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The Cambridge Handbook of Applied School Psychology
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Book description

Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents.

Reviews

'Within the field of school psychology, translating research into practice leads to improvements in the quality of professional services delivered. The chapters critically evaluate the quality and validity of scientific evidence alongside the effectiveness of the interventions administered. This handbook is a must-have resource for any practitioner, student, or researcher in school psychology.'

John H. Kranzler - Director of the School Psychology Program, Professor of School Psychology, and Affiliate Professor of Pediatrics, University of Florida

'The editors have provided a great service by producing a coherent collection of chapters addressing the too-often neglected area of intervention for learning and mental health issues in schools. The chapters provide a strong conceptual basis and guidance in evidence-based solutions that address the chief concerns that education regularly overlooks. Well accomplished and worth the reading time!'

Cecil R. Reynolds - Emeritus Professor of Educational Psychology and Professor of Neuroscience, Texas A & M University

'The editors have crafted a timely challenge for school psychology – that of bringing the scholarship into schools that informs the work to maximize every child’s academic, behavioral, emotional, and social potential. They support this challenge by pulling from a diverse group of scholars including many who are familiar to school psychologists and others from less familiar domains of research.'

Beth Doll - Professor of Educational Psychology, University of Nebraska

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