Table of Contents
Part I: Contemporary School Psychology Training: The University Riccio, Garcia-Vazquez, Crespi, Why School Psychology as a Profession: Introduction and Overview. Fagan, Putting School Psychology Training into Historical Perspective: What's New? What's Old? Kaufman DeOrnellas, Maricle, What is so Special about the Specialist Degree? Givner, Combined-integrated Training: An Alternative to Traditional School Psychology Training Models. Part II: Foundations of Training Nastasi, How Much Theory Do We Teach? Williams, Epifanio, Sinko, Teaching Legal and Ethical Issues. Arroyos-Jurado, Fernandez, Navarro, Multiculturalism and Diversity: Implications for Training of School Psychologists. Lowell, Rimmer, Zeeman, Preparing Students for Leadership Roles. Part III: Training for Assessment and Evidence-based Practice Tomes, Culture and Psychoeducational Assessment: Cognition and Achievement. Hughes, McGoey, Owen, The Importance of Personality Assessment in School Psychology Training Programs. Fiorello, Hale, Decker, Coleman, Neuropsychology in School Psychology. Part IV: Training for Intervention: Systems, Settings, and Special Populations Mennuti, Christner, School-based Mental Health: Training School Psychologists for Comprehensive Service Delivery. Rosenfeld, Levinsohn-Klyap, Cramer, Educating Consultants for Practice in Schools. Crespi, Lovelace, Adult Incarceration and Children’s Psychiatric Hospitalization: Training School Psychologists for Non-traditional Settings. McCormick, Fournier, Training for work with special populations: Children with Emotional and Behavioral Disorders. Phelps, Training for Work with Special Populations: Children with Chronic Illness. Part V: School Psychology Training: Rooted in the Past, Practicing in the Present, and Contemplating the Future: Summary and Conclusions Garciá-Vázquez, Crespi, Riccio, Hughes, Kaufman, Into the Future: New Directions for Education and Training.
