Overview

Full Product Details

Author:   Kenneth W. Merrell ,  Ruth A. Ervin ,  Gretchen Gimpel Peacock
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Dimensions:   Width: 18.10cm , Height: 3.10cm , Length: 26.00cm
Weight:   0.822kg
ISBN:  

9781593852504

ISBN 10:   1593852509
Pages:   384
Publication Date:   02 March 2006
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Replaced By:   9781609187521
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   Out of stock  

Table of Contents

Introduction to the Field of School Psychology. The Historical Context of School Psychology. The Changing Face of School Psychology: Responding Effectively to Cultural and Linguistic Diversity. Becoming a School Psychologist: Training and Credentialing Issues. Working as a School Psychologist: Employment Trends, Opportunities, and Challenges. Legal and Ethical Issues in School Psychology. Facilitating Change through Data-driven Problem Solving: A Model for School Psychology Practice. The School Psychologist's Role in Assessment: Models, Methods, and Trends in Gathering, Organizing, and Analyzing Data. The School Psychologist's Role in Prevention and Intervention: Part I: Academic Skills. The School Psychologist's Role in Prevention and Intervention. Part II: Mental Health and Social - emotional Behavior. The School Psychologist’s Role in Facilitating Systems Change. The School Psychologist's Role in Research and Evaluation. Moving the Field Forward: Mapping the Future of School Psychology. Appendix A: The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct. Appendix B: National Association of School Psychologists Professional Conduct Manual.

Reviews

'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 '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

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 <br> 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 <br> 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 schoolpsychologists 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 <br> 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<br> 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 thetext 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

'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, USA '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, USA '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, USA '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.... 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, USA '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 '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

'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, USA '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, USA '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, USA '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.... 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, USA '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 '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

Author Information

Kenneth W. Merrell, PhD, School Psychology Program, University of Oregon, Eugene, OR Ruth A. Ervin, PhD, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Canada Gretchen A. Gimpel, PhD, Department of Psychology, Utah State University, Logan, UT

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions