0203893506

0415962609

1135895783

1135895813

1282344226

6612344229

9780203893500

9780415962605

9781135895785

9781135895815

9781282344228

9786612344220

Front Cover ; Handbook of Education, Training, and Supervision of School Psychologists in School and Community, Volume I; Copyright Page ; Contents; Volume II Contents; Editors; Contributors; Introduction; Part I: Contemporary school psychology training: The university; 1. School psychology as a profession: Introduction and overview: Cynthia A. Riccio, Enedina García-Vázquez, and Tony D. Crespi ; 2. Putting school psychology training into historical perspective: What's new? What's old?: Thomas K. Fagan

12. Neuropsychology in school psychology: Catherine A. Fiorello, James B. Hale, Scott L. Decker, and Schehera Coleman Part IV: Training for intervention: Systems, settings, and special populations ; 13. School-based mental health: Training school psychologists for comprehensive service delivery: Rosemary B. Mennuti and Ray W. Christner ; 14. Educating consultants for practice in the schools: Sylvia Rosenfield, Mary Levinsohn-Klyap, and Katurah Cramer

15. Adolescent incarceration and children's psychiatric hospitalization: Training school psychologists for nontraditional settings: Tony D. Crespi and Jeffrey R. Lovelace 16. A framework for working with emotional and behavioral disorders: Considerations for trainers: Anita Sohn Mccormick and Constance J. Fournier ; 17. Training for work with special populations: Children with chronic illness: Leadelle Phelps ; Part V: School psychology training: Rooted in the past, practicing in the present, and contemplating the future: Summary and conclusions

3. Creating a school psychology training program: The horse that became a camel, or what tail wags the dog?: Judith Kaufman 4. What is so special about the specialist degree?: Daniel C. Miller, Kathy Deornellas, and Denise Maricle ; 5. Combined-integrated training: An alternative to traditional school psychology training models: Abraham Givner ; Part II: Foundations of training; 6. How much theory do we teach?: Bonnie Kaul Nastasi ; 7. Teaching ethical and legal issues: Barbara Bole Williams, Amanda Sinko, and Frank J. Epifanio

8. Multiculturalism and diversity: Implications for the training of school psychologists: Elsa Arroyos-Jurado, Ivelisse Torres Fernández, and Rachel L. Navarro 9. Preparing students for leadership roles: Clare N. Lowell, Robert J. Rimmer, and Roger D. Zeeman; Part III: Training for assessment and evidence-based practice; 10. Culture and psychoeducational assessment: Cognition and achievement: Yuma I. Tomes ; 11. The importance of personality assessment in school psychology training programs: Tammy L. Hughes, Kara E. Mcgoey, and Patrick Owen

School psychologists > In-service training > Handbooks, manuals, etc.

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