Theories of School Psychology: Critical Perspectives

Theoretical Foundations of School Psychology Research and PracticeCase StudyA Tale of Two TheoriesCase Conceptualization Using Behavior Analytic TheoryCase Conceptualization using Cognitive-Behavioral TheorySummaryContemporary School PsychologyHistorical ContextContemporary Models of PracticeUnderstanding Theory in School PsychologyDefinitionsUse of TheoryImportance of Theory to School PsychologyRole of Theory in School PsychologyResearchPracticeResearch and PracticeMajor Theories and ApplicationsDiversityPrevention ScienceChild DevelopmentSocial, Emotional, and Behavior DevelopmentBehavior ChangeHealth BehaviorCrisis and TraumaLearning and InstructionLiteracy, Mathematics, and WritingSystems Theory and Systems ChangeFamily-School PartnershipsBook Purpose and OrganizationReferencesTheoretical Foundations of Diversity in School PsychologyMarginalization of Minoritized Students: A PrimerEpistemological Foundations of Theories of DiversityMulticulturalism and Social Justice: Central Frameworks that Inform Theories of DiversityTheories of Diversity in School Psychology: A Selective ReviewTheory and Diversity in School Psychology ResearchEcological TheoryCultural Difference TheoryCritical TheoriesConclusionCase StudyApplying a Theory of DiversityReferencesTheories of Prevention ScienceHistory of Prevention SciencePrevention Science in SchoolsTheory-Driven Research and DisseminationRigorous Scientific ProcessEpidemiological and Etiological Basis of Prevention ScienceDissemination and ImplementationTheory in Prevention ScienceDevelopmental Cascades ModelEcological Systems TheoryApplication of Theory in Prevention Science and School PsychologyCausal Theoretical Basis of the Classroom Check-UpThe Classroom Check-Up's Theory of ChangeImplementation Example of the Classroom Check-UpImplications for Research, Practice, and TrainingConclusionReferencesTheories of Child DevelopmentTheories of Child DevelopmentEcological Theories of Child Development: A Brief ReviewPiagetian Theory of Cognitive DevelopmentSocial Development TheoryBioecological Systems TheoryIntegrative Model for the Study of Developmental Competencies in Minority YouthPositive Youth DevelopmentApplied Developmental ResearchContemporary Social, Political, and Ecological Contexts Affecting Youth DevelopmentAdaptive and Protective Factors: Promoting Positive Youth DevelopmentApplication to School PsychologyAssessmentInterventionCase StudyBackgroundReferral QuestionsAssessment and Intervention ConsiderationsReferencesTheories of Social, Emotional, and Behavioral DevelopmentSocial, Emotional, and Behavioral Functioning of YouthPhysiological and Social Construction of EmotionsDevelopmental MilestonesDevelopment and the EnvironmentApplied Behavior AnalysisSocial Learning TheoryApplications of Social, Emotional, and Behavioral TheoriesSocial and Emotional LearningSEL ProgrammingSEL AssessmentsSWPBISThe Role of the School Psychologist in Applications of TheoryCase StudyReferencesTheories of Behavior ChangeIntroductionBehavioral and Cognitive Models of Behavior Change: A Brief OverviewBehaviorismThe Cognitive ModelMotivational InterviewingTheory of Planned BehaviorEmpirical Evidence and Application in ContextsThe Transtheoretical (Stages of Change) ModelStages of ChangePrecontemplationContemplationPreparation (determination)ActionMaintenanceTerminationEmpirical EvidenceThe Unified Theory of BehaviorCase StudyConclusionReferencesTheories in Health Behavior for ChildrenSocial Cognitive TheoryReview of TheoryEvidence in YouthPhysical ActivityScreen TimeDietary OutcomesSubstance UseRisky Sexual BehaviorSocial/Health Ecological ModelReview of TheoryEvidence in YouthPhysical ActivityScreen TimeDietary OutcomesSubstance UseRisky Sexual BehaviorSelf-Determination TheoryReview of TheoryEvidence in YouthPhysical ActivityScreen TimeDietary OutcomesSubstance UseRisky Sexual BehaviorPositive Psychology ModelReview of TheoryEvidence in YouthPhysical ActivityScreen TimeDietary OutcomesSubstance UseRisky Sexual BehaviorStages of Change TheoryReview of TheoryEvidence in YouthPhysical ActivityScreen TimeDietary