Pediatric School Psychology: Conceptualization, Applications, and Strategies for Leadership Development

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Routledge, Aug 6, 2012 - Education - 248 pages
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In today’s schools, it is imperative that school-based mental health professionals be adequately trained in the knowledge and impact of pediatric health disorders on children’s academic, social, and emotional progress and performance. This book will provide practitioners and researchers with the most relevant and up-to-date information concerning conceptual models and applications of intervention and prevention strategies in pediatric school psychology. Rather than making specific disorders the book’s primary focus, the authors discuss practical topics such as improving adherence, promoting successful school reintegration, reducing stress and enhancing coping skills, improving pain management, and enhancing quality of life. Prevention strategies covered include developing multi-tiered programs, monitoring program effectiveness and quality of implementation, and programming for sustainability. A unique feature of this book is its emphasis on developing leaders in pediatric school psychology, with chapters devoted to important topics including program development and evaluation, grant writing, and manuscript reviewing and preparation. An accompanying CD contains PowerPoint presentations and guidelines for practice to assist with lectures and describes strategies for application in clinical and school settings.


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Chapter 1 Background and Overview of Pediatric School Psychology
Chapter 2 A Conceptual Model for Understanding Health Problems and Developing Interventions
Applications of a Multisystemic Model
Chapter 4 Conceptual Model for Health Promotion and Illness Prevention
Prevention Programs in Community Settings
Chapter 6 Program Development and Evaluation
Chapter 7 Measurement Development and Evaluation
Chapter 8 Grant Writing Strategies
Chapter 9 Critiquing Journal Articles and Preparing Manuscripts for Publication
Chapter 10 Directions for Program Development Research and Training
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About the author (2012)

Thomas J. Power, PhD, is Professor of School Psychology in Pediatrics, Psychiatry, and Education at University of Pennsylvania and Chief Psychologist in the Department of Child and Adolescent Psychiatry and Behavioral Sciences at The Children s Hospital of Philadelphia.

Kathy L. Bradley-Klug, PhD, is Associate Professor of School Psychology and Associate Chair of the Department of Psychological and Social Foundations in the College of Education at the University of South Florida.

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