This book explores the field of school psychology through the lens of pseudoscience and fringe science. Contributions from leaders in the fields of school psychology, clinical psychology, and education honor the role of science in the field while also exploring and guarding against the harms that pseudoscience can cause.
This book explores the field of school psychology through the lens of pseudoscience and fringe science. Contributions from leaders in the fields of school psychology, clinical psychology, and education honor the role of science in the field while also exploring and guarding against the harms that pseudoscience can cause.
Michael I. Axelrod, PhD, is the Director of the Human Development Center and a Professor in the Department of Psychology at the University of Wisconsin-Eau Claire, USA. He is a Nationally Certified School Psychologist and Licensed Psychologist. His published books include Behavior Analysis for School Psychologist, School-Based Behavioral Intervention Case Studies: Effective Problem Solving for School Psychologists, and Reading Intervention Case Studies for School Psychologists. Stephen Hupp, PhD, is a Licensed Clinical Psychologist and Professor of Psychology at Southern Illinois University Edwardsville (SIUE), USA. In 2015, he won the Great Teacher Award from the SIUE Alumni Association. He is the editor of Skeptical Inquirer magazine, and he has published several books including Pseudoscience in Therapy and Great Myths of Child Development.
Inhaltsangabe
Foreword Bertha Vazquez Part I. Introduction 1. School Psychology, Pseudoscience, and Self-Correction Michael I. Axelrod 2. Historical Pseudoscience in Schools Scott Bellini, Parker S. Beckman, and Hanna S. Lim Part II. Systems-level Practices 3. Zero Tolerance Policies Angela Fontanini-Axelrod 4. Suicide Prevention and Intervention Practices Susan M. Swearer, Samantha Kesselring, and Emilea Rejman 5. Prevention Programs for Risky Behaviors Marisa E. Marraccini, Lauren E. Delgaty, and Telieha J. Middleton Part III. Assessment 6. Cognitive Assessment Matthew K. Burns and Jonie B. Welland 7. Academic Assessment Jeremy Miciak, Ryan L. Famer, and Amanda M. VanDerHeyden 8. Projective Drawing Techniques Nicholas F. Benson, Stefan C. Dombrowski, and Michael I. Axelrod Part IV. Instruction and Intervention 9. Academic Instruction Chad E. L. Kinney, John C. Begeny, and Rahma M. Hida 10. Academic Interventions Zachary C. LaBrot and Emily R. DeFouw 11. Working Memory Training Sarah J. Conoyer, Kathrin E. Maki, and Jamie Haas Part V. Working with Specific Populations and Problems 12. Neurodevelopmental Disorders Angela Capuano and Kim Killu 13. Externalizing Behaviors Maddison Knott, Arianna Delgadillo, Sara Jordan, Lauren Erp, and Audrey Ambrosio 14. Internalizing Problems Avalon S. Moore, Alixandra Wilens, and Brian A. Zaboski Postscript: School Psychology Practices with Strong Evidence Sarah Conoyer, Stephen Hupp, and Michael Axelrod
Foreword Bertha Vazquez Part I. Introduction 1. School Psychology, Pseudoscience, and Self-Correction Michael I. Axelrod 2. Historical Pseudoscience in Schools Scott Bellini, Parker S. Beckman, and Hanna S. Lim Part II. Systems-level Practices 3. Zero Tolerance Policies Angela Fontanini-Axelrod 4. Suicide Prevention and Intervention Practices Susan M. Swearer, Samantha Kesselring, and Emilea Rejman 5. Prevention Programs for Risky Behaviors Marisa E. Marraccini, Lauren E. Delgaty, and Telieha J. Middleton Part III. Assessment 6. Cognitive Assessment Matthew K. Burns and Jonie B. Welland 7. Academic Assessment Jeremy Miciak, Ryan L. Famer, and Amanda M. VanDerHeyden 8. Projective Drawing Techniques Nicholas F. Benson, Stefan C. Dombrowski, and Michael I. Axelrod Part IV. Instruction and Intervention 9. Academic Instruction Chad E. L. Kinney, John C. Begeny, and Rahma M. Hida 10. Academic Interventions Zachary C. LaBrot and Emily R. DeFouw 11. Working Memory Training Sarah J. Conoyer, Kathrin E. Maki, and Jamie Haas Part V. Working with Specific Populations and Problems 12. Neurodevelopmental Disorders Angela Capuano and Kim Killu 13. Externalizing Behaviors Maddison Knott, Arianna Delgadillo, Sara Jordan, Lauren Erp, and Audrey Ambrosio 14. Internalizing Problems Avalon S. Moore, Alixandra Wilens, and Brian A. Zaboski Postscript: School Psychology Practices with Strong Evidence Sarah Conoyer, Stephen Hupp, and Michael Axelrod
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