Handbook of Education, Training, and Supervision of School Psychologists in School and Community, Volume II: Bridging the Training and Practice Gap: B

ISBN-13: 9780415962797 / Angielski / Twarda / 2009 / 370 str.

Judith Kaufman;Tammy Hughes

Opis

Published with the sponsorship of the Trainers of School Psychologists, this two volume handbook examines the essential tenets of the school psychology profession, critically reviews training and practice issues, and evaluates how traditional and changing skills and issues translate into meeting the needs of children and the systems that serve them. Volume II extends the discussion of the training of school psychologists from Volume I to an examination of issues critical to the practice of school psychology, focusing on the roles of the supervisor as trainer in different contexts. Each chapter raises issues for university training in a manner that facilitates the dialogue between university and field trainers. This volume also considers issues of professional development, credentialing, and developing a professional identity, topics that predominate in practice settings yet are typically not addressed in any school psychology text. It concludes by offering recommendations on how the collaboration between university and field-based education can be further improved in the future to anticipate and meet the needs of the next generation of professionals and the children in their care.

As with many other professions within the medical and health fields, school psychologists receive their education and training through a combination of classroom learning and field experience. It is through this collaboration and continuity between university education and field-based training that the student develops a foundation of knowledge for successful practice. And yet, there is often a gap between the expectations of the university program and the realities of field-based supervision and internship, which can leave new professionals unprepared for their roles in the schools, ultimately resulting in a lower standard of care for the children.

Therefore, under the auspices of the Trainers of School Psychologists, this two volume handbook will examine both the critical training and pedagogical issues at the university and practicum levels, and will provide the tools and information so that the academy and the field can collaborate in the training enterprise. Both volumes will provide the theoretical foundations and the practice implications along with practical information to support that natural integration. Appendices will provide forms and materials which have proven helpful in well-established training programs irrespective of training model. The two volumes will share a common Introduction to the Handbook as a whole, and chapters in each book will follow a similar structure to allow for greater continuity.

Volume 2 of the Handbook of Education, Training, and Supervision of School Psychologists in School and Community will bridge the gap from the classroom education to the field-based training of new professionals. Supervision is at the center of this process, and a major part of this volume will focus on the role of the supervisor as trainer in different contexts. A series of chapters will also be devoted to some of the most difficult situations that can unexpectedly confront the school psychologist in practice, and a third part will consider the credentialing and continuing education issues of the school psychologist throughout the course of a career. A final section will offer recommendations on how the collaboration between university and field-based education can be further improved in the future, to anticipate and meet the needs of the next generations of professionals and the children in their care.

Spis treści

Part I: Contemporary School Psychology Training: University/Field Collaboration. Hughes, Kaufman, Miller, Is Everything Old New Again: School Psychology Training Past, Present, and Future. Part II: What About Supervision Anyway? Trainers as Supervisors. Kaufman, Contemporary Issues in Supervision. Welsh, Meche, Broussard, Competency Based School Psychology Practica: A Collaborative Training Model. Herbert, Patterson, Collaborative Supervision of Internship Experiences. Gordon, Zacarrio, Supervision of School Psychology Interns in a Pediatric Hospital. Hatzichristou, Lampropoulou, Lykitsakou, Dimitropoulou, Promoting University and Schools Partnership: Transnational Considerations and Future Directions. Part III: Difficult Dialogues. Lopez, Rogers, Multicultural Competence and Diversity: University and Field Collaboration. Cruise, Swerdlick, Problematic Behaviors: Mediating Differences and Negotiating Change. Dailor, Jacob, Ethical and Legal Challenges: Negotiating Change. Kaufman, Hughes, Dealing with Harassment, Abuse and Other Difficult Topics. Theodore, Hughes, Kaufman, Developing Professional Identity: Values, Behaviors and Reputation. Jacob, Drevon, Abbuh, Taton, Preparing School Psychologists to Address the Needs of Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ) Youth. Part IV: Professional Issues. Crespi, Professional Credentialing: Options and Needs. Snyder, Cash, Valley-Gray, Cunningham, Continuing Education: Fostering Life Long Learning. Brock, Martinez, Navarro, Teran, Collaboration in School-based Crisis Intervention. Levinson, Black, Rafoth, & Slonim, Community Collaboration and University-based Clinics. Part V: Into the Future. Hughes, Kaufman, Hoover, Creating Congruent Change in Training and Field Based Practice. Hughes, Kaufman, Riccio, Crespi, García-Vásquez, Envisioning the Future: Looking into the Crystal Ball.

O autorze

Cynthia A. Riccio, Judith Kaufman, Tammy L. Hughes