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18 results

The Cambridge Handbook of Applied School Psychology
  • Edited by Frank C. Worrell, Tammy L. Hughes, Dante D. Dixson
  • Published online:
    18 September 2020
    Print publication:
    17 September 2020
  • 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.

  • 14 - Understanding and Cultivating Hope in School

  • from Part III - Interventions from Educational and Social/Personality Psychology
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 224-238

  • Summary

    A student’s hope – their ability to both envision paths to desirable future goals and believe that they will get there – is a powerful force within the school context. In this chapter, I discuss the relevance and utility of hope within the school setting for school psychologists. The chapter begins with an overview of hope theory, including how it is typically measured and its documented relationships with the achievement, academic engagement, mental health, and socioemotional functioning of students. Next, I discuss several ways school psychologists can promote hope schoolwide through various school policies and actions. Lastly, I go over several research-based hope interventions that can be employed in small groups as well as several informal hope-based interventions that can be utilized by school personnel more broadly. There are many ways that hope can be useful to school psychologists. This chapter provides a starter hope toolkit for how it can be leveraged.

  • 1 - Broadening the Focus of School Psychology Practice

  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 1-8

  • Summary

    School psychology fills a unique and important niche in education. Falling at the intersection of learning, academic achievement, and behavioral, emotional, and social well-being, school psychology plays a role in helping students, families, educators, and school systems meet the goals of a free and appropriate education for all youth, with or without a special education classification. In this chapter, we briefly review the purpose of education and discuss the groups that are not well served by education. We then provide an overview of the chapters that make up this text, including those on the important recent contributions to education and schooling from social psychology.