Springer Principles of Leadership in School Psychology

Product Description This book provides a long overdue conceptual framework for integrating evidence-based principles of school psychology leadership across NASP (National Association of School Psychologists) domains of practice. It explicates the myriad ways in which school psychologists can and should serve as leaders across the NASP domains, examines the leadership role of school psychologists within each NASP domain, and presents both historical and contemporary contexts of the domains of practice.  Key areas of coverage include: Concrete examples of school psychologists as leaders in the field. Spearheading initiatives and service delivery models involving consultation and collaboration. Academic intervention planning. Behavioral and mental health services. Crisis intervention and prevention. Consultation, program evaluation, and ethics of professional practice. The book offers a cogent framework for practitioners and trainers of school psychologists to further integrate principles of leadership into their work in the field. The volume culminates with a discussion of the role of school psychologists as advocates for the practice through legislative and social justice policy. Principles of Leadership in School Psychology is an essential resource for researchers, professors, and graduate students as well as professionals in school and clinical child psychology, educational policy and practice, and social work as well as all interrelated disciplines. From the Back Cover This book provides a long overdue conceptual framework for integrating evidence-based principles of school psychology leadership across NASP (National Association of School Psychologists) domains of practice. It explicates the myriad ways in which school psychologists can and should serve as leaders across the NASP domains, examines the leadership role of school psychologists within each NASP domain, and presents both historical and contemporary contexts of the domains of practice.  Key areas of coverage include: Concrete examples of school psychologists as leaders in the field. Spearheading initiatives and service delivery models involving consultation and collaboration. Academic intervention planning. Behavioral and mental health services. Crisis intervention and prevention. Consultation, program evaluation, and ethics of professional practice. The book offers a cogent framework for practitioners and trainers of school psychologists to further integrate principles of leadership into their work in the field. The volume culminates with a discussion of the role of school psychologists as advocates for the practice through legislative and social justice policy. Principles of Leadership in School Psychology is an essential resource for researchers, professors, and graduate students as well as professionals in school and clinical child psychology, educational policy and practice, and social work as well as all interrelated disciplines.   About the Author Lisa Kilanowski, D.Ed., is an Associate Professor of School Psychology and Program Director at Niagara University. Dr. Kilanowski’s primary research interests include Multitiered Systems of Support (MTSS), reading disabilities, assessment and intervention in reading, math, and written expression, school reform and systems change, leadership in the profession of school psychology, and advanced integration of neuropsychological principles and RtI (Response to Intervention) data in the assessment of learning disabilities in K-12 environments. Dr. Kilanowski has also dedicated considerable time to researching school psychologists’ facility in working with LGBQT adolescents and increasing awareness of appropriate supports for such youth within the school ecology. She routinely provides extensive district consultation, policy writing assistance, and professional development regarding the implementation of K-12 MTSS models across New York State in addition to presenting on the su