Published with the sponsorship of the Trainers of School
Psychologists, this two volume handbook examines the essential
tenets of the school psychology profession, critically reviews
training and practice issues, and evaluates how traditional and
changing skills and issues translate into meeting the needs of
children and the systems that serve them.
Volume II extends the discussion of the training of school
psychologists from Volume I to an examination of issues critical to
the practice of school psychology, focusing on the roles of the
supervisor as trainer in different contexts. Each chapter raises
issues for university training in a manner that facilitates the
dialogue between university and field trainers. This volume also
considers issues of professional development, credentialing, and
developing a professional identity, topics that predominate in
practice settings yet are typically not addressed in any school
psychology text. It concludes by offering recommendations on how
the collaboration between university and field-based education can
be further improved in the future to anticipate and meet the needs
of the next generation of professionals and the children in their
care.
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