The Oxford handbook of school psychology

Abstract

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 relevant literature in all of these areas, producing an authoritative resource. Comprising articles authored by the leading figures in school psychology, the book focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The book's focuses include an allegiance to the reciprocal relationship between science and practice to promote problem-solving and the enrichment model. It describes service delivery designed to improve competencies of all students. It also looks at the relationship between general cognitive ability and important life outcomes. It explores the development of viable and enduring educational, family, and community systems to support students. The book also studies increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling. It examines 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. The book explores 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. It tries to build a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 117 citations exist upstream.