Investigating school psychology : pseudoscience, fringe science, and controversies / edited by Michael I. Axelrod and Stephen Hupp.
Series Investigating psychology pseudoscienceEditor: New York, NY : Routledge, 2024Descripción: xxi, 211 pages ; 23 cmTipo de contenido:- text
- unmediated
- volume
- 9781032209746
- 9781032209760
- 370.15 23/eng/20240110
- LB1027.55 .I58 2024
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Libro mb | Biblioteca de Mayagüez Colección General mb | LB1027.55 .I58 2024 (Navegar estantería(Abre debajo)) | c. 1 | Disponible | 52000003299368 |
Descripciones mejoradas de Syndetics:
Investigating School Psychology provides a fascinating exploration of 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.
School psychology and, more broadly, the field of education are particularly susceptible to pseudoscience, fads, and maintaining the status quo by resisting the adoption of new ideas. Using an exhaustive review of the current literature, this book discusses various concepts in school psychology that have been largely discredited and many practices that continue to exist with little to no scientific support. Each chapter helps differentiate between dubious and evidence-based approaches while providing a useful resource for practicing school psychologists and educators to distinguish between science and pseudoscience in their everyday work with children. The book's discussion of the harmful nature of pseudoscience in school psychology is inclusive of all students, such as students with disabilities, those diagnosed with neurodevelopmental disorders, those with academic problems, and all other children in schools.
Investigating School Psychology is valuable supplemental reading in undergraduate and graduate courses in education and school psychology and is also a beneficial reference for practicing school psychologists to distinguish between science and pseudoscience in their practice.
Includes bibliographical references and index.
School psychology, pseudoscience, and self-correction / Michael I. Axelrod -- Historical pseudoscience in schools / Scott Bellini, Parker S. Beckman, and Hanna S. Lim -- Zero tolerance policies / Angela Fontanini-Axelrod -- Suicide prevention and intervention practices / Susan M. Swearer, Samantha Kesselring, and Emilea Rejman -- Prevention programs for risky behaviors / Marisa E. Marraccini, Lauren E. Delgaty, and Telieha J. Middleton -- Cognitive assessment / Matthew K. Burns and Jonie B. Welland -- Academic assessment / Jeremy Miciak, Ryan L. Famer, and Amanda M. VanDerHeyden -- Projective drawing techniques / Nicholas F. Benson, Stefan C. Dombrowski, & Michael I. Axelrod -- Academic instruction / Chad E.L. Kinney, John C. Begeny, and Rahma M. Hida -- Academic interventions , Zachary C. LaBrot and Emily R. DeFouw -- Working memory training / Sarah J. Conoyer, Kathrin E. Maki, and Jamie Haas -- Neurodevelopmental disorders / Angela Capuano and Kim Killu -- Externalizing behaviors / Maddison Knott, Arianna Delgadillo, Sara Jordan, Lauren Erp, and Audrey Ambrosio -- 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.
"Investigating School Psychology provides a fascinating exploration of 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"-- Provided by publisher.
Notas de autor provistas por Syndetics
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 Therapyand Great Myths of Child Development.