The Oxford Handbook of School Psychology. First Edition. Oxford Library of Psychology

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Sonst. Personen	Bray, Melissa A. (Hrsg.); Kehle, Thomas J. (Hrsg.)
Titel	The Oxford Handbook of School Psychology. First Edition. Oxford Library of Psychology
Quelle	(2011), (920 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-1953-6980-9
Schlagwörter	School Psychology; Problem Solving; Delivery Systems; Cognitive Ability; Community Services; Family Programs; Student Diversity; Educational Quality; Educational Legislation; Urban Schools; Intelligence; Research Methodology; Data Analysis; Neurosciences; Reading Difficulties; Functional Behavioral Assessment; Student Evaluation; Evaluation Methods; Classroom Environment; Behavior Problems; Learning Disabilities; Early Intervention; At Risk Persons; Children; Adolescents; Attention Deficit Hyperactivity Disorder; Interpersonal Competence; Violence; Well Being; Special Education; School Psychologists; Evidence Based Practice; Autism; Pervasive Developmental Disorders; Classroom Techniques; Response to Intervention; School Counseling; Positive Behavior Supports; Child Health; Diseases; Pharmacology; Drug Use; Ethics; Program Development; Program Evaluation; Information Technology; Interviews; Federal Legislation + Suchen Sie Ihr Suchwort? Schulpsychologie; Problemlösen; Auslieferung; Denkfähigkeit; Gemeindenahe Versorgung; Family program; Familienprogramm; Quality of education; Bildungsqualität; Bildungsrecht; Schulgesetz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Intelligenz; Klugheit; Research method; Forschungsmethode; Auswertung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Reading difficulty; Leseschwierigkeit; Schulnote; Studentische Bewertung; Klassenklima; Unterrichtsklima; Learning handicap; Lernbehinderung; Risikogruppe; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonale Kompetenz; Gewalt; Well-being; Wellness; Wohlbefinden; Special needs education; Sonderpädagogik; Sonderschulwesen; School psychologist; Psychologists; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Autismus; Klassenführung; School counselling; Pädagogische Beratung; Disease; Krankheit; Arzneikunde; Drug consumption; Substance abuse; Drogenkonsum; Ethik; Programmplanung; Programme evaluation; Programmevaluation; Informationstechnologie; Interviewing; Interviewtechnik; Bundesrecht
Abstract	With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. "The Oxford Handbook of School Psychology" synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents. Comprising chapters authored by the leading figures in school psychology, "The Oxford Handbook of School Psychology" focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include: (1) allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models; (2) service delivery designed to improve competencies of all students; (3) the relationship between general cognitive ability and important life outcomes; (4) the development of viable and enduring educational, family, and community systems to support students; (5) increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling; (6) outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system; (7) all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children; and (8) building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being. The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come. This book contains nine parts and 43 chapters. Part One, Introduction and Overview, contains: (1) Introduction: On Such a Full Sea and We Continue to Flounder (Thomas J. Kehle and Melissa A. Bray). Part Two, Historical and Contemporary Issues, contains: (2) The History of School Psychology: Understanding the Past to Not Repeat It (Rik Carl D'Amato, Christina Zafiris, Erica McConnell, and Raymond S. Dean); and (3) The Expanding Role of School Psychology (Carrie Ball, Eric Pierson, and David E. McIntosh). Part Three, Theoretical Perspectives, contains: (4) Individual Differences (Thomas J. Kehle and Melissa A. Bray); and (5) Theories of Intelligence (Michael K. Gardner). Part Four, Research Methodology and Data Analysis, contains: (6) Research Methodology for Decision-Making in School Psychology (Hariharan Swaminathan, H. Jane Rogers, and Rohini Sen); and (7) Data Analysis for Effective Decision Making (Hoi K. Suen, Pui-Wa Lei, and Hongli Li). Part Five, Assessment, contains: (8) Advances in Neuroscience and Reading