Principles of Leadership in School Psychology
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This book provides a long overdue conceptual framework for integrating evidence-based principles of school psychology leadership across NASP (National Association of School Psychologists) domains of practice. It explicates the myriad ways in which school psychologists can and should serve as leaders across the NASP domains, examines the leadership role of school psychologists within each NASP domain, and presents both historical and contemporary contexts of the domains of practice.
Key areas of coverage include:
Concrete examples of school psychologists as leaders in the…mehr

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Produktbeschreibung
This book provides a long overdue conceptual framework for integrating evidence-based principles of school psychology leadership across NASP (National Association of School Psychologists) domains of practice. It explicates the myriad ways in which school psychologists can and should serve as leaders across the NASP domains, examines the leadership role of school psychologists within each NASP domain, and presents both historical and contemporary contexts of the domains of practice.

Key areas of coverage include:

Concrete examples of school psychologists as leaders in the field.Spearheading initiatives and service delivery models involving consultation and collaboration.Academic intervention planning.Behavioral and mental health services.Crisis intervention and prevention.Consultation, program evaluation, and ethics of professional practice.

The book offers a cogent framework for practitioners and trainers of school psychologists to further integrate principles of leadership into their work in the field. The volume culminates with a discussion of the role of school psychologists as advocates for the practice through legislative and social justice policy.

Principles of Leadership in School Psychology is an essential resource for researchers, professors, and graduate students as well as professionals in school and clinical child psychology, educational policy and practice, and social work as well as all interrelated disciplines.

Autorenporträt
Lisa Kilanowski, D.Ed., is an Associate Professor of School Psychology and Program Director at Niagara University. Dr. Kilanowski's primary research interests include Multitiered Systems of Support (MTSS), reading disabilities, assessment and intervention in reading, math, and written expression, school reform and systems change, leadership in the profession of school psychology, and advanced integration of neuropsychological principles and RtI (Response to Intervention) data in the assessment of learning disabilities in K-12 environments. Dr. Kilanowski has also dedicated considerable time to researching school psychologists' facility in working with LGBQT adolescents and increasing awareness of appropriate supports for such youth within the school ecology. She routinely provides extensive district consultation, policy writing assistance, and professional development regarding the implementation of K-12 MTSS models across New York State in addition to presenting on thesubject nationally. She has served on several editorial review boards, including the  Encyclopedia of Child Development and Behavior (Sam Goldstein and Jack Naglieri, Eds.), and is the co-developer and co-editor of the School Psychology Archives. Dr. Kilanowski is the Past President of New York's Trainers of School Psychology Association (TSPNY) and serves on the Board of the New York Association of School Psychologists. Kristine Augustyniak, Ph.D., LP, is a licensed psychologist and professor of School Psychology / Clinical Mental Health Counseling at Niagara University. She earned a dual Ph.D. in Counseling Psychology and School Psychology and M.A. in School Psychology from The State University of New York at Buffalo. Since founding the School Psychology program at Niagara University in 2002, Dr. Augustyniak has worked diligently to advance best-practices in the training and practice of school psychologists. Her course offerings have focused on a variety topics related to psychological assessment and diagnosis, treatment planning, individual and group counseling, and child, adolescent, and adult mental health issues. The primary subject of Dr. Augustyniak's research interests and publications include leadership dynamics in the profession of school psychology and evidence-based approaches in assessment and intervention planning for youth suffering from mental health concerns, learning disabilities, trauma, bullying, and neuromuscular disorders. Her scholarship also includes fundamental issues in applied approaches to school-based violence and bullying prevention, kindergarten readiness assessment, and leadership tenets that promote best practices in mental health service delivery. Dr. Augustyniak is routinely involved in advocacy efforts to foster community mental health services. In private practice, Dr. Augustyniak provides integrative psychotherapy to youth and adults suffering from mood disorders, anxiety disorders, eating disorders, anger management issues, adjustment disorders, maladaptive health behaviors, and family relational problems. She frequently consults with local educational agencies on best-practice interventions for students with behavioral and learning disorders and on schoolwide prevention programming efforts. She has also served for the past 10 years as medical panel member of the Surrogate Decision-Making Committee of the State of New York Commission on Quality of Care for the Mentally Disabled.