ABSTRACT

Published with the sponsorship of the Trainers of School Psychologists, this two volume handbook examines the essential tenets of the school psychology profession, critically reviews training and practice issues, and evaluates how traditional and changing skills and issues translate into meeting the needs of children and the systems that serve them.

Volume II extends the discussion of the training of school psychologists from Volume I to an examination of issues critical to the practice of school psychology, focusing on the roles of the supervisor as trainer in different contexts. Each chapter raises issues for university training in a manner that facilitates the dialogue between university and field trainers.  This volume also considers issues of professional development, credentialing, and developing a professional identity, topics that predominate in practice settings yet are typically not addressed in any school psychology text.  It concludes by offering recommendations on how the collaboration between university and field-based education can be further improved in the future to anticipate and meet the needs of the next generation of professionals and the children in their care.

part |1 pages

Part I: Contemporary school psychology training: University/field collaboration

part |1 pages

Part II: What about supervision anyway?: Trainers as supervisors

chapter 2|17 pages

Contemporary issues in supervision: Judith Kaufman

ByJUDITH KAUFMAN

chapter 4|16 pages

Collaborative supervision of internship experiences: George W. Hebert and Constance Patterson

ByGEORGE W. HEBERT, CONSTANCE PATTERSON

part |1 pages

Part III: Difficult dialogues

chapter 7|18 pages

Multicultural competence and diversity: University and fi eld collaboration

ByEMILIA C. LOPEZ, MARGARET R. ROGERS

chapter 9|16 pages

Ethical and legal challenges: Negotiating change: A. Nichole Dailor and Susan Jacob

ByA. NICHOLE DAILOR AND SUSAN JACOB

chapter 10|15 pages

Discrimination, harassment, and other challenging topics: Judith Kaufman and Tammy L. Hughes

ByJUDITH KAUFMAN, TAMMY L. HUGHES

chapter 11|19 pages

Developing professional identity: Values, behaviors, and reputation: Lea A. Theodore, Tammy L.Hughes, and Judith Kaufman

ByLEA A. THEODORE, TAMMY L. HUGHES, JUDITH KAUFMAN

part |1 pages

Part IV: Professional issues

chapter 14|17 pages

Continuing education: Fostering lifelong learning: Julie Snyder, Ralph E. Cash, Sarah Valley-Gray, and Kristen Cunningham

ByJULIE SNYDER, RALPH E. CASH, SARAH VALLEY-GRAY, AND

chapter 15|28 pages

Collaboration in school-based crisis intervention: Stephen E. Brock, Elise L. Martinez, Llecenia Navarro, and Evelyn Teran

BySTEPHEN E. BROCK, ELISE L. MARTINEZ, LLECENIA NAVARRO

part |1 pages

Part V: Into the future