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001 u371493
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008 100316s2010 xxu| s |||| 0|eng d
020 _a9781441957474
_9978-1-4419-5747-4
040 _cMX-MeUAM
050 4 _aBF721-723
082 0 4 _a155.4
_223
082 0 4 _a155.424
_223
100 1 _aErchul, William P.
_eauthor.
245 1 0 _aSchool Consultation
_h[recurso electrónico] :
_bConceptual and Empirical Bases of Practice /
_cby William P. Erchul, Brian K. Martens.
250 _a3.
264 1 _aNew York, NY :
_bSpringer New York,
_c2010.
300 _aXIX, 258 p. 3 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aIssues in Clinical Child Psychology,
_x1574-0471
505 0 _aBackground -- to Consultation -- Problem Solving and Response to Intervention -- Promoting Change in Schools -- The School as a Setting for Consultation -- Consultation Processes and Outcomes -- Bases of an Integrated Model of School Consultation -- Model Description and Application -- Assessment in School Consultation -- Selecting Effective School-Based Interventions -- Key Participants In Consultation -- Teachers as Consultees -- Students as Clients -- Consultation Case Study -- Epilog: The Effective Practice of School Consultation.
520 _aSince its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice. The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation—consultants, teachers, students, staff, and the school itself—and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher. Key features of the Third Edition include: An integrated mental health/behavioral model for school consultation. An organizational study of the school as a setting for consultation. Assessment issues and strategies particularly relevant to school consultation. Approaches to providing teachers with implementation support. Conceptual models for selecting academic and behavioral interventions. Administrative perspectives on school consultation. A real, transcribed case study analyzed by the authors. In the tradition of its predecessors, School Consultation, Third Edition, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields.
650 0 _aPhilosophy (General).
650 0 _aSocial work.
650 0 _aApplied psychology.
650 0 _aDevelopmental psychology.
650 1 4 _aPsychology.
650 2 4 _aChild and School Psychology.
650 2 4 _aEducation (general).
650 2 4 _aSocial Work.
650 2 4 _aPsychotherapy and Counseling.
700 1 _aMartens, Brian K.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781441957467
830 0 _aIssues in Clinical Child Psychology,
_x1574-0471
856 4 0 _zLibro electrónico
_uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-1-4419-5747-4
596 _a19
942 _cLIBRO_ELEC
999 _c199373
_d199373