By Judith Kaufman, Tammy L. Hughes, Cynthia A. Riccio
ISBN-10: 041596279X
ISBN-13: 9780415962797
Published with the sponsorship of the running shoes of college Psychologists, this quantity instruction manual examines the fundamental tenets of the varsity psychology career, seriously studies education and perform concerns, and evaluates how conventional and altering talents and matters translate into assembly the wishes of youngsters and the platforms that serve them.
Volume II extends the dialogue of the educational of faculty psychologists from Volume I to an exam of concerns severe to the perform of faculty psychology, concentrating on the jobs of the manager as coach in numerous contexts. every one bankruptcy increases concerns for college education in a fashion that enables the discussion among collage and box trainers. This quantity additionally considers problems with expert improvement, credentialing, and constructing a qualified identification, subject matters that predominate in perform settings but tend to be now not addressed in any institution psychology text. It concludes through supplying tips on how the collaboration among collage and field-based schooling should be extra enhanced sooner or later to expect and meet the wishes of the following iteration of pros and the kids of their care.
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Extra resources for Handbook of Education, Training, and Supervision of School Psychologists in School and Community, Volume II: Bridging the Training and Practice Gap: Building Collaborative University/Field Practices
Example text
Schools and families: Creating essential connections for learning. New York: Guilford. Council of Graduate Schools. (2007). Task force report on the professional doctorate. Washington, DC: Author. Crespi, T. , & Hughes, T. L. (2006). Internship training in school psychology: Shortages and risks of emergency certification. The School Psychologist, 20, 163–164. (Reprinted in Communiqué, 35, p. ) Curtis, M. , Grier, J. E. , & Hunley, S. A. (2004). The changing face of school psychology: Trends in data and projections for the future.
Myers, J. ). (1982). The Olympia proceedings [Special issue]. School Psychology Review, 11. Canter, A. (2006). School psychology. (COPSSE Document Number IB-4). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education. Christenson, S. , & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford. Council of Graduate Schools. (2007). Task force report on the professional doctorate. Washington, DC: Author. Crespi, T.
Early and ongoing discussion of supervisor and supervisee expectations of performance, orientation, and evaluative power is critical, along with considerations of the impact of cultural background and experiences of prejudice and possible oppression (Gloria, Hird, & Tan, 2008). ). , 2004). With such a shortage, there is an increased need for faculty and supervisors to become culturally competent in order to facilitate the cultural growth of the next generation of professionals. Although both NASP and APA, in their accreditation standards, emphasize multiculutralism in the curriculum and in practice, beyond that, training programs have an ethical responsibility to provide such exposure to their students to deal with the realities of the world.
Handbook of Education, Training, and Supervision of School Psychologists in School and Community, Volume II: Bridging the Training and Practice Gap: Building Collaborative University/Field Practices by Judith Kaufman, Tammy L. Hughes, Cynthia A. Riccio
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