Specialty Competencies In School Psychology (specialty Competencies In Professional Psychology)
by Rosemary Flanagan /
2010 / English / PDF
1 MB Download
Although "School Psychology" first became recognized as a specialty
in professional psychology by C.R.S.P.P.P. in 1998, this area of
psychology can be traced back to the late 19th century, where it
can be thought to have developed alongside "Clinical Psychology"
due to the types of cases seen in Lightner Witmer's Psychological
Clinic that opened in 1896. Over the years, this psychology
specialty has become to encompass the science and practice of
psychology with regard to a wide range of "learners," including
children, youth, and families, as it impacts the schooling or
educational process. In this volume, Drs. Flanagan and Miller
provide a comprehensive overview of the foundational and functional
competencies related to the specialty of school psychology. As the
U.S. attempts to reclaim its stature as a leader in education,
school psychologists are likely to play a crucial role across
multiple tasks and levels. As such, the reader interested in school
psychology will find this volume very "educational." Series in
Specialty Competencies in Professional Psychology Series Editors
Arthur M. Nezu and Christine Maguth Nezu As the field of psychology
continues to grow and new specialty areas emerge and achieve
recognition, it has become increasingly important to define the
standards of professional specialty practice. Developed and
conceived in response to this need for practical guidelines, this
series presents methods, strategies, and techniques for conducting
day-to-day practice in any given psychology specialty. The topical
volumes address best practices across the functional and
foundational competencies that characterize the various psychology
specialties, including clinical psychology, cognitive and
behavioral psychology, school psychology, geropsychology, forensic
psychology, clinical neuropsychology, couples and family
psychology, and more. Functional competencies include common
practice activities like assessment
Although "School Psychology" first became recognized as a specialty
in professional psychology by C.R.S.P.P.P. in 1998, this area of
psychology can be traced back to the late 19th century, where it
can be thought to have developed alongside "Clinical Psychology"
due to the types of cases seen in Lightner Witmer's Psychological
Clinic that opened in 1896. Over the years, this psychology
specialty has become to encompass the science and practice of
psychology with regard to a wide range of "learners," including
children, youth, and families, as it impacts the schooling or
educational process. In this volume, Drs. Flanagan and Miller
provide a comprehensive overview of the foundational and functional
competencies related to the specialty of school psychology. As the
U.S. attempts to reclaim its stature as a leader in education,
school psychologists are likely to play a crucial role across
multiple tasks and levels. As such, the reader interested in school
psychology will find this volume very "educational." Series in
Specialty Competencies in Professional Psychology Series Editors
Arthur M. Nezu and Christine Maguth Nezu As the field of psychology
continues to grow and new specialty areas emerge and achieve
recognition, it has become increasingly important to define the
standards of professional specialty practice. Developed and
conceived in response to this need for practical guidelines, this
series presents methods, strategies, and techniques for conducting
day-to-day practice in any given psychology specialty. The topical
volumes address best practices across the functional and
foundational competencies that characterize the various psychology
specialties, including clinical psychology, cognitive and
behavioral psychology, school psychology, geropsychology, forensic
psychology, clinical neuropsychology, couples and family
psychology, and more. Functional competencies include common
practice activities like assessment
