Rosemary Flanagan - Böcker

Although "School Psychology" first became recognized as a specialty in professional psychology by CRSPPP in 1998, this area of psychology can be traced back to the late 19th century, where it can be thought to have developed alongside "Clinical Psychology" due to the types of cases seen in Lightner Witmer's Psychological Clinic that opened in 1896. Over the years, this psychology specialty has become to encompass the science and practice of psychology with regard to a wide range of "learners," including children, youth, and families, as it impacts the schooling or educational process. In this volume, Drs. Flanagan and Miller provide a comprehensive overview of the foundational and functional competencies related to the specialty of school psychology. As the U.S. attempts to reclaim its stature as a leader in education, school psychologists are likely to play a crucial role across multiple tasks and levels. As such, the reader interested in school psychology will find this volume very "educational."Series in Specialty Competencies in Professional PsychologySeries EditorsArthur M. Nezu and Christine Maguth NezuAs the field of psychology continues to grow and new specialty areas emerge and achieve recognition, it has become increasingly important to define the standards of professional specialty practice. Developed and conceived in response to this need for practical guidelines, this series presents methods, strategies, and techniques for conducting day-to-day practice in any given psychology specialty. The topical volumes address best practices across the functional and foundational competencies that characterize the various psychology specialties, including clinical psychology, cognitive and behavioral psychology, school psychology, geropsychology, forensic psychology, clinical neuropsychology, couples and family psychology, and more. Functional competencies include common practice activities like assessment and intervention, while foundational competencies represent core knowledge areas such as ethical and legal issues, cultural diversity, and professional identification. In addition to describing these competencies, each volume provides a definition, description, and development timeline of a particular specialty, including its essential and characteristic pattern of activities, as well as its distinctive and unique features. Written by recognized experts in their respective fields, volumes are comprehensive, up-to-date, and accessible. These volumes offer invaluable guidance to not only practicing mental health professionals, but those training for specialty practice as well.

This book offers a new framework for providing psychological services in schools at the individual, group, and systemic levels. It examines a variety of disorders common to school children, including anxiety, depression, ADHD, and conduct disorder, and outlines treatment options from evidence-based cognitive and cognitive-behavioral methods. The accessible real-world guidelines enable readers to design, implement, and evaluate interventions relevant to diverse student needs. Ethical, competency, and training concerns facing school practitioners in the new therapeutic environment are reviewed as well.Featured areas of coverage include:Behavioral assessment in school settings.PTSD and secondary trauma in children and adolescents.Transdiagnostic behavioral therapy for anxiety and depression in school.CBT for children with autism spectrum and other developmental disorders.Implementation, technological, and professional issues.The Practitioner's Toolkit: evidence-based cognitive and behavioral interventions.Cognitive and Behavioral Interventions in the Schools is an essential resource for professionals and scientist-practitioners in child and school psychology, social work, behavioral therapy, psychotherapy and counseling, and educational psychology.

This book offers a new framework for providing psychological services in schools at the individual, group, and systemic levels. It examines a variety of disorders common to school children, including anxiety, depression, ADHD, and conduct disorder, and outlines treatment options from evidence-based cognitive and cognitive-behavioral methods. The accessible real-world guidelines enable readers to design, implement, and evaluate interventions relevant to diverse student needs. Ethical, competency, and training concerns facing school practitioners in the new therapeutic environment are reviewed as well.Featured areas of coverage include:Behavioral assessment in school settings.PTSD and secondary trauma in children and adolescents.Transdiagnostic behavioral therapy for anxiety and depression in school.CBT for children with autism spectrum and other developmental disorders.Implementation, technological, and professional issues.The Practitioner's Toolkit: evidence-based cognitive and behavioral interventions.Cognitive and Behavioral Interventions in the Schools is an essential resource for professionals and scientist-practitioners in child and school psychology, social work, behavioral therapy, psychotherapy and counseling, and educational psychology.

The book examines the preparation and presentation of psychological data reports for various stakeholders (e.g., teachers, parents, caregivers). It details strategies for clear and effective prose and visuals that reach beyond the narrative and emphasize data integration. Chapters are organized around specific themes contained in the overall report and its sections (e.g., cognitive, achievement, social/emotional/personality) as well as the process of data reporting, its description, and eventual communication to consumers.The volume addresses the rationale for and considerations important to carrying out this mission, including reporting and explaining data obtained from English language learners (ELLs). It provides examples of sample data sets, detailing how to apply and illustrate these principles and reflect contemporary data interpretation. In addition, the book provides checklists as well as appendices, and tables that should be considered when preparing reports. The book discusses the processes and mechanics of integrating data within and across sections of reports, thereby providing alternatives to strictly boilerplate reports as well as practical recommendations that can be readily implemented to benefit students.Key areas of coverage include: Preparing psychological reports for all stakeholders.Data presentations for lay audiences.Contemporary data reporting not driven by a boilerplate.Illustrations of data integration and customized prose.Generating intervention recommendations for students using descriptive data.Tailoring the writing process to create defensible reports for school, clinical, and neuropsychological referrals. This volume is an essential resource for researchers, professors, graduate students as well as clinicians, therapists, and other professionals in developmental, clinical child and school psychology, educational assessment, testing, and evaluation, social work, public health and all interrelated disciplines.