EEditorial Reviews :
Review
From the reviews of
the third edition:
“Psychologists have
become essential consultants in the school system and, although programs have
taken root to train behavioral health professionals to work in the school
system, this book provides a different approach to effectively administering
that role. The intention is to instruct novice psychologists in the art and
science of the unique consultant role they will play in the school system. …
intended mainly for school and child clinical psychologists, but also for
other clinical or developmental psychologists, school social workers, and
special educators.” (Christopher J. Graver, Doody’s Review Service,
September, 2010)
From the Back Cover
Since its emergence
during the 1960s, school consultation has become an important vehicle for
delivering psychological and educational services. Cooperative efforts
between skilled consultants and teachers, rooted in the principles of problem
solving, social influence, and professional development, enhance student
learning and adjustment while encouraging consultees to be more effective and
proactive in their practice.
The Third Edition
of School Consultation:
Conceptual and Empirical Bases of Practice shows in expert detail how this
relationship works by synthesizing mental health and behavioral models of
consultation with the most effective evidence-based practices (e.g.,
implementation support, response to intervention) informing the field today.
The authors provide real-world contexts for all participants in the
equation―consultants, teachers, students, staff, and the school itself―and
thoroughly review consultation processes and outcomes for a contemporary
practice-oriented approach suited to the new consultant, trainee, or
researcher.
Key features of the
Third Edition include:
·
An integrated mental
health/behavioral model for school consultation.
·
An organizational study
of the school as a setting for consultation.
·
Assessment issues and
strategies particularly relevant to school consultation.
·
Approaches to providing
teachers with implementation support.
·
Conceptual models for
selecting academic and behavioral interventions.
·
Administrative
perspectives on school consultation.
·
A real, transcribed
case study analyzed by the authors.
In the tradition of
its predecessors, School
Consultation, Third
Edition, is a confidence-building tool for practitioners in school
psychology, clinical child psychology, educational specialties, school
counseling, special education, and school social work as well as a trusted
reference for researchers in these fields.
About the Author
William P.
Erchul, Ph.D., is a
Professor of Psychology at North Carolina State University, where he served
as Director of the School Psychology Program from 1987 to 2004. He received
his B.A. in Psychology and Communication Arts from the University of
Wisconsin-Madison, and his Ph.D. in Educational Psychology with a
specialization in School Psychology from the University of Texas at Austin.
He has worked for the Human Interaction Research Institute in Los Angeles and
has been a consultant to various North Carolina school systems, public
agencies, and private businesses. Dr. Erchul is a Fellow of the American
Psychological Association and the American Academy of School Psychology, a
recipient of APA's Lightner Witmer Award (given in recognition of early
career research contributions to the field of School Psychology), an elected
member of the Society for the Study of School Psychology, a recipient of the
North Carolina School Psychology Association's Excellence in Staff
Development Award, and has been recognized as an outstanding faculty
researcher at NCSU. He has been President of the North Carolina
Inter-University Council on School Psychology; Vice-President of
Publications, Communications, and Convention Affairs of APA’s Division of
School Psychology; and Executive Producer of The Conversation Series for the
Division of School Psychology. Dr. Erchul is board certified in school
psychology by the American Board of Professional Psychology (ABPP) and has
served as President of the American Academy of School Psychology. His primary
research program centers on interpersonal processes and outcomes associated
with psychological consultation. Dr. Erchul has produced approximately 100
journal articles, book chapters, and other scholarly works, as well as three
books. He has been associate editor of School Psychology Quarterly and guest
editor of special issues of the School Psychology Review and the Journal of Educational
and Psychological Consultation. He also has served on the editorial review
boards of five scholarly journals.
Brian K.
Martens, Ph.D., is a
Professor of Psychology and Associate Chair of the Psychology Department at
Syracuse University. He received his B.S. in psychology from Colorado State
University, and earned his Ph.D. in 1985 from the APA-approved program at the
University of Nebraska-Lincoln. Dr. Martens’ research is concerned with
translating findings from basic operant studies into effective school-based
interventions, functional assessment and treatment of children’s classroom
behavior problems, and the instructional hierarchy as a sequenced approach to
skill building. His scholarly record includes more than 100 published
research articles, books, chapters, and invited reviews in the areas of
applied behavior analysis, school consultation, and instructional
intervention. Dr. Martens is a past Associate Editor of the Journal of
Applied Behavior Analysis and School Psychology Quarterly, and currently
serves as a Guest Associate Editor or Editorial Board member for five
journals. Dr. Martens received the Lightner Witmer Award from Division 16 of
APA in 1990, was named Outstanding Teacher of the Year at University College
in 1995, and is a past member of the Board of Directors of the Society for
the Experimental Analysis of Behavior. He was elected to Fellow status in
Division 16 of APA in 1996, elected as a member of the Society for the Study
of School Psychology in 2001, and named one of 90 Distinguished Alumni from
the Teachers College at the University of Nebraska in 1997. Dr. Martens
received the Editorial Appreciation Award from School Psychology Review in
2002 as well as the Excellence in Graduate Education Faculty Recognition
Award from Syracuse University in 2006.
|
Book
Description : Since its emergence during
the 1960s, school consultation has become an important vehicle for delivering
psychological and educational services. Cooperative efforts between skilled
consultants and teachers, rooted in the principles of problem solving, social
influence, and professional development, enhance student learning and
adjustment while encouraging consultees to be more effective and proactive in
their practice.
The Third Edition of School
Consultation: Conceptual and Empirical Bases of Practice shows in
expert detail how this relationship works by synthesizing mental health and
behavioral models of consultation with the most effective evidence-based
practices (e.g., implementation support, response to intervention) informing
the field today. The authors provide real-world contexts for all participants
in the equation―consultants, teachers, students, staff, and the school
itself―and thoroughly review consultation processes and outcomes for a
contemporary practice-oriented approach suited to the new consultant,
trainee, or researcher.
Key features of the Third Edition
include:
·
An integrated mental health/behavioral
model for school consultation.
·
An organizational study of the school
as a setting for consultation.
·
Assessment issues and strategies
particularly relevant to school consultation.
·
Approaches to providing teachers with
implementation support.
·
Conceptual models for selecting
academic and behavioral interventions.
·
Administrative perspectives on school
consultation.
·
A real, transcribed case study
analyzed by the authors.
In the tradition of its predecessors, School Consultation, Third
Edition, is a confidence-building tool for practitioners in school
psychology, clinical child psychology, educational specialties, school
counseling, special education, and school social work as well as a trusted
reference for researchers in these fields.
|
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