The Cambridge Handbook of Applied School Psychology Worrell Hughes Dixson

The Cambridge Handbook of Applied School Psychology

Learn to be the best practitioner you can be by reading how interdisciplinary research translates into school-based best practice.

Frank C. Worrell (Edited by), Tammy L. Hughes (Edited by), Dante D. Dixson (Edited by)

9781108401258, Cambridge University Press

Paperback, published 17 September 2020

600 pages
25.5 x 17.8 x 4 cm, 1.3 kg

'The editors have crafted a timely challenge for school psychology – that of bringing the scholarship into schools that informs the work to maximize every child's academic, behavioral, emotional, and social potential. They support this challenge by pulling from a diverse group of scholars including many who are familiar to school psychologists and others from less familiar domains of research.' Beth Doll, Professor of Educational Psychology, University of Nebraska

Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents.

1. Broadening the focus of school psychology practice Frank C. Worrell, Tammy L. Hughes and Dante D. DixsonPart I. Individual-Level Academic Interventions: 2. Enhancing reading motivation in schools Jamie Zibulsky and Lily Schwartz3. Addressing won't do issues in mathematics Christopher H. Skinner, Shelby Wright and Elizabeth McCallum4. Learning disabilities in mathematics Amanda McKerracher5. Executive function and school performance Cynthia A. Riccio and Maria J. CastroPart II. Teacher and System-Level Interventions: 6. School-based interventions Nicholas Gelbar and Lea A. Theodore7. Helping teachers use progress monitoring for decision making Matthew K. Burns, Lisa Aguilar and Crystal Taylor8. Working with teachers on Tier 1 Linda Reddy and Adam Lekwa9. The academic support index: a tool for understanding student data David StevensPart III. Interventions from Educational and Social/Personality Psychology: 10. Belonging in schools Amanda D. Perez, Randy T. Lee and Rodolfo Mendoza-Denton11. Cross-race/cross-ethnic friendships in school Sandra Graham and Kara Kogachi12. Self-regulated learning in school contexts Timothy J. Cleary, Gregory L. Callan and Erica R. Pawlo13. School environments that facilitate delay of gratification Hefer Bembenutty14. The role of hope in school settings Dante D. Dixson15. School settings that facilitate high teacher expectations Christine Rubie-Davies and Annaline Flint16. Parental autonomy and relatedness support John Mark Froiland17. Preventing and minimizing stereotype threat in school settings Jennifer Randall Crosby18. How implicit gender bias impacts academic engagement Antonya Marie Gonzalez, Hee Jae Julie Oh and Andrew Scott BaronPart IV. Behavioral and Social Emotional Interventions: 19. Internalizing problems and disorders of childhood Randy W. Kamphaus, Emily Walden and Dianna Carrizales-Englemann20. Adolescent suicidal behavior in schools: what to know and what to do James J. Mazza and David N. Miller21. Emotional disturbance vs social maladjustment Tammy L. Hughes, Michael Tansy and Elizabeth A. Pask22. When conduct problems become illegal acts: helping individuals with autism Elizabeth A. Pask and Tammy L. Hughes23. Effective bullying prevention and intervention strategies for school professionals Susan M. Swearer, Allen Garcia, Ana M. Damme, Shir Palmon, Nicholas Asay and Mario Scalora24. Prevention and intervention to close discipline gaps in schools Anne Gregory and Russell Skiba25. Social emotional learning in schools James C. DiPerna, Jennifer R. Frey and Susan C. HartPart V. Health and Pediatric Interventions: 26. Impairments related to medical conditions David L. Wodrich27. Psychological considerations for asthma Melissa Bray, Melissa Root, Meiko Howell and Evelyn Bilias28. Substance usage Sheila Yu and Steve Sussman29. Coordinating services with non-school providers Maria E. Golden and George J. DuPaulPart VI. Family Connections and Life Transitions: 30. Parent-teacher relationships Kathleen M. Minke and Jordana S. Woodford31. Facilitating the transition to college Judith Kaufman and Camilla Overup32. Transition from school to work Ara Schmitt, Jamie Yabrough and Jenna HennesseyPart VII. Special Populations: 33. School psychologists in early childhood settings Vincent C. Alfonso, Susan Ruby, Addy M. Wissel and Jaleh Davari34. Serving gifted and talented students Paula Olszewski-Kubilius, Frank C. Worrell and Rena F. Subotnik35. How best to serve court-involved youth in schools James R. Andretta36. School-based interventions for refugee children and adolescents Zuhra Teja and Frank C. WorrellPart VIII. Conclusion: 37. School psychology in the 21st century Frank C. Worrell, Dante D. Dixson and Tammy HughesIndex.

Subject Areas: Popular psychology [VSP], Education: care & counselling of students [JNH], Educational psychology [JNC]