OutcomesSubstance UseRisky Sexual BehaviorCase StudyReferencesTheories of Crisis and TraumaMajor Theories of Crisis and TraumaDevelopmental Psychopathology Model of Childhood Traumatic StressBiological TheoriesCognitive TheoryResearch/Empirical EvidenceDevelopmental Psychopathology Model of Childhood Traumatic StressEvent and ExposureChild CharacteristicsEcology/post-crisis EnvironmentBiological TheoryCognitive TheoriesApplication of TheoryAssessmentInterventionResearchCase StudyConclusionReferencesTheories of Learning and InstructionTheoretical OverviewInformation Processing TheoriesGateways of Information Flow: Sensation, Perception, and AttentionMemory: Encoding, Organization, and RetrievalOngoing Practices and Goals of Learning: Thinking, Including Metacognition and ComprehensionClassroom ExampleCognitive Load TheoryEmpirical EvidenceClassroom ExampleOverlapping Waves TheoryEmpirical EvidenceClassroom ExamplesDirect InstructionEmpirical EvidenceClassroom ExampleApplication of TheoryHow Can Theories of Learning and Instruction Inform the Design and Development of Curriculum, Interventions, and Assessments?Learning Rests on Basic Cognitive MechanismsLearning Can Reveal BiasesLearning is ContextualizedLearners Use Different Strategies at Different TimesOne Theoretical Explanation May Better Serve a Specific Learner Outcome than AnotherHow Can School Psychologists Be Aware of Theories of Learning and Instruction, as Well as New Approaches to Learning as They Become Available?ConclusionReferencesTheories of Reading, Writing, and MathematicsReading Theory: The Simple View of Reading and Dual Coding TheoryThe Simple View of ReadingDual Coding TheoryDecoding/VisualAssessmentInterventionLinguistic Comprehension/Non-visualAssessmentInterventionRemaining QuestionsCase Study—ReadingWriting Theory: Simple View of WritingTranscriptionAssessmentInterventionSelf-RegulationAssessmentInterventionRemaining QuestionsCase Study—WritingMathematics Theory: Deep Procedural FluencyMathematical ProficiencyDeep Procedural KnowledgeAccuracyAssessmentInterventionEfficiencyAssessmentInterventionComprehensionAssessmentInterventionFlexibilityAssessmentInterventionRemaining QuestionsCase Study—MathematicsLearning HierarchyAssessmentInterventionConclusionReferencesSystems Theory and Systems ChangeSystems Theory: The Foundation for Systems ChangeImplementation Science: Applications of Systems Theory to PracticeImplementation DriversLeadership DriversCompetency DriversOrganization DriversStages of ImplementationExploration and AdoptionProgram InstallationInitial ImplementationFull ImplementationCase StudyCase BackgroundYear 1: Exploration and InstallationYear 2: Installation and Initial ImplementationYear 3: Initial ImplementationCase Study Summary ReflectionsReferencesTheories and Frameworks that Underlie Family–School PartnershipsA Brief Overview of Family-School PartnershipsMajor Theoretical Frameworks of Family-School PartnershipsFoundational Theoretical FrameworksEcological Systems TheoryPhenomenological Variant of Ecological Systems TheoryFive A's FrameworkOrganizational HealthTheoretical Frameworks on ContinuityContextual Systems ModelMultiple Worlds TypologyApplications to School Psychology Research and PracticeCase StudyConjoint Behavioral Consultation (CBC) ProcessSchool Level ApproachReferencesUsing Theory to Understand, Guide, and Address Multifaceted Issues in School Psychological PracticeA Tale of Multiple TheoriesThe Role of Ecological Systems TheoryThe Role of Critical Race TheoryThe Role of Behavior-Analytic TheoryThe Role of Biological and Cognitive TheoryIntegrating Multiple Theoretical PerspectivesSummaryComplexities in the Field of School PsychologyMultiple Roles and FunctionsDirect and Indirect ServicesPractices that Permeate Service DeliverySchool Psychologist Roles with Multiple StakeholdersSystems of CareIntegration of TheoryUsing Theory in School Psychology Training, Research, and PracticeUsing Theory in TrainingDefine the Theoretical Orientation of the Training ProgramIntegrate Theory within CourseworkIntegrate Theory within Practica
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