Psychology in Schools : An Introduction to the Theoretical and Practical Foundations.

Format:

Book

Author/Creator:

Ghasemi, Farshad.

Language:

English

Subjects (All):

School psychology.

Educational psychology.

Physical Description:

1 online resource (245 pages)

Edition:

1st ed.

Place of Publication:

Bradford : Ethics International Press Limited, 2025.

Summary:

'Psychology in Schools: An Introduction to the Theoretical and Practical Foundations' offers an insightful orientation to the intricate landscape of psychological theories and their practical applications within educational systems. This comprehensive volume serves as a roadmap, guiding readers through the intersections of psychology and education. The book primarily describes theories, frameworks, and conceptual models, and each chapter illuminates core school psychology domains that can be applied to address diverse emotional and behavioral challenges in schools. Informed by the latest research and best practices, this book provides students, educators, and practitioners with the foundational knowledge and skills required to study the complexities of the school ecosystem. Additionally, the book supports practitioners in implementing evidence-based assessment, prevention, and intervention programs in order to address individual student concerns, optimize classroom dynamics, or shape broader educational changes by making meaningful impacts in school systems and structures.

Contents:

Intro

Preface

Chapter 1 Understanding School Psychology

1. Why School Psychology Matters

2. Foundations and Evolution of School Psychology

3. Functions and Roles of School Psychologists

4. Theoretical Underpinnings and Practical Applications

5. Challenges and Opportunities in Modern School Psychology

References

Chapter 2 Theoretical Frameworks in School Psychology

1. Purpose of the Chapter

1.1. Rationale for Using Theory in School Psychology

2. Foundational Perspectives and Historical Context

2.1. Core Tenets Across Major Theoretical Traditions

3. Main Theoretical Frameworks Clarifying Student Development

3.1. Ecological Systems Theory

3.2. Behavioral and Cognitive Foundations

3.3. Biological Considerations

4. Theories of Behavior Change and Prevention in Schools

4.1. Social and Health Behavior Models

Theory of Planned Behavior (TPB)

Social Cognitive Theory (SCT)

Leveraging Motivation, Attitude, and Perceived Norms

4.2. Transtheoretical Model (TTM) and Stages of Change

Origins and Core Components

Applications to Teacher and Parent Readiness

Student Behavioral Changes

4.3. Systems Change Models

Implementation Science in Educational Contexts

5. Theoretical Approaches for Academic Learning

5.1. Information Processing Theories

5.2. Reading, Writing, and Mathematics Frameworks

Simple View of Reading

Simple View of Writing

Deep Procedural Knowledge in Mathematics

Guiding Instruction and Intervention

6. Family-School Partnerships and Cultural Considerations

6.1. Family-School Partnership Theories

Integrating Ecological Perspectives with Relationship-Based Approaches

Continuity across Home and School

6.2. Critical and Intersectional Theories

Addressing Culture, Race, Gender, and Socioeconomic Intersections

Critical Race Theory.

Multiple Worlds Typology

Promoting Equity in Practice

7. Integrating Multiple Theories in Practice and Research

7.1. Case Conceptualization

Synthesizing Multiple Theoretical Lenses

Brief Example of Multi-Theory Integration

7.2. Systems-Level Prevention and Intervention

Aligning Theories with Tiers of Support

7.3. Ongoing Evaluation and Adaptation

Iterative Nature of Theory Application

Guiding Adjustments in Complex School Environments

8. Looking Ahead: Future Directions and Applications

9. Conclusion

Chapter 3 Core Domains and Concepts in School Psychology

1. Introduction

1.1. Defining the Core Domains of School Psychology

2. Foundational Principles of Assessment and Evaluation

2.1. Problem-Solving Framework in Schools

Four-Stage Model

2.2. Academic and Behavioral Assessment in a Multi-tiered System

Universal Screening (Tier 1) and Targeted Assessments (Tiers 2 &amp

3)

