Theories of School Psychology

Theories of School Psychology: Critical Perspectives describes the theories, frameworks, and conceptual models that underlie the science and practice of school psychology.

Autorentext

Kristy K. Kelly is Associate Clinical Professor of Educational Psychology at the University of WisconsinMadison, USA.

S. Andrew Garbacz is Associate Professor of Educational Psychology at the University of WisconsinMadison, USA.

Craig A. Albers is Associate Professor of Educational Psychology at the University of WisconsinMadison, USA.

Klappentext

Theories of School Psychology: Critical Perspectives describes the theories, frameworks, and conceptual models that underlie the science and practice of school psychology. Chapters provide an orientation to theories, frameworks, and conceptual models that address core school psychology domains along with application to common student, school, and system issues prevalent in the field. Promoting a deeper study of the fundamental processes and approaches in school psychology, this book advances the embedding of theories, frameworks, and models into the design and delivery of educational and psychological services for children, youth, families, and schools. Case vignettes, empirical evidence, and a broad emphasis on prevention and implementation science provide students and trainers with important information for problem-solving in research and in the field.

Inhalt

1. Theoretical Foundations of School Psychology Research and Practice 2. Theoretical Foundations of Diversity in School Psychology 3. Theories of Prevention Science 4. Theories of Child Development 5. Theories of Social, Emotional, and Behavioral Development 6. Theories of Behavior Change 7. Theories in Health Behavior for Children 8. Theories of Crisis and Trauma 9. Theories of Learning and Instruction 10. Theories of Reading, Writing, and Mathematics 11. Systems Theory and Systems Change 12. Theories and Frameworks that Underlie Family-School Partnerships 13. Using Theory to Understand, Guide, and Address Multifaceted Issues in School Psychological Practice