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For school psychologists and graduate students, this handbook outlines evidence-based strategies for working with children with academic and behavioral problems. Peacock (psychology, Utah State U.) et al. assemble 34 chapters on all aspects of problem solving-based school psychology practice, with description of how to implement a problem-solving model in elementary and secondary settings. Specific chapters address reading, writing, and math problems; assessment and analysis of skills and abilities; self-management and cognitive-behavioral interventions; peer and family support; medication use; promoting social competence and resilience; homework problems; parent training; working with severe challenging and violent behavior; and diversity, among other issues. The book can be used with the authors' overview text, School Psychology for the 21st Century (2006). Contributors are from North America, New Zealand, and Singapore, and work in psychology, education, and other fields. Annotation c2010 Book News, Inc., Portland, OR (booknews.com)
作者簡介
Gretchen Gimpel Peacock, PhD, is Professor of Psychology at Utah State University, where she has coordinated the specialist-level program in school psychology and is on the program faculty of the Combined Psychology (School/Clinical/Counseling) PhD program. Dr. Gimpel Peacock's publications and professional presentations focus on child behavior problems and family issues as related to child behaviors, as well as professional issues in school psychology.
Ruth A. Ervin, PhD, is Associate Professor at the University of British Columbia. Dr. Ervin's research addresses the research-to-practice needs of local school districts and promotes a preventative and problem-solving approach to addressing the academic and emotional-behavioral needs of children and adolescents.
Edward J. Daly III, PhD, is Professor of Educational (School) Psychology at the University of Nebraska-Lincoln. Dr. Daly's research and publications are in the areas of developing functional assessment methods for reading problems and the measurement and evaluation of academic and behavioral interventions.
Kenneth W. Merrell, PhD, until his death in 2011, was Professor of School Psychology and Director of the Oregon Resiliency Project at the University of Oregon. For 25 years, Dr. Merrell's influential teaching and research focused on social-emotional assessment and intervention for at-risk children and adolescents and social-emotional learning in schools. He published over 90 peer-reviewed journal articles; several books and nationally normed assessment instruments; and the Strong Kids programs, a comprehensive social and emotional learning curriculum. Dr. Merrell was a Fellow of the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. He received the Senior Scientist Award from Division 16, the Division's highest honor for excellence in science.
Ruth A. Ervin, PhD, is Associate Professor at the University of British Columbia. Dr. Ervin's research addresses the research-to-practice needs of local school districts and promotes a preventative and problem-solving approach to addressing the academic and emotional-behavioral needs of children and adolescents.
Edward J. Daly III, PhD, is Professor of Educational (School) Psychology at the University of Nebraska-Lincoln. Dr. Daly's research and publications are in the areas of developing functional assessment methods for reading problems and the measurement and evaluation of academic and behavioral interventions.
Kenneth W. Merrell, PhD, until his death in 2011, was Professor of School Psychology and Director of the Oregon Resiliency Project at the University of Oregon. For 25 years, Dr. Merrell's influential teaching and research focused on social-emotional assessment and intervention for at-risk children and adolescents and social-emotional learning in schools. He published over 90 peer-reviewed journal articles; several books and nationally normed assessment instruments; and the Strong Kids programs, a comprehensive social and emotional learning curriculum. Dr. Merrell was a Fellow of the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. He received the Senior Scientist Award from Division 16, the Division's highest honor for excellence in science.
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