Disabilities (Elaine Clark and Janiece L. Pompa); (9) Functional Assessment of Behavior (T. Steuart Watson, Mark W. Steege, and Tonya S. Watson); (10) Academic Assessment (Edward S. Shapiro, Jaime Benson, Nathan Clemens, and Karen L. Gischlar); (11) The Development and Model of Therapeutic Assessment with Children: Application to School-based Assessment (Deborah J. Tharinger, Lauren S. Krumholz, Cynthia Austin, and May Matson); (12) Assessment of Classroom Environments (Maribeth Gettinger, Clarissa Schienebeck, Stephanie Seigel, and Laura Vollmer); (13) Assessment of Externalizing Behavioral Deficits (Robert J. Volpe and Sandra M. Chafouleas); (14) Assessment of Internalizing Behavioral Deficits (Randy W. Kamphaus and Kristen L. Mays); and (15) Learning Disabilities: Assessment, Identification and Treatment (H. Lee Swanson). Part Six, Intervention, contains: (16) Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood (Cathryn Lehman, Jennifer L. Salaway, Stephen J. Bagnato, Robert M. Grom, and Barbara Willard); (17) Externalizing Disorders in Children and Adolescents: Behavioral Excess and Behavioral Deficits (William R. Jenson, Sarah Harward, and Julie M. Bowen); (18) Interventions for Students with Internalizing Behavioral Deficits (Barbara A. Gueldner and Kenneth W. Merrell); (19) Classroom Interventions for Attention and Hyperactivity (George J. DuPaul, Jocelyn R. Helwig, and Peter M. Slay); (20) Social Skills Assessment and Intervention (Richard J. Cowan); (21) Challenging Gifted and Talented Learners with a Continuum of Research-Based Interventions Strategies (Sally M. Reis and Joseph S. Renzulli); (22) Interventions to Address School Crises and Violence (Steven G. Little, Angeleque Akin-Little, and Natasha S. Medley); (23) Promoting Subjective Well-Being (Shannon M. Suldo, E. Scott Huebner, Jessica Michalowski, and Amanda Thalji); (24) Efficacy of Special Education (Kenneth A. Kavale and Lucinda S. Spaulding); (25) Academic Interventions: What School Psychologists Need to Know for Their Assessment and Problem Solving Consultation Roles (Virginia W. Berninger, Michel Fayol, and Nicole Alston-Abel); (26) Evidence-based Practice and Autism Spectrum Disorders (Susan M. Wilczynski, Laura Fisher, Leslie Sutro, Jennifer Bass, Dipti Mudgal, Victoria Zeiger, Lauren Christian, and Jesse Logue); (27) The ClassMaps Framework for Data-Based, Classwide Classroom Management (Beth Doll, Kristin Jones, Allison Champion, Allison Osborn, Sharon Zumbrunn, Alyssa Collaro, and Chelsie Guerrero); (28) Response to Intervention: Conceptual Foundations and Evidence-Based Practices (Frank M. Gresham); (29) Counseling in the Practice of School Psychology (Tony D. Crespi and Denise E. Laframboise); (30) Systems-Based Service Delivery in School Psychology (Susan G. Forman and Jeffrey S. Selman); (31) Positive Behavioral Supports (Lisa M. Hagermoser Sanetti and Brandi Simonsen); and (32) Problem Solving Consultation: Applications in Evidence-Based Prevention and Intervention (Caroline N. Racine Gilles, Thomas R. Kratochwill, Jacquelyn N. Felt, Clarissa Schienebeck, and Cara A. Vaccarello). Part Seven, Medical Problems, contains: (33) Pediatric Health-Related Disorders: Prevention and Early Intervention (LeAdelle Phelps); (34) Pediatric Psychopharmacology (Thomas Kubiszyn); and (35) Psychologically-Based Treatments for Children with Medical Problems (Laura B. Allen, Jennie C. I. Tsao, Caryn Freeman, and Lonnie K. Zeltzer). Part Eight, Professional Issues, contains: (36) The Influence of Legislation on the Practice of School Psychology (Angie Dahl, Kathryn E. Hoff, Gretchen Gimpel Peacock, and Ruth A. Ervin); (37) Ethical Considerations in the Practice of School Psychology (Kathleen M. McNamara); (38) Emerging Trends in the Preparation of School Psychologists for Practice (Rich Gilman, Kristen Missall, and Ryan Macks); (39) Program Planning and Evaluation (Laura M. Crothers, Lea A. Theodore, and Tammy L. Hughes); and (40) International Development of School Psychology (Bonnie Kaul Nastasi and Kris Varjas). Part Nine, Conclusions and Future Directions, contains: (41) Technology in the Practice of School Psychology: The Future is Past Tense (Jack A. Cummings); (42) The Clinical Interview in Mathematics Assessment and Intervention: The Case of Fractions (Zheng Zhou); and (43) Conclusion: Evolution of School Psychology (Tanya L. Eckert). (ERIC).
Anmerkungen	Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01