The Cambridge Handbook of Applied School Psychology (Cambridge Handbooks in Psychology)

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. 04_0_pp_v_viii_Contents 05_0_pp_ix_xiii_Contributors 06_0_pp_xiv_xxix_Contributor_Biographies 07_0_pp_xxx_xxxii_Acknowledgments 08_0_pp_1_8_Broadening_the_Focus_of_School_Psychology_Practice I Individual-Level_Academic_Interventions 09_1_pp_11_29_Enhancing_Reading_Motivation_in_Schools 09_2_pp_30_47_Addressing_Wont_Do_Issues_in_Mathematics 09_3_pp_48_63_Learning_Disabilities_in_Mathematics 09_4_pp_64_82_Executive_Function_and_School_Performance II Teacher-_and_System-Level_Interventions 10_1_pp_85_101_School-Based_Interventions 10_2_pp_102_119_Helping_Teachers_Use_Progress_Monitoring_Data_for_Intervention_Decisions 10_3_pp_120_137_Supporting_Teachers_in_Tier_1_Instruction_Use_of_Coaching_and_Formative_Assessment 10_4_pp_138_154_The_Academic_Support_Index_A_Tool_for_Contextualizing_Student_Data III Interventions_from_Educational_and_SocialPersonality_Psychology 11_1_pp_157_169_Belonging_in_Schools_A_Social_Psychological_Perspective 11_2_pp_170_193_Cross-RaceEthnic_Friendships_in_School 11_3_pp_194_212_Self-Regulated_Learning_in_School_Contexts 11_4_pp_213_223_School_Environments_that_Facilitate_Delaying_Gratification 11_5_pp_224_238_Understanding_and_Cultivating_Hope_in_School 11_6_pp_239_259_School_Settings_that_Facilitate_High_Teacher_Expectations 11_7_pp_260_276_Parental_Autonomy_and_Relatedness_Support 11_8_pp_277_294_Preventing_and_Minimizing_Stereotype_Threat_in_School_Settings 11_9_pp_295_314_The_Hidden_Classroom_How_Gender_Stereotypes_Impact_Academic_Achievement IV Behavioral_and_Social-Emotional_Interventions 12_1_pp_317_334_Internalizing_Problems_and_Disorders_of_Childhood 12_2_pp_335_352_Adolescent_Suicidal_Behavior_in_Schools_What_to_Know_and_What_to_Do 12_3_pp_353_368_Emotional_Disturbance_versus_Social_Maladjustment 12_4_pp_369_387_Autism_Spectrum_Disorder_and_Illegal_Acts 12_5_pp_388_408_Effective_Bullying_Prevention_and_Intervention_Strategies_for_School_Professionals 12_6_pp_409_427_Principles_of_Prevention_and_Intervention_to_Close_Discipline_Gaps_in_Schools 12_7_pp_428_450_Social_and_Emotional_Learning_in_Schools V Health_and_Pediatric_Interventions 13_1_pp_453_470_Impairments_Related_to_Medical_Conditions 13_2_pp_471_480_Psychological_Considerations_for_Asthma 13_3_pp_481_499_Substance_Use_and_Misuse_Prevention_Guidance_for_Practitioners 13_4_pp_500_516_Coordinating_Services_with_Nonschool_Providers VI Family_Connections_and_Life_Transitions 14_1_pp_519_537_ParentTeacher_Relationships 14_2_pp_538_552_The_School_Psychologists_Role_in_Facilitating_the_Transition_to_College 14_3_pp_553_576_Transition_from_School_to_Work_within_a_Theory-based_Problem-Solving_Framework VII Special_Populations 15_1_pp_579_597_School_Psychologists_in_Early_Childhood_Settings 15_2_pp_598_612_Identifying_and_Serving_Gifted_and_Talented_Students 15_3_pp_613_633_How_Best_to_Serve_Court-Involved_Youth_in_Schools 15_4_pp_634_654_School-Based_Interventions_for_Refugee_Children_and_Adolescents VIII Conclusion 16_1_pp_657_671_Rising_to_the_Challenge_A_School_Psychology_for_All_Students 17_0_pp_672_692_Index "School psychology fills a unique and important niche in education. Falling at the intersection of learning, academic achievement, and behavioral, emotional, and social well-being, school psychology plays a role in helping students, families, educators, and school systems meet the goals of a free and appropriate education for all youth, with or without a special education classification. In this chapter, we briefly review the purpose of education and discuss the groups that are not well served by education. We then provide an overview of the chapters that make up this text, including those on the important recent contributions to education and schooling from social psychology"-- Provided by publisher