This engaging new text introduces the field of school psychology, providing an accessible overview of an essential and in-demand profession. It covers a comprehensive range of topics, including historical, cultural, professional, legal, and ethical foundations as well as practices in assessment, intervention, consultation, and program evaluation. Reflecting current standards and best practices, the book includes learning tools for a variety of audiences and examines the profession of school psychology through a social justice lens.
- Written in an accessible manner to facilitate understanding by those with minimal to no background
- Contributions from renowned authors, which allow readers to learn directly from experts in the field
- Content aligned with the 10 domains of the NASP Practice Model
- Integration of key concepts in psychological research and measurement that are essential for understanding school psychology practice
- A social justice orientation that portrays school psychologists as advocates for diverse children, families, and communities
- Social Justice Connections boxes, which address a range of contemporary issues related to equity and access in schools and psychological service delivery
- Comprehensive coverage of historical, cultural, legal, and ethical foundations as well as the roles and functions of school psychologists, including assessment, intervention, consultation, and systems-level reform
- Tools and resources for professional development and career planning
- Learning objectives, case examples, review and discussion questions, key terms with definitions, and chapter summaries that engage readers and reinforce key ideas
- Online instructor resources including PowerPoints, a test bank, sample syllabi, and graduate program worksheets, ideal for busy faculty
Sally L. Grapin, Ph.D., NCSP is an Assistant Professor of Psychology in the College of Humanities and Social Sciences at Montclair State University. She received her Ph.D. in School Psychology from the University of Florida. Her scholarly interests include the implementation of multi-tiered systems of support, academic screening for at-risk students, and social justice advocacy in school psychology. She has received awards from national organizations such as the American Psychological Association, Society for the Teaching of Psychology, and Trainers of School Psychologists. In 2017, she received the Innovative Teaching Award from the Society for the Psychological Study of Social Issues. Dr. Grapin has taught both lecture and field-based graduate and undergraduate courses in school psychology. In particular, she has taught courses in academic assessment, psychotherapeutic interventions, diversity in education, and professional issues in school psychology. Dr. Grapin serves on the editorial boards of several journals, including
School Psychology International, Psychology in the Schools, and
School Psychology Forum. She also currently serves as Co-Chair of the National Association of School Psychologists’ Graduate Recruitment and Awareness Development (GRAD) Team, which seeks to promote awareness of school psychology among prospective practitioners.
John H. Kranzler, Ph.D. is a Professor and Director of the School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. He joined the faculty at the University of Florida in 1990 after receiving his Ph.D. in School Psychology from the University of California, Berkeley. Dr. Kranzler served as Associate Dean for Research and Graduate Studies in the College of Education between 2001-2005 and 2007-2010 and as Acting Associate Dean for Research and Faculty Development from 2008-2011. He has taught classes in school psychology, learning and cognition, the theory of intelligence, psychoeducational assessment, statistics, ethics and law, and individual differences. His major areas of scholarly interest concern the nature, development, and assessment of human cognitive abilities. Dr. Kranzler has written several books and numerous journal articles. He is a Fellow of the American Psychological Association (Division 16) and an elected member of the Society for the Study of School Psychology. He has won a number of awards for his research from the Mensa Education and Research Foundation and other organizations, as well as article of the year awards in
School Psychology Review and
School Psychology Quarterly. He currently serves as Associate Editor of the
International Journal of School and Educational Psychology and on the editorial boards of the
Journal of School Psychology and Psychological Assessment.