Michael I. Axelrod, USA. Stephen Hupp)
Investigating School Psychology
Pseudoscience, Fringe Science, and Controversies
Herausgeber: Axelrod, Michael I.; Hupp, Stephen
30,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in über 4 Wochen
Melden Sie sich
hier
hier
für den Produktalarm an, um über die Verfügbarkeit des Produkts informiert zu werden.
Michael I. Axelrod, USA. Stephen Hupp)
Investigating School Psychology
Pseudoscience, Fringe Science, and Controversies
Herausgeber: Axelrod, Michael I.; Hupp, Stephen
- Broschiertes Buch
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.
Andere Kunden interessierten sich auch für
- William P. ErchulSchool Consultation40,99 €
- Jesse SingalThe Quick Fix18,99 €
- Tenko Raykov (Michigan State University, East Lansing, USA)Introduction to Psychometric Theory194,99 €
- Unlocking the Power of Teacher Feedback184,99 €
- Chetan SinhaPower Dynamics in Education174,99 €
- Bringing Our Histories into School-Based Therapy174,99 €
- Bringing Our Histories into School-Based Therapy44,99 €
-
-
-
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.
Produktdetails
- Produktdetails
- Investigating Psychology Pseudoscience
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 212
- Erscheinungstermin: 3. Juni 2024
- Englisch
- Abmessung: 228mm x 151mm x 17mm
- Gewicht: 340g
- ISBN-13: 9781032209760
- ISBN-10: 1032209763
- Artikelnr.: 70006679
- Investigating Psychology Pseudoscience
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 212
- Erscheinungstermin: 3. Juni 2024
- Englisch
- Abmessung: 228mm x 151mm x 17mm
- Gewicht: 340g
- ISBN-13: 9781032209760
- ISBN-10: 1032209763
- Artikelnr.: 70006679
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.
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
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
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