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.
Critical Theories for School Psychology and Counseling introduces school psychologists and counselors to five critical theories that inform more equitable, inclusive work with marginalized and underserved student populations. Offering accessible conceptualizations of each theory and explicit links to application in practice and supervision, the book speaks to common professional functions and issues such as cognitive assessment, school-based counseling, discipline disproportionality, and more. This innovative collection offers graduate students, university faculty, and practicum and internship supervisors an insightful new direction for serving learners across diverse identities, cultures, and abilities.
Theories in Educational Psychology’s purpose is to introduce readers to the pioneering educational psychology theories that continue to shape our understanding of the classroom learning environment, present support for the theories from perspectives in the current research literature, and share how these theoretical traditions have translated into effective teaching methods. Each chapter will be infused with practical teaching examples, classroom vignettes, and instructional strategies so readers are continually confronted with how theory translates to practice. In addition to becoming familiar with the conceptual understanding of core theoretical knowledge, readers will also be presented with current thinking about each theory and an introduction to important related topics at the close of each chapter. The chapters will also conclude with activities designed to help readers reflect on their learning of each chapter’s content.
Psychology and the Study of Education: Critical Perspectives on Developing Theories explores both the insights and applications that psychology can offer in a range of educational contexts. Introducing the reader to a wide variety of sources, from cutting edge research to key studies from the past, it offers new perspectives on the psychology of education. This includes re-examining core theories of learning, unpicking key learning processes and reconsidering the role of factors such as memory, creativity and gender in learning. Questioning myths and misconceptions, it challenges the reader to develop a critically reflective approach and asks them to reconsider the potential value of psychology in both understanding and influencing education. With discussion points and recommended readings provided in every chapter to enhance sessions and challenge students, issues explored include: Reconsidering what we think we know about the psychology of education. Memory: How we learn by remembering and imagining. Creativity: Creative learning and learning creativity. Reading, writing and dyslexia: Understanding the myths and exploring the challenges. Embodiment: The entanglement of brain, body and environment in learning. Social understanding: Learning to relate and its role in education. Gender: The origins of gender identity and its impact on education. Behaviourism: Taking a second look at its wider relevance to learning. Piaget: A fresh perspective on Piagetian theory and method. Vygotsky: Socio-cultural theories and collective learning. Your guide to the complex and evolving field that is psychology of education, this is an essential text for students of Education Studies, Disability Studies, Early Childhood or Childhood and Youth Studies and Teacher Education; ideal for anyone who has already been introduced to a little psychology and would like to know more, or anyone teaching psychology on an education course. Whether you are taking your first steps or looking for your next challenge, this book has something to offer anyone who wants to take their study of the psychology of education to the next level.
This casebook provides an applied perspective regarding school-based consultation, including an overview of mental health consultation, behavioral consultation, social learning theory consultation, Adlerian consultation, and ecological/organizational consultation. Along with relevant discussion of the issues in each case study, critical thinking questions are included for discussion among students and educators regarding school-based consultation. This text includes many more and diverse case examples than the competing casebooks available, and is designed to be used in conjunction with any of the established primary texts in Consultation. School-Based mental health professionals, educators, and graduate students will find Theory and Cases in School-Based Consultation an indispensable guide in their work and study.
The discipline of school psychology has been shaped over the course of its existence by a series of professional and scientific controversies, and by how researchers and practitioners have responded to those controversies. Should there be an entry-level degree requirement for school psychologists? What should a school psychologist's role be with regard to student mental health? Should school psychologists work outside of school settings? Designed for students entering school psychology training programs, Introduction to School Psychology: Controversies and Current Practice examines the debates that have influenced the nature and scope of the profession, and that continue to do so today. This edited textbook is divided into five sections, the first of which describes current practices. The second offers coverage of ethics and relevant legal concerns for school psychologists; cultural competence; and consultation. The third section provides readers with the theoretical foundations of practice and includes a brief chapter on theoretical orientations. The fourth and largest section of the book examines the controversies that shape practice, presenting chapters on idiographic and nomothetic approaches; diagnostic frameworks; assessment and treatment of behavioral disorders; and much more. The final section of the book focuses on contexts and the future of the profession, with chapters on practice in urban and rural communities, technology, and the Futures Conferences.
- One volume-reference work with approximately 250 entries, organized alphabetically for ease of use and of locating subject matter. Each entry will contain 5-8 references as well as a bibliography of references and suggested readings - An authoritative reference text on school psychology that would appeal to, and be understood by, a broad audience. - Will assist individuals in acquiring a general understanding of some of the theories, practices, and language associated with the field of school psychology
This book weaves together theory, research, and practical information related to the psychological aspects of physical education. Unlike other exercise/sport psychology books on the market, The Psychology of Teaching Physical Education is written especially for future and practicing physical educators and focuses on the psychological principles and strategies that are most relevant to them. The book covers the important topics of motivation, reinforcement, feedback, modeling, prosocial behaviors/moral development, and self-perception. In each chapter, narratives about real practicing teachers show how they apply the principles and theories of psychology to physical education, and particularly to actual situations that readers are likely to encounter professionally. Each chapter contains three main sections: following an opening scenario in which Blankenship captures the reader's attention with a real-life problem, the author then (1) highlights theories related to the subject matter of the chapter, (2) summarizes the research that has been conducted on the theories and the chapter topic, and (3) gives examples of practical applications of the theory and research to physical education. Throughout the chapter, as the theory, research, and application of the topic are discussed, Blankenship presents possible solutions to the challenge presented in the chapter-opening vignette. The classroom applications and real-world examples are relevant to many different physical education settings, including those at the elementary, middle, and high school levels, in both urban and rural schools representing various geographical regions of the country. These examples bring the theories to life and help readers envision how their own classes will benefit as they apply what theyÃve learned about the psychology of teaching physical education. Key Features of the Book A theory-to-research-to-practice approach. An author whose background in both sport psychology and physical education makes her uniquely qualified to write this book. Chapter-ending application exercises that encourage readers to go beyond rote memorization of concepts and principles to apply what they learned in various specific examples. Sample instructional models and guidelines to enable readers to incorporate concepts discussed in the chapter into their own classes. A comprehensive glossary.
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.
Theories in Educational Psychology's purpose is to introduce readers to the pioneering educational psychology theories that continue to shape our understanding of the classroom learning environment, present support for the theories from perspectives in the current research literature, and share how these theoretical traditions have translated into effective teaching methods. Each chapter will be infused with practical teaching examples, classroom vignettes, and instructional strategies so readers are continually confronted with how theory translates to practice. In addition to becoming familiar with the conceptual understanding of core theoretical knowledge, readers will also be presented with current thinking about each theory and an introduction to important related topics at the close of each chapter. The chapters will also conclude with activities designed to help readers reflect on their learning of each chapter's content.
