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  • 1
    Online Resource
    Online Resource
    Theory and cases in school-based consultation : a resource for school psychologists, school counselors, special educators, and other mental health professionals (2020)
    New York, NY :Routledge,
    Details
    UID:
    almahu_9949386145902882
    Format: 1 online resource (401 pages)
    Edition: Second edition.
    ISBN: 9780429642012 , 0429642016 , 9780429029974 , 0429029977 , 9780429635670 , 0429635672 , 9780429638848 , 0429638841
    Content: This timely second edition provides an applied perspective regarding school-based consultation, including an overview of mental health and behavioral, instructional, social cognitive, Adlerian, solution-focused, and organizational/systems consultation. With updated empirical evidence showcasing the effectiveness of consultation, this book delivers clear procedures for establishing a consultative relationship and includes case examples of problems and critical thinking questions to facilitate discussion among students and educators regarding school-based consultation. Issues of multicultural issues responsiveness, as well as ethical and legal considerations, are raised to broaden the scope of consultation stages and processes. To assist instructors in using this text, PowerPoint lectures and an instructor's test bank are available as eResources to accompany each chapter.
    Note: Collaborative Strategic Planning (CSP) , Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of Illustrations -- Foreword by William Erchul -- Chapter 1. School-based Consultation: Overview and University Training Considerations -- Overview and Need for Consultation -- Defining School Consultation Services -- The Role as a School-based Consultant -- Multiple Disciplines' Contribution to Consultation -- Barriers to Consultation -- Training College and University Students in Consultative Practices -- Consultative Teaching Practices -- Emerging Consultative Models -- How to Use This Text -- Summary , Chapter 2. Stages, Processes, and Procedures in School-based Consultation -- Introduction -- Basic Terminology in and Definitions of Consultation -- Stages of the Consultative Process -- Steps in the Consultative Process -- Characteristics of Effective Consultants -- Technology in Consultation -- Communication in School-based Consultation -- Power Bases in Consultation -- Teachers and School-based Consultation -- Ethical Considerations in the Consultative Process -- Summary -- Chapter 3. Multicultural Issues in School-based Consultation -- Multicultural Consultation , Instructional Consultation (IC) for Minority Students -- Bilingual School Consultation -- International Consultation -- Participatory Culture-specific Intervention Model (PCSIM) -- Pcsim to Promote Psychological Wellbeing (PWB) -- Culture-specific, Participatory Action Research to Promote Psychological Wellbeing -- Multicultural School Consultation (MSC) -- Multicultural School Consultation (MSC) to Reduce Stereotype Threat -- Consultee-centered Consultation (CCC) -- CCC and PCSIM Integration -- Summary -- Chapter 4. Instructional Consultation (IC) and Instructional Consultation Teams (ICT) , Overview of Instructional Consultation -- Instructional Coaching as a Related Practice -- Summary -- Cases Using IC -- Chapter 5. Mental Health Consultation (MHC) -- Overview -- Effectiveness of MHC -- Summary -- Cases Using MHC -- Chapter 6. Behavioral Consultation, the Problem-solving Model, and Conjoint Behavioral Consultation -- Introduction -- Summary -- Case Studies Using BC and CBC -- Chapter 7. Social Cognitive Theory Consultation -- Introduction -- Assumptions of Social Cognitive Theory (SCT) -- The Role of Motivation in the Consultation Process -- SCTC Process , The Role of the Consultant in SCTC -- Effectiveness of SCTC -- Summary -- Case Studies Using SCTC -- Chapter 8. Adlerian (AC) and Solution-focused (SFC) Consultation -- Adlerian (AC) and Solution-focused Consultation (SFC) -- Adlerian Theory Overview -- Adlerian Consultation (AC) -- Examining Ac and SFC Together -- Overview of Solution-focused Theory -- Process of Solution-focused Consultation (SFC) -- Summary -- Cases Using AC and SFC -- Chapter 9. Organizational and Systems Consultation (OSC) -- Introduction -- Ecological Organizational Consultation (EOC)
    Additional Edition: Print version: Crothers, Laura M. Theory and Cases in School-Based Consultation : A Resource for School Psychologists, School Counselors, Special Educators, and Other Mental Health Professionals. Milton : Routledge, ©2020 ISBN 9780367140618
    Language: English
    Keywords: Electronic books. ; Electronic books.
    DOI: 10.4324/9780429029974
    URL: https://www.taylorfrancis.com/books/9780429029974
    URL: lizenzpflichtig
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    Stabi Berlin
    HU Berlin
  • 2
    Book
    Book
    Identifying, Assessing, and Treating Conduct Disorder at School / (2008)
    Berlin :Springer,
    Details
    UID:
    almahu_BV023047652
    Format: IX, 156 S. : , graph. Darst. ; , 235 mm x 155 mm.
    ISBN: 978-0-387-74393-6 , 0-387-74393-6
    Series Statement: Developmental psychopathology at school
    Language: English
    Subjects: Education , Psychology
    RVK:
    DT 7300
    RVK:
    CX 4500
    Keywords: Verhaltensstörung ; Schüler ; Didaktik ; Aufsatzsammlung
    URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016251082&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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  • 3
    Online Resource
    Online Resource
    The Cambridge handbook of applied school psychology/ (2020)
    Cambridge :Cambridge University Press,
    Details
    UID:
    almahu_9948591387702882
    Format: 1 online resource (xxxi, 692 pages) : , digital, PDF file(s).
    ISBN: 9781108235532 (ebook)
    Content: Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents.
    Note: Title from publisher's bibliographic system (viewed on 21 Sep 2020).
