Overview

This book offers the autobiographical reflections of prominent women school psychologists who are at or near completion of their careers. It demonstrates the varied and diverse journeys of these women in their own words. The volume examines the ways in which leading women in the field have evolved from primarily frontline service providers to full contributors at all levels of the profession. Chapters offer insights into school psychology movers and shakers and explores how many found a home in academia, where they became trainers of the next generation. In addition, chapters examine the opportunities and restraints that these women leaders confronted across the years. The book celebrates the success of these women and encourages both women and men to pursue roles in the profession. Women Leaders in School Psychology is an informative read for graduate students and scientist-practitioners as well as researchers, professors and other professionals in child and school psychology, educational policy and politics, family studies, social work, public health, clinical and developmental psychology and all related psychology, mental health, and education disciplines.

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9783030435455

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Carol S. Lidz, Psy.D., is retired after a 40-year career in a wide variety of school psychology positions. She began her career as a frontline school psychologist in New Jersey, followed by several years in Montgomery County Pennsylvania. She then worked briefly as a pediatric psychologist in a rehabilitation hospital and, then, for many years as creator and chief psychologist for a multidisciplinary team that provided services to children enrolled in Head Start programs throughout the Philadelphia area. Her academic career began at Temple University, where she trained graduate students for services to young children. She then created a new School Psychology Program for Touro College in New York City. Her educational background includes a B.A. in psychology from the University of Michigan, an M.A. in School Psychology from the University of Tennessee, and a Psy.D. in School Psychology from the Graduate School of Applied Professional Psychology of Rutgers University. Her researchprimarily concerns parent-child interaction and dynamic assessment. She has published extensively on topics of preschool assessment in general and dynamic assessment, specifically. She has designed a dynamic assessment procedure for preschool children (Application of Cognitive Functions Scale) and a rating scale for observation of adults with young children (Mediated Learning Experience Rating Scale and its variations). She and her husband, a retired architect, reside in Philadelphia PA.

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