Table of Contents

Introduction to the Field of School Psychology. The Historical Context of School Psychology. The Changing Face of School Psychology: Responding Effectively to Cultural and Linguistic Diversity. Becoming a School Psychologist: Training and Credentialing Issues. Working as a School Psychologist: Employment Trends, Opportunities, and Challenges. Legal and Ethical Issues in School Psychology. Facilitating Change through Data-driven Problem Solving: A Model for School Psychology Practice. The School Psychologist's Role in Assessment: Models, Methods, and Trends in Gathering, Organizing, and Analyzing Data. The School Psychologist's Role in Prevention and Intervention: Part I: Academic Skills. The School Psychologist's Role in Prevention and Intervention. Part II: Mental Health and Social - emotional Behavior. The School Psychologist’s Role in Facilitating Systems Change. The School Psychologist's Role in Research and Evaluation. Moving the Field Forward: Mapping the Future of School Psychology. Appendix A: The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct. Appendix B: National Association of School Psychologists Professional Conduct Manual.

About the Author

Kenneth W. Merrell, PhD, School Psychology Program, University of Oregon, Eugene, OR

Ruth A. Ervin, PhD, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Canada

Gretchen A. Gimpel, PhD, Department of Psychology, Utah State University, Logan, UT

Reviews

'This is an essential resource for every school psychologist in training, and it is particularly well suited as a text for an introductory school psychology seminar. This book has the potential to help shape the future of school psychology for the better.' - Kelly A. Powell-Smith, PhD, School Psychology Program, University of South Florida, USA'At last, trainers and students have a comprehensive, up-to-date text that promotes a data-oriented, problem-solving model of school psychology. The authors persuasively challenge and encourage school psychologists to focus their efforts on systems issues that affect all students, and to remain committed to outcome-based decision making in their diverse roles. This text fills a gap in the school psychology literature, offers a positive, effective model of practice, and certainly will be influential in training future practitioners.' - Tammy D. Gilligan, PhD, School Psychology Program, James Madison University, USA'With a focus on student competence and context and systems, the text provides a model of practice that supports all students, not just those referred for serious problems. The authors' forward-looking vision is sensitive to the increasingly diverse and pluralistic nature of our society. Graduate students will find this text an excellent guide to our dynamic and exciting field, and it will also be of great interest to practitioners, trainers, administrators, and researchers.' - John M. Hintze, PhD, School Psychology Program, University of Massachusetts at Amherst, USA'I am thrilled with the prospect of teaching from this text in my graduate course on Principles and Practices of Professional School Psychology. Especially notable is the chapter on appropriate assessment, consultation, and intervention methods for culturally and linguistically diverse students.... This invaluable training tool supports the evolution of the school psychologist from yesterday's 'gatekeeper to special education' to today's proactive role as a resource for all children and their families.' - Margaret Beebe-Frankenberger, PhD, Director, School Psychology Program, University of Montana, USA

'This is an essential resource for every school psychologist in training, and it is particularly well suited as a text for an introductory school psychology seminar. This book has the potential to help shape the future of school psychology for the better.' - Kelly A. Powell-Smith, PhD, School Psychology Program, University of South Florida'At last, trainers and students have a comprehensive, up-to-date text that promotes a data-oriented, problem-solving model of school psychology. The authors persuasively challenge and encourage school psychologists to focus their efforts on systems issues that affect all students, and to remain committed to outcome-based decision making in their diverse roles. This text fills a gap in the school psychology literature, offers a positive, effective model of practice, and certainly will be influential in training future practitioners.' - Tammy D. Gilligan, PhD, School Psychology Program, James Madison University