Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-28T20:54:41.341Z Has data issue: false hasContentIssue false

1 - Broadening the Focus of School Psychology Practice

Published online by Cambridge University Press:  18 September 2020

By
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
Get access

Summary

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.

Keywords

school psychology practicepurpose of educationsocial psychology’s contribution to school psychology
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 1 - 8
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agarwal, P. (2019, April 11). The relationship between education and health. Intelligent Economist. Retrieved from www.intelligenteconomist.com/education-and-health/Google Scholar
Aud, S., Fox, M., & KewalRamani, A. (2010). Status and trends in the education of racial and ethnic groups (NCES 2010–015). US Department of Education, National Center for Education Statistics. Washington, DC: US Government Printing Office.Google Scholar
Bardon, J. I. (1990). Foreword. In Gutkins, T. B. & Reynolds, C. R. (Eds.), The handbook of school psychology (2nd ed., pp. ix–xii). New York, NY: John Wiley and Sons.Google Scholar
Castillo, J. M., Curtis, M. J., & Tan, S. Y. (2014). Personnel needs in school psychology: A 10-year follow-up study on predicted personnel shortages. Psychology in the Schools, 51, 832–849. https://doi.org/10.1002/pits.21786Google Scholar
De Brey, C., Musu, L., McFarland, J. et al. (2019). Status and trends in the education of racial and ethnic groups 2018 (NCES 2019–038). US Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2019/2019038.pdfGoogle Scholar
Fontenot, K., Semega, J., & Kollar, M. (2018, September). Income and poverty in the United States: 2018 (Current Population Reports, P60-263). Washington, DC: US Census, US Government Printing Office.Google Scholar
Hahn, R. A., & Truman, B. I. (2015). Education improves public health and promotes health equity. International Journal of Health Services, 45, 657–678. https://doi.org/10.1177/0020731415585986Google Scholar
Hatzichristou, C., & Rosenfield, S. (Eds.). (2017). International handbook of consultation in educational settings. New York, NY: Routledge.Google Scholar
Health Resources and Services Administration National Center for Health Workforce Analysis, Substance Abuse and Mental Health Services Administration/Office of Policy, Planning, and Innovation. (2015). National projections of supply and demand for behavioral health practitioners: 2013–2025. Rockville, MD. Retrieved from https://bhw.hrsa.gov/sites/default/files/bhw/health-workforce-analysis/research/projections/behavioral-health2013-2025.pdfGoogle Scholar
Jimerson, S. R., Oakland, T. D., & Farrell, P. T. (Eds.). (2007). The handbook of international school psychology. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Kehle, T. J., & Bray, M. A. (2011). Introduction: On such a full sea and we continue to flounder. In Bray, M. A. and Kehle, T. J. (Eds.), The Oxford handbook of school psychology (pp. 3–5). New York, NY: Oxford University Press.Google Scholar
McFarland, J., Cui, J., Rathbun, A., & Holmes, J. (2018). Trends in high school dropout and completion rates in the United States: 2018 (NCES 2019–117). Washington, DC: National Center for Education Statistics, US Department of Education. Retrieved from https://nces.ed.gov/pubs2019/2019117.pdfGoogle Scholar
McFarland, J., Hussar, B., Wang, X., et al. (2018). The condition of education 2018 (NCES 2018–144). Washington, DC: US Department of Education, National Center for Educational Statistics.Google Scholar
National Association of School Psychologists. (n.d.). Who are school psychologists? Retrieved from www.nasponline.org/about-school-psychology/who-are-school-psychologistsGoogle Scholar
Snyder, T. D., de Brey, C., & Dillow, S. A. (2018). Digest of education statistics 2016 (NCES 2017–094). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, US Department of Education.Google Scholar
Statistica.com. (n.d.). Total Medicaid enrollment from 1966 to 2018. Retrieved from www.statista.com/statistics/245347/total-medicaid-enrollment-since–1966/Google Scholar
Thielking, M., & Terjesen, M. (Eds.). (2017). Handbook of Australian school psychology: Integrating international research, practice, and policy. Zug, Switzerland: Springer.Google Scholar
Weinstein, R. S., & Worrell, F. C. (Eds.). (2016). Achieving college dreams: How a university-charter district partnership created an early college high school. New York, NY: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190260903.001.0001CrossRefGoogle Scholar
Worrell, F. C. (Ed.). (2014). Developing international partnerships: American school psychologists consulting in other countries. [Special issue]. Journal of Educational and Psychological Consultation, 24(4).Google Scholar
Worrell, F. C. (2016). Talent development – The forging of an academic identity. In Weinstein, R. S. & Worrell, F. C. (Eds.), Achieving college dreams: How a university-charter district partnership created an early college high school (pp. 317–344). New York, NY: Oxford University Press.Google Scholar
Zimmerman, E. B., Woolf, S. H., & Haley, A. (2015). Understanding the relationship between education and health. Population Health: Behavioral and Social Science Insights. Rockville, MD: Agency for Healthcare Research and Quality (pp. 347–384). Retrieved from www.ahrq.gov/sites/default/files/publications/files/population-health.pdfGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×