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| Exhibits, Forms, and Figures | |
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| Acknowledgments | |
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| About the Author | |
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| Preface | |
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| Introduction | |
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| Wearing Many Hats: The Roles Of The School Psychologist | |
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| Assessment | |
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| Consultation | |
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| Prevention and Intervention | |
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| Counseling | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| Finding Where You Belong: Logistics And Building Relationships In Your Schools | |
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| Getting Situated at a New School Site | |
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| Building Relationships with Key Staff Members | |
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| The School Secretary: Your New Best Friend | |
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| The Principal: Captain of the Ship | |
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| Counselors and Other Support Staff | |
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| Special Educators | |
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| General Education Teachers | |
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| The Custodian | |
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| Beginning-of-School Logistics | |
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| What to Do in the First Few Days and Weeks of School | |
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| Managing Multiple Sites | |
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| Finding a Work Space at Your School Site | |
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| Getting Needed Materials | |
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| Other Considerations in the First Few Weeks | |
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| Once You Are Settled In: Introducing Yourself | |
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| Introducing Yourself to Staff | |
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| Introducing Yourself to Families and Students | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| Help! I'm Drowning In Paperwork! How To Tame The Bureaucracy Monster | |
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| Managing Your Assessment Caseload | |
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| Completing Your Assessments Within Timelines | |
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| Check Your Assessment Caseloads for Accuracy | |
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| Make Your Yearly Assessment Calendar | |
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| Documenting and Tracking Interventions, Counseling, and Crisis Counseling | |
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| Documenting Interventions | |
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| Documenting Counseling and Crisis Counseling | |
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| Documenting Child Protective Services Calls and Reports | |
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| What's Next? Time Management Tips for Balancing Assessment Caseloads with Other Roles | |
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| Scheduling Your Week | |
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| Scheduling Your Day | |
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| What to Do When You Are Drowning in a Sea of Assessments | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| Intervention And Prevention | |
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| How to Be Preventive When You Have No Time | |
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| Being Effective on Leadership and Prereferral Intervention Teams | |
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| Schoolwide Support Teams | |
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| Student-Focused Support Teams | |
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| Developing and Supporting Academic Interventions | |
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| Developing and Supporting Social, Emotional, and Behavioral Interventions | |
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| Developing Your Own Prevention Activities and Programs | |
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| Common Pitfalls and What to Do About Them | |
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| When Special Education Intervention Is the Only Game in Town | |
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| When Your School Is Sending You Inappropriate Referrals | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| Response To Intervention (Rti): Changing Your Role From Special Education Gatekeeper To Keymaster Of Interventions | |
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| School Psychologists' Roles in RtI | |
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| Academic RtI: Data-Based Decision Making | |
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| Tier 1 Interventions | |
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| Developing Individual Intervention Plans and Data-Tracking Tools | |
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| Behavioral RtI: Data-Based Decision Making | |
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| Universal Screening | |
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| Assessment and Intervention Audits | |
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| Monitoring Tier 1 Effectiveness | |
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| Tiers 2 and 3: Gathering Baseline Data and Using Progress Monitoring Tools | |
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| How to Track Individual Student Progress with Your RtI Team | |
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| Navigating Your Role Change | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| Special Education Assessment | |
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| The Assessment Process: From Parental Consent to Report Writing | |
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| Determining Timelines and Informing All Involved Parties of the Assessment | |
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| Reviewing the History and Gathering Environmental Data | |
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| Conducting a Developmental History with Parents or Guardians | |
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| Deciding If You Need to Do a Full Social-Emotional-Behavioral Evaluation | |
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| Selecting Appropriate Testing Instruments | |
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| Selecting Your Testing Tools | |
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| Beginning Your Testing with the Student | |
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| Writing Quality Reports | |
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| A Note About Other Types of Evaluations | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| The Individualized Education Plan (Iep): Friend Or Foe? | |
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| Before the IEP Meeting | |
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| Learning About Your Role and Presentation Style in IEP Meetings | |
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| Building Consensus on Your IEP Team | |
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| When to Share Results with Parents Before the IEP Meeting | |
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| Collaborating with Outside Team Members in the IEP | |
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| During the IEP Meeting | |
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| Laying the Groundwork for Presenting Results | |
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| Other Helpful Tips When Presenting at an IEP Meeting | |
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| After the IEP Meeting | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| Do You Have A Minute? How To Be An Effective Consultant | |
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| Where Theory Meets Real Life | |
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| Behavioral Consultation | |
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| Social-Emotional and Crisis Consultation | |
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| Academic Consultation | |
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| Consultation During the IEP-Writing Process | |
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| Dealing with Negative Nancy and Naysayer Ned: Working with "Involuntary" Consultees | |
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| The Uncomfortable Teachers' Lounge Consultation | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| Individual Counseling | |
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| Counseling Roles | |
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| Types of School-Based Individual Counseling | |
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| Psychodynamic ("Insight-Oriented") Therapy | |
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| Play and Art Therapy | |
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| Cognitive-Behavioral Therapy (CBT) | |
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| Solution-Focused Brief Therapy | |
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| Beginning Counseling | |
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| During Counseling: Documentation and Sticky Situations | |
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| Documentation | |
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| When You Need to Call Child Protective Services (CPS) | |
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| When a Child Is a Danger to Himself or Others | |
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| Sticky Confidentiality Issues | |
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| Terminating Counseling | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| Group Counseling | |
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| Starting a Group: Factors to Consider | |
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| Conduct a Needs Assessment at Your School | |
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| Deciding What Type of Group to Run | |
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| Deciding Who Is in Your Group | |
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| Choosing a Cofacilitator | |
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| Deciding on When and Where to Hold Your Group | |
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| Deciding on the Level of Structure in the Group | |
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| What to Do When Things Get Messy | |
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| A Student Wants to Drop Out of Group | |
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| Group Members "Gang Up" on Another Group Member or Members | |
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| The Group Is Out of Control | |
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| A Student Leaves the Group Without Permission | |
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| A Group Member Does Not Participate | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| The Dreaded Late-Night Phone Call: How To Deal With A Crisis At Your School | |
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| Preparation for a Crisis | |
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| Types of Crises | |
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| Individual Student Crises: Danger to Self and Danger to Others | |
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| Schoolwide Crises: Determining the Ripple Effect and Implementing Psychological First Aid | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| PUT ON YOUR OXYGEN MASK BEFORE HELPING OTHERS: HOW TO MANAGE THE STRESS OF THE JOB | |
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| Practicing Self-Care | |
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| Moments of Zen | |
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| Flocking | |
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| Maintaining Healthy Work-Life Boundaries | |
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| Your Role and Saying No | |
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| Know When to Say When | |
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| Pulling It All Together | |
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| Key Points | |
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| Discussion Questions | |
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| Bibliography and Resources | |
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| Index | |