"This book provides a comprehensive introduction to the practice and profession of school psychology through a social justice lens. The term social justice has been defined in many ways by different scholars. In the context of school psychology, promoting social justice involves advocating for the well-being of all children and families and fostering school communities that reflect diverse values. We join many others in affirming that the goals of social justice and school psychology are inextricably linked. School psychologists strive to promote the welfare of all children and families, and in the absence of socially just learning environments, this goal cannot be fully achieved. Therefore, social justice issues must be studied in tandem with all areas of school psychological service delivery"--
Portrays the current landscape of school psychology practice in the United States and beyond from a social justice perspective
Distinguished by its concentrated focus on social justice, this text serves as a comprehensive introduction to the practice and profession of school psychology for advanced undergraduate and graduate students. The second edition delivers updated content that reflects the newly released National Association of School Psychologists (NASP) Professional Standards and offers new chapters on antiracism; international school psychology; school psychology research; crisis prevention and intervention; and family, school, and community collaboration. Woven throughout is pertinent information on telehealth and COVID-19. The second edition reflects the perspectives of authors with a diverse range of cultural identities. It also includes a glossary of key terms and abundant recommendations for further reading.
The text first addresses the historical, multicultural, training, legal and ethical foundations of school psychologycritical to understanding the contemporary scope and status of the discipline. The second section, describing the roles and functions of the school psychologist, meets the learner's needs by first outlining the most basic principles of assessment and intervention and then describing their application to various areas of practice. Finally, the book describes anticipated trends in practice and present steps for embarking on a career in school psychology. All chaptersclearly mapped to the NASP Practice Modelintegrate content on systematic injustice in schools and the psychologist's role in advancing equity. The text contains many features designed to facilitate learning, including Chapter Objectives, Social Justice Connections, Discussion Questions, and Recommended Readings. Instructors also have access to sample course syllabi, Test Bank, and chapter PowerPoints. Purchase includes digital access for use on most mobile devices or computers.
New to the Second Edition:
- New chapters on antiracism; international school psychology; school psychology research; crisis prevention and intervention; and family, school, and community collaboration
- Embeds new content throughout on telehealth, COVID-19, distance learning, and leadership
- Clearly maps the new NASP 2020 Professional Standards in each chapter
- Includes the contributions of accomplished new authors representing diverse multicultural backgrounds
Key Features:
- Infuses a social justice orientation throughout the text
- Centers antiracism as a critical pillar of school psychology
- Includes chapter objectives and discussion questions to promote critical thinking
- Includes a review of foundational and prerequisite concepts essential for understanding school psychology service delivery
Contributors
Foreword
Preface
Acknowledgments
SECTION I. FOUNDATIONS OF SCHOOL PSYCHOLOGY
Chapter
1. Introduction to School Psychology
Chapter
2. Historical Foundations
Chapter
3. Multicultural Foundations
Chapter
4. Antiracism and School Psychology
Chapter
5. Ethical and Legal Foundations
Chapter
6. Graduate Preparation and Credentialing
SECTION II. SERVICE DELIVERY IN SCHOOL PSYCHOLOGY
Chapter
7. Assessment
Chapter
8. Intervention Planning and Implementation
Chapter
9. Academic Assessment and Intervention
Chapter
10. Social, Emotional, and Behavioral Assessment and Intervention
Chapter
11. Cognitive Assessment
Chapter
12. Consultation
Chapter
13. School Violence and Crisis Prevention and Intervention
Chapter
14. Family, School, and Community Collaboration
Chapter
15. Systems Change and Program Evaluation
Chapter
16. Research in School Psychology
SECTION III. LOOKING AHEAD
Chapter
17. Internationality of School and Educational Psychology
Chapter
18. Future of School Psychology
Chapter
19. Preparing for a Career in School Psychology
Glossary
Index
Sally L. Grapin, PhD, NCSP, is an associate professor of psychology in the College of Humanities and Social Sciences at Montclair State University. She received her PhD in school psychology from the University of Florida. Dr. Grapin has taught both lecture- and field-based graduate and undergraduate courses in school psychology, including academic assessment, psychotherapeutic interventions, diversity in education, and professional issues in school psychology. Her research focuses on the intersection of social justice and school psychology and has been funded by the American Psychological Foundation, National Association of School Psychologists, and Society for the Teaching of Psychology. She also has received awards from national organizations such as the American Psychological Association, Society for the Teaching of Psychology, and Trainers of School Psychologists, and she was the recipient of the Society for the Psychological Study of Social Issues Innovative Teaching Award in 2017. Dr. Grapin is the Editor-in-Chief of School Psychology International and has served on the editorial boards of several school psychology journals, including the Journal of School Psychology, Psychology in the Schools, School Psychology, and School Psychology Review.
John H. Kranzler, PhD, is Irving and Rose Fien Endowed Professor in Education and Director of the APA-accredited School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Dr. Kranzler's major area of scholarly interest concerns the nature, development, and assessment of human cognitive abilities. He has received a number of awards for his teaching and research, including the University of Florida Teaching Incentive Program award for undergraduate teaching, the Mensa Education and Research Foundation Award for Excellence in Research, and Article of the Year awards from School Psychology Review and School Psychology Quarterly. In 1997 and 2017, Dr. Kranzler received the University of Florida Research Foundation Professorship award for distinguished scholarship and was recently named a University of Florida Term Professor in 2019. He is a Fellow of the American Psychological Association and an elected member of the Society for the Study of School Psychology. Dr. Kranzler has served as Associate Editor of School Psychology Quarterly and the International Journal of School and Educational Psychology and currently serves on several editorial boards, including the Journal of School Psychology.
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