Theories of School Psychology: Critical Perspectives
Author:   Kristy K. Kelly ,  S. Andrew Garbacz ,  Craig A. Albers (University of Wisconsin, Madison, USA)
Publisher:   Taylor & Francis Ltd
ISBN:  

9781138479739


Pages:   326
Publication Date:   12 November 2020
Format:   Paperback
Availability:   In Print   Availability explained
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Theories of School Psychology: Critical Perspectives


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Author:   Kristy K. Kelly ,  S. Andrew Garbacz ,  Craig A. Albers (University of Wisconsin, Madison, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9781138479739


ISBN 10:   113847973
Pages:   326
Publication Date:   12 November 2020
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

1. Theoretical Foundations of School Psychology Research and Practice 2. Theoretical Foundations of Diversity in School Psychology 3. Theories of Prevention Science 4. Theories of Child Development 5. Theories of Social, Emotional, and Behavioral Development 6. Theories of Behavior Change 7. Theories in Health Behavior for Children 8. Theories of Crisis and Trauma 9. Theories of Learning and Instruction 10. Theories of Reading, Writing, and Mathematics 11. Systems Theory and Systems Change 12. Theories and Frameworks that Underlie Family-School Partnerships 13. Using Theory to Understand, Guide, and Address Multifaceted Issues in School Psychological Practice

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Author Information

Kristy K. Kelly is Associate Clinical Professor of Educational Psychology at the University of Wisconsin–Madison, USA. S. Andrew Garbacz is Associate Professor of Educational Psychology at the University of Wisconsin–Madison, USA. Craig A. Albers is Associate Professor of Educational Psychology at the University of Wisconsin–Madison, USA.

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