OXFORD UNIVERSITY PRESS

Introduction to School Psychology: Controversies and Current Practice

ISBN : 9780190619329

参考価格(税込): 
¥9,702
著者: 
Matthew K. Burns
関連カテゴリー
ページ
552 ページ
フォーマット
Paperback
サイズ
156 x 235 mm
刊行日
2019年07月
メール送信
印刷

There are currently 63 PhD programs in school psychology accredited by the American Psychological Association, and an additional 153 specialist-level programs approved by the National Association of School Psychologists. Each training program includes a required course that introduces first-year graduate students to the history, science, and practice school psychology.

Introduction to School Psychology presents the field of school psychology through a novel and innovative approach. The first half of this edited volume provides coverage of foundations and fundamentals of school psychology, while the second half illustrates historical and ongoing controversies in the field in order to promote students' deeper understanding of the profession. Such controversies include optimal preparatory training for entry-level school psychologists (PhD versus EdD); projective testing versus functional assessment of behavior; adherence to DSM criteria as opposed to those of IDEA; intervention methodologies; medication use in children; and more. The book concludes with several forward-looking chapters authored by school psychologists with varied perspectives of the field. All chapters feature additional resources and questions for review, conversation, and debate. Introduction to School Psychology is appropriate for students completing their first graduate course, but can be used as a foundational text for more advanced seminars.

目次: 

1. Introduction to School Psychology: Controversies and Current Practice
Matthew K. Burns
SECTION 1 - CURRENT PRACTICE
2. Laws, Rules, Regulations, and Ethical Standards that Affect Current Practice
Dawn M. Decker
3. Culturally Competent Practice
Scott L. Graves Jr.
4. Giving Expertise Away through School Consultation: A Framework for School Psychology
Daniel S. Newman and Julie Q. Morrison
SECTION 2 - PROFESSIONAL ASSOCIATIONS
5. APA Division 16 - School Psychology
James Diperna
6. The National Association of School Psychologists and Its Influence on the Field of School Psychology
Todd A. Savage and Leslie Z. Paige
7. Society for the Study of School Psychology
Stacy Overstreet, Elaine Clark, and Robert J. Volpe
8. Council for Exceptional Children
Antonis Katsiyannis, Robin P. Ennis, and Rebecca Leary
9. International School Psychology Association (ISPA)
Bonnie K. Nastasi
SECTION 3 - THEORETICAL FOUNDATIONS
10. Theory, Conceptual Frameworks, and Practice in School Psychology
Matthew K. Burns, Julia Baker, Victoria Erhardt, Elyse M. Farnsworth, Anna Genchanok, Elena Kwong, and Brittany VanHove
11. Prediction versus Control: Influences of Applied Behavior Analysis on School Psychology Practice
Brian K. Martens and Michael P. Mullane
12. Neuroscience for School Psychologists
J. W. Kalat
13. Influence of Cognitive Psychology on School Psychology
Sashank Varma, Allyson J. Kiss, and Robin S. Codding
14. Applications of Social Psychology Theory and Research to School Psychology Practice
Frederic J. Medway
15. Prevention Science: An Approach to Inform the Future of School Psychology
Keith C. Herman, Wendy M. Reinke, and Aaron M. Thompson
SECTION 4 - CONTROVERSIES THAT SHAPE PRACTICE
16. Idiographic vs. Nomothetic History: The First Debate in School Psychology
Dan Florell
17. Ph. D. vs. Ed. S.: The on-going entry-level credentialing debate
David M. Hulac
18. Current Practice: Schools vs. Alternative Settings
Jennifer A. Mautone, Genery D. Booster, and Tamique J. Ridgard
19. Integrating Diagnostic Systems in School Psychology: DSM-5, IDEA, and ICD-10
Steven R. Shaw and Mark-Damyan Edwards
20. Structural Analysis vs. Functional Analysis of Behavior
Stephen P. Kilgus and T. Chris Riley-Tillman
21. Differentiating Emotional Disturbance from Social Maladjustment: A Futile Search for a Red Herring
Frank M. Gresham, Rachel Olinger Steeves, and Sarah Metallo
22. The Identification of Learning Disabilities: PSW vs. RTI Methods
Jeremy Miciak and Jack M. Fletcher
23. Improving Student Behavior and Mental Health: School-based Therapies vs Functional Approaches to Behavior Intervention
Nicole Skaar
24. Arguments For and Against the Use of Psychotropic Medication within School-Aged Populations
John S. Carlson and Adrianna E. Crossing
25. Remediating Student Learning Problems: Aptitude-by-Treatment Interaction vs. Skill-by-Treatment Interaction
Randy G. Floyd and John H. Kranzler
Section 5 - CURRENT CONTEXT AND THE FUTURE OF THE FIELD
26. School Psychology in an Urban Setting
Anthony M. Adamowski
27. Challenges Unique to Rural School Psychology
Kari A. Oyen
28. Technology and the Future of School Psychology
Jack A. Cummings, Dan Florell, William Pfohl, and Susan Jarmuz-Smith
29. Futures Conferences
Samuel Y. Song, Jack Cummings, Patti Harrison, and Susan Jarmuz-Smith
30. Future Issues and Controversies that Will Shape School Psychology
Amanda M. VanDerHeyden, Amy M. Briesch, Shannon Suldo, Andrew Roach, Amanda Sullivan, Jessica A. Hoffman, S. Andrew Garbacz, Lisa M. Hagermoser Sanetti, and Robin S. Codding

著者について: 

Dr. Matthew K. Burns is a Professor of School Psychology at the University of Missouri, and Director of the Center for Collaborative Solutions for Kids, Practice, and Policy. He has published over 175 articles and book chapters in national publications, and has co-authored or co-edited 12 books. He is also the immediate Past Editor of School Psychology Review and Past Editor of Assessment for Effective Intervention. Dr. Burns is one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, and has published extensively on response to intervention, academic interventions, and facilitating problem-solving teams. In addition Dr. Burns was also a practicing school psychologist and special education administrator before becoming an academic, and served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years.

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