategies Designed to Improve Skill Development, Fluency, and Retention of Information

200

(2)

Data-Driven Problem Solving across Levels of Prevention

202

(2)

Conclusions

204

(1)

Discussion Questions and Activities

204

(2)

The School Psychologist's Role in Prevention and Intervention: Part 2. Mental Health and Social-Emotional Behavior

206

(20)

Mental Health and Social-Emotional Needs of Students

207

(3)

Prevalence of Disorders and Range of Problems in School-Age Populations

207

(2)

Issues of Complexity and Comorbidity: Need for Early Detection and Intervention

209

(1)

Addressing Mental Health Issues from a Problem-Solving Stance

210

(4)

Adaptation of a Public Health Prevention Framework to Schools

214

(1)

Evidence-Based Practice Movement

215

(7)

Parent Management Training for the Treatment of Aggression and Oppositional Behavior

217

(1)

Cognitive-Behavioral Therapy for the Treatment of Internalizing Problems

218

(2)

Psychostimulants for the Treatment of ADHD Symptoms

220

(1)

Concluding Comments Regarding EBPs

221

(1)

Linking Supports across Service Delivery Systems and Providers

222

(1)

Data-Driven Problem Solving across Levels of Prevention

222

(2)

Conclusions

224

(1)

Discussion Questions and Activities

224

(2)

The School Psychologist's Role in Facilitating Systems Change

226

(14)

The School Context: Challenges Facing Schools

226

(2)

Technological Advances and Changing Dynamics of the Workforce

227

(1)

Changes in the Student Demographics and Student Needs

227

(1)

Increased Demands for EBPs and Accountability Despite Diminishing Resources

227

(1)

Change as a Unifying Feature of the Challenges Facing School Systems

228

(1)

Problem Solving, Systems Change, and School Psychology

228

(1)

Systems-Change Theory

229

(4)

Lessons Learned from Past Systemic Reform Efforts

233

(1)

Phases of the Systems-Change Process

234

(4)

Phase 1: Creating Readiness

235

(1)

Phase 2: Initial Implementation

236

(1)

Phase 3: Institutionalization

237

(1)

Phase 4: Ongoing Evolution

237

(1)

The Role of the School Psychologist

238

(1)

Discussion Questions and Activities

239

(1)

The School Psychologist's Role in Research and Evaluation

240

(24)

School Psychologists as Consumers of Research

241

(10)

Types of Journal Articles

241

(1)

Evaluating Research

241

(10)

Conducting Applied Research in the Schools

251

(6)

Single-Subject Research

252

(5)

Program Evaluation

257

(3)

Program Conceptualization and Design

258

(1)

Monitoring and Accountability

258

(1)

Assessing Program Utility

259

(1)

Data-Based Decision Making

260

(2)

Discussion Questions and Activities

262

(2)

Moving the Field Forward: Mapping the Future of School Psychology

264

(17)

From Where We Were to Where We Are: The Evolution of School Psychology

265

(2)

The Challenges of Prognostication: Previous Attempts to Predict the Future of the Field

267

(2)

School Psychology in the 21st Century: Our Predictions

269

(4)

Mapping Our Future: A Vision for School Psychology

273

(6)

Priority Goals and Outcomes from the 2002 Futures Conference

275

(1)

Concluding Comments: Another Look at the ``Triangle of Support''

275

(4)

Discussion Questions and Activities

279

(2)

Appendix A. The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct (Revised 2002)

281

(28)

Appendix B. National Association of School Psychologists Professional Conduct Manual

309

(30)

References

339

(20)

Index

359

Amazon no longer offers textbook rentals. We do!

School Psychology for the 21st Century Foundations and Practices

School Psychology for the 21st Century Foundations and Practices

9781593852504

1593852509

Summary

Author Biography

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

School Psychology for the 21st Century Foundations and Practices

School Psychology for the 21st Century Foundations and Practices

9781593852504

1593852509

Summary

Author Biography

Table of Contents

Supplemental Materials

Write a Review

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