    Additional Edition: Print version: ISBN 9781108415965
    Language: English
    Subjects: Psychology
    RVK:
    CX 4500
    URL: https://doi.org/10.1017/9781108235532
    URL: lizenzpflichtig
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    Online Resource
    Stabi Berlin
    HU Berlin
  • 4
    Book
    Book
    The Cambridge handbook of applied school psychology / (2020)
    Cambridge :Cambridge University Press,
    Details
    UID:
    almahu_BV046866159
    Format: xxxi, 692 Seiten : , Illustrationen, Diagramme.
    ISBN: 978-1-108-40125-8 , 978-1-108-41596-5
    Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-1-108-23553-2
    Language: English
    Subjects: Psychology
    RVK:
    CX 4500
    Keywords: Schulpsychologie
    Author information: Worrell, Frank C., ca. 20./21. Jh.
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  • 5
    Online Resource
    Online Resource
    The Cambridge handbook of applied school psychology / (2020)
    Cambridge :Cambridge University Press,
    Details
    UID:
    almahu_BV046970077
    Format: 1 Online-Ressource (xxxi, 692 Seiten).
    ISBN: 978-1-108-23553-2
    Content: Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents
    Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-1-108-41596-5
    Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-1-108-40125-8
    Language: English
    Subjects: Psychology
    RVK:
    CX 4500
    Keywords: Schulpsychologie
    DOI: 10.1017/9781108235532
    URL: Volltext  (URL des Erstveröffentlichers)
    Author information: Worrell, Frank C., ca. 20./21. Jh.
    Library Location Call Number Volume/Issue/Year Availability
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    Online Access
    Open Access Request
    HU Berlin
  • 6
    Online Resource
    Online Resource
    Identifying, Assessing, and Treating Conduct Disorder at School (2008)
    Boston, MA : Springer Science+Business Media, LLC
    Details
    UID:
    gbv_1647638607
    Format: Online-Ressource (digital)
    ISBN: 9780387743950
    Series Statement: Developmental Psychopathology at School 1
    Content: Concern continues to ripple throughout society over the escalating incidents of youth violence and aggression. School professionals confront daily the challenges resulting from conduct disorders, which threaten to disrupt the learning process and compromise the well-being, security, and safety of students and faculty. With the ongoing emphasis on high-stakes academic testing, schools are struggling to pinpoint effective strategies and secure the resources needed to identify, assess, and treat students with conduct problems so that all children can succeed at school. Identifying, Assessing, and Treating Conduct Disorder at School bridges the gap between science and practice, providing school professionals with the information they need to coordinate efforts and enhance communication between parents, other educators, administrators, and social services providers. In addition, it offers guidance on the interventions that are likely to be most effective in meeting the unique needs of youths with conduct disorder. This volume: Emphasizes why school psychologists and their colleagues need to be prepared and able to identify and serve students with conduct disorder. Identifies the prevalence, influences, and associated conditions. Provides a review of screening, referral, and diagnostic assessment processes. Offers guidance on conducting psychoeducational assessments. Reviews evidence-based treatments. Provides practical guidance on setting up programs that address individual, classroom, and schoolwide issues. School psychologists and other education and mental health professionals will find this volume an invaluable resource in working to enhance the mental health and educational development of students.
    Note: Includes bibliographical references (p. 122-150) and index , Front Matter; Introduction; Causes; Incidence and Associated Conditions; Case Finding, Screening, and Referral; Diagnostic Assessment; Psychoeducational Assessment; Treatment; Back Matter
    Additional Edition: ISBN 9780387743936
    Additional Edition: Buchausg. u.d.T. Hughes, Tammy L. Identifying, assessing, and treating conduct disorder at school New York : Springer, 2008 ISBN 9780387743936
    Additional Edition: ISBN 0387743936
    Language: English
    Subjects: Education
    RVK:
    DT 7300
    Keywords: Verhaltensstörung ; Schüler ; Didaktik ; Aufsatzsammlung ; Verhaltensstörung ; Schüler ; Didaktik ; Aufsatzsammlung
    DOI: 10.1007/978-0-387-74395-0
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Kapitel 1
    URL: Inhaltsverzeichnis
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    Online Access
    Open Access Request
    UB Potsdam
  • 7
    Online Resource
    Online Resource
    Handbook of education, training, and supervision of school psychologists in school and community (2010)
    New York : Routledge,
    Details
    UID:
    gbv_1877718114
    Format: 1 online resource (2 volume pages)
    ISBN: 9780203893494 , 9781135895341 , 9781135895389 , 9781135895396
    Content: v. 1. Foundations of professional practice / edited by Enedina Garcia-Vazquez, Tony D. Crespi, and Cynthia A. Riccio -- v. 2. Bridging the training and practice gap : building collaborative university/field practices / edited by Judith Kaufman, Tammy L. Hughes, and Cynthia A. Riccio.
    Additional Edition: ISBN 9780415962797
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9780415962797
    Language: English
    DOI: 10.4324/9780203893494
    URL: lizenzpflichtig
    URL: lizenzpflichtig
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    Stabi Berlin
  • 8
    Online Resource
    Online Resource
    The Cambridge handbook of applied school psychology/ (2020)
    Cambridge :Cambridge University Press,
    Details
    UID:
    edocfu_9960118885302883
    Format: 1 online resource (xxxi, 692 pages) : , digital, PDF file(s).
    ISBN: 1-108-24678-8 , 1-108-24506-4 , 1-108-23553-0
    Content: Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents.
    Note: Title from publisher's bibliographic system (viewed on 21 Sep 2020).
    Additional Edition: ISBN 1-108-41596-2
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    FU Berlin
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