With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.
Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include:
- allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models
- service delivery designed to improve competencies of all students
- the relationship between general cognitive ability and important life outcomes
- the development of viable and enduring educational, family, and community systems to support students
- increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling
- outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system
- all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children
- building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being
The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.

With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents. Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include: - allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models - service delivery designed to improve competencies of all students - the relationship between general cognitive ability and important life outcomes - the development of viable and enduring educational, family, and community systems to support students - increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling - outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system - all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children - building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.

Best practices related to assessment, consultation, and intervention have been well-documented throughout the school psychology literature, with ample empirical support. Unfortunately, despite this vast knowledge base, many practitioners continue to use outdated and ineffective assessment practices, educational interventions, and therapies, many of which lack research support. The Desk Reference's editors aim to change that by providing practitioners, academics, and students with a compendium of current, evidence-based, and state-of-the-art best practices in education and psychology. The Desk Reference's comprehensive coverage of diverse populations and important niche matters confronting school personnel are systematically addressed in a uniform step-by-step manner replete with evidence-based practices that can be implemented immediately by practicing professionals. Doing “what works” is the basis of evidence-based best practices, and when services work, they lead to consistent, efficacious, and documented benefits. Composed of contributed chapters from leading school psychology authors, the Desk Reference emphasizes sound application and comprehensive coverage within five topical sections: Assessment and Intervention (Cognitive, Academic, Social Emotional, Neuropsychology); Consultation; Medical Problems; Diversity in Learning; and Crises, Conditions, and Responses. This comprehensive, detailed, and empirically supported resource renders the Desk Reference an ideal, practical go-to guide for all school-based professionals, including classroom teachers, counselors, social workers, and school psychologists.

Many students today struggle with stress and anxiety caused by increasing academic, social, and extracurricular demands. This book provides school psychologists, counselors, teachers, and other school faculty with guidelines for improving students' mental and physical well-being, which in turn leads to improved academic performance and happier, better-adjusted students. Chapter authors review important considerations related to the benefits, limitations, and potential risks associated implementing mind-body interventions in school settings. In addition to general guidelines, they review specific practices in depth-including yoga, mindfulness, physical activity, and hypnosis-presenting a three-tiered model for delivering services universally, with targeted groups, and with individuals. They also discuss how these and other interventions can be used to target specific issues such as eating disorders, chronic pain, sleep disorders, and trauma. Illustrative case studies demonstrate how to implement these interventions in realistic scenarios. Collaboration between mental health professionals, faculty, and parents is emphasized throughout the volume so that students' mind-body health is addressed both at school and at home.