2.3. Ensuring Equity and Cultural Sensitivity in Assessments

3. Academic Domains and Assessment Techniques

3.1. Reading and Literacy

3.2. Mathematics Skills and Problem Solving

Conceptual and Procedural Knowledge

Single-Skill and Multi-Skill Measures

3.3. Written Expression

Author vs. Secretary Functions

4. Behavioral and Social-Emotional Assessment

4.1. Internalizing Problems in Children and Adolescents

4.2. Promoting Well-Being and Life Satisfaction

5. Functional Behavior Assessment (FBA)

6. Intervention and Prevention Strategies across Tiers

6.1. Tier 1 (Universal) Supports

6.2. Tier 2 (Targeted) Interventions

6.3. Tier 3 (Intensive) Supports

7. Consultation, Collaboration, and Systems-Level Implementation

7.1. Working with Teachers and School Staff

7.2. Family and Community Partnerships

7.3. Multidisciplinary Teaming.

8. Cultural Competency, Diversity, and Equity in Practice

8.1. Recognizing Bias and Structural Inequalities

9. Evaluating Outcomes and Looking Forward

Chapter 4 Assessment Practices

1. Overview and Purpose

1.2. Defining the Role of Assessment

1.3. Rationale for In-Depth Assessment Practices

2. Foundations of Assessment in a Problem-Solving Model

2.1. Problem-Solving Approach

2.2. Screening, Diagnosis, and Progress Monitoring

3. Academic Assessment: Methods and Tools

3.1. Standardized Testing

3.2. Curriculum-Based Measurement (CBM)

3.3. Progress Monitoring Systems

4. Behavioral Assessment: Methods and Tools

4.1. Functional Behavioral Assessment (FBA)

4.2. Direct Observational Methods

4.3. Rating Scales and Report Cards

4.4. Extant Data

5. Data Interpretation and Integration

5.1. Cross-Referencing Multiple Sources

5.2. Formulating Meaningful Recommendations

5.3. Illustrative Examples

6. Ethical and Cultural Considerations

Chapter 5 Evidence-Based Interventions and Prevention Strategies

1. Purpose and Scope

1.1. A Rationale for Addressing Mental Health in Schools

1.2. Legal and Educational Considerations

2. Emotional Disturbance (ED) versus Social Maladjustment (SM)

3. Bullying Interventions

3.1. Evidence-Based Strategies

Primary Prevention: School-wide PBIS, Universal SEL

Secondary Intervention: Small-Group Skill-Building, Bystander Interventions

Tertiary/Individualized Supports: Intensive Supports for Bullies/Victims

Taking Collaborative Approaches

Outcomes and Recommendations

4. Anxiety Interventions

4.1. Key School-Based Programs

Implementation and Empirical Outcomes

5. Depression Interventions

5.1. School-Based Indicated Prevention and Treatment

Implementation Challenges.

Outcomes and Clinical Implications

6. ADHD and Organization Interventions

6.1. Effective Models for Youth with ADHD

The CHP and HOPS

6.2. Medication Considerations

6.3. Key Points in Implementation

7. Academic Interventions for Students with Mental Health Concerns

7.1. Evidence-Based Practices in Core Domains

Reading

Writing

Math

Multi-Tiered Academic Supports

7.2. Practical Strategies for Implementation

Chapter 6 Systems-Level Approaches and School-Wide Initiatives

1. Introduction to Systems-Level Interventions

2. Foundations of Systems Theory in School Settings

2. 1. General Systems Theory and Applications

2.2. Applied Behavior Analysis (ABA) and Behaviorism Underpinning Systems Interventions

2.3. Implementation Science

3. Multi-tiered Systems of Support and Response to Intervention

3.1. Overview of the Three-Tiered Framework

Primary / Universal Interventions (Tier 1): Shaping the Culture of the School

Secondary / Targeted Interventions (Tier 2): Additional Structure and Support

Tertiary/Individualized Interventions (Tier 3): Intensive and Individualized Interventions

3.2. School-Wide Positive Behavior Support as a Systems-Level Approach

Key Elements of SWPBS

4. Fostering an Inclusive, Equitable, and Positive Culture

4.1. Recognizing and Responding to Bias, Harassment, and Microaggressions

4.2. Building a Culture of Belonging and Professional Identity Formation

4.3. Addressing Workload, Task Flow, and Reducing Stressors

5. Sustainability and Continuous Improvement

5.1. Ongoing Data Systems for Decision-Making

5.2. Systems to Maintain and Generalize Successes

5.3. Scaling Up: District, State, and Policy Levels

6. Practical Guidelines and Examples

6.1. Vignettes or Case Examples.

Example: Addressing Bias or Microaggression Using a Trauma-Informed or Restorative Approach

6.2. Common Challenges and Potential Solutions

Managing Teacher Resistance

Aligning Academic and Behavioral Supports

Chapter 7 Consultation and Collaboration

1. Introduction and Purpose

2. Foundations of School Consultation

2.1. Historical Impacts

2.2. Rationale for Collaboration

3. Improving Teachers' Instructional Strategies &amp

Classroom Management

3.1. Strategies for Instructional Improvement

Behavioral Consultation Strategies

3.2. Instances of Evidence-Based Interventions

4. Partnering with Families for Comprehensive Student Support

4.1. Caplan's Model and Crisis Intervention

4.2. Expanding the Consultation Network

4.3. Coordinating Multi-Agency Supports

5. Essential Components of Effective School Consultation

6. Implementation Challenges and Considerations

6.1. Organizational Climate

6.2. Collaborative Student Support Teams

6.3. Ethical and Legal Considerations

Chapter 8 Legal, Ethical, and Cultural Considerations

1.1. Objectives

2. Foundations of Legal Statutes Affecting School Psychology

3. Ethical Principles and Practice in School Psychology

3.1. Key Organizations and Ethical Codes

4. Cultural and Linguistic Responsiveness

5. Practical Applications

6. Conclusion

Chapter 9 Conclusion and Final Reflections

9.1. Main Insights

9.2. Final Points

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

1-80441-588-X

OCLC:

1521492689