Handbook of Education, Training, and Supervision of School Psychologists in School and Community, Volume I: Foundations of Professional Practice

by Vazquez; Enedina

• ISBN13: 9780415962605
• ISBN10: 0415962609
• eBook ISBN(s): 9781135895808
• Edition: 1st
• Format: Hardcover
• Copyright: 2009-11-18
• Publisher: Routledge

Summary

Published with the sponsorship of the Trainers of School Psychologists, this two-volume handbook examines the essential tenets of the school psychology profession, critically reviews training and practice issues, and evaluates how the traditional and changing skills and issues translate into meeting the needs of children and the systems that serve them.

Author Biography

Enedina Garca-Vzquez, Phd, is Associate Dean of University and Academic Affairs and Deputy Director of the Physical Science Laboratory at New Mexico State University. She serves as the chair of the NASP Program Approval Board. Tony D. Crespi, EdD, ABPP, is Professor of Psychology at the University of Hartford and a Past President of Trainers of School Psychologists. Cynthia A. Riccio, PhD, in Professor and Director of Training for the School Psychology Program at Texas AM University.

Table of Contents

Volume II Contents	p. xi
Editors	p. xii
Contributors	p. xv
Introduction	p. xxvii
Contemporary school psychology training: The university	p. 1
School psychology as a profession: Introduction and overview	p. 3
Putting school psychology training into historical perspective: What's new? What's old?	p. 13
Creating a school psychology training program: The horse that became a camel, or what tail wags the dog?	p. 33
What is so special about the specialist degree?	p. 49
Combined-integrated training: An alternative to traditional school psychology training models	p. 63
Foundations of training	p. 83
How much theory do we teach?	p. 85
Teaching ethical and legal issues	p. 109
Multiculturalism and diversity: Implications for the training of school psychologists	p. 129
Preparing students for leadership roles	p. 149
Training for assessment and evidence-based practice	p. 165
Culture and psychoeducational assessment: Cognition and achievement	p. 167
The importance of personality assessment in school psychology training programs	p. 185
Neuropsychology in school psychology	p. 213
Training for intervention: Systems, settings, and special populations	p. 233
School-based mental health: Training school psychologists for comprehensive service delivery	p. 235
Educating consultants for practice in the schools	p. 259
Adolescent incarceration and children's psychiatric hospitalization: Training school psychologists for nontraditional settings	p. 279
A framework for working with emotional and behavioral disorders: Considerations for trainers	p. 295
Training for work with special populations: Children with chronic illness	p. 311
School psychology training: Rooted in the past, practicing in the present, and contemplating the future: Summary and conclusions	p. 321
Into the future: New directions for education and training	p. 323
Index	p. 331
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