Handbook of Australian School Psychology

1. Front Matter

   Pages i-lvi

   PDF

2. National and International Perspectives on School Psychology: Research, Practice and Policy

   • Michael Faulkner, Shane R. Jimerson

   Pages 1-19

3. A History of School Psychology in Australia

   • Marilyn Campbell, Kevin Glasheen

   Pages 21-37

4. School Psychological Practice with Indigenous Students in Remote Australia

   • Sue Edwards, Lorolei White, Edith Wright, Monica Thielking

   Pages 39-64

5. Child and Adolescent Development

   • Rosalyn H. Shute, John D. Hogan

   Pages 65-80

6. The Culturally Competent School Psychologist

   • Samuel O. Ortiz, Karen Lee Seymour

   Pages 81-110

7. Resources for Ethical School Psychological Practice in Australia

   • Monica Thielking, Nora Gerardi, Barbara Bole Williams, Mark D. Terjesen, Paul Flatau

   Pages 111-124

8. Promoting Success of School Psychology: Collaborating with Others

   • Peter Segal, Tina Fersterer, Sue Jennifer Sodeman, Katherine Elizabeth Prescott

   Pages 125-143

9. Evidence-Based Assessment and Intervention for Specific Learning Disability in School Psychology

   • Kate E. Jacobs, Dawn P. Flanagan, Vincent C. Alfonso

   Pages 145-171

10. Evidence-Based Assessment and Interventions for Problems with Reading in School Psychology

    • Mandy Nayton, Emma Leah Hettrich, Stephanie Samar, Camelia Wilkinson

    Pages 173-195

11. Evidence-Based Assessment and Intervention for Dyscalculia and Maths Disabilities in School Psychology

    • Robert A. Reeve, Carolyn Waldecker

    Pages 197-213

12. Evidence-Based Assessment and Intervention for Problems with Writing in School Psychology

    • Robyn Kurasaki, Kimberley Bloor, Megan Sy, Courtney Huguenin

    Pages 215-233

13. Student Mental Health and Psychological Interventions in a School Setting

    • Vicki McKenzie, Hilary B. Vidair, Chelsea Eacott, Danielle Sauro

    Pages 235-249

14. Evidence-Based Assessment and Intervention for Anxiety in School Psychology

    • Nina D. Shiffrin, Keila C. Brockveld, Lauren F. McLellan, Erika Crawford, Elana Kagan, Jennifer L. Hudson et al.

    Pages 251-268

15. Evidence-Based Assessment and Intervention for Depression in School Psychology

    • Michael S. Gordon, Glenn A. Melvin

    Pages 269-290

16. Understanding and Responding to Suicidality in the School Setting

    • Christopher Gostelow, Scott Poland, Stephanie Guedj, Yaël Seth

    Pages 291-310

17. Evidence-Based Assessment and Intervention for ADHD in School Psychology

    • Shelley Hyman, George J. DuPaul, Matthew J. Gormley

    Pages 311-329

18. Evidence-Based Assessment and Intervention for Oppositional Defiant Disorder and Conduct Disorder in School Psychology

    • Rachael C. Murrihy, John R. Burns, Wendy M. Reinke, Keith C. Herman, Kathleen R. King

    Pages 331-347

19. Evidence-Based Assessment and Intervention for Anger in School Psychology

    • Raymond DiGiuseppe, Michal Barnea, Gabriella Duke, Brendan P. Murphy, Warrick J. Brewer

    Pages 349-376

20. Evidence-Based Assessment and Intervention for Autism in School Psychology

    • Tulio M. Otero, Caroline de Fina, Lauren Barker, Jason Skues

    Pages 377-396

This handbook addresses the current state and practice of school psychology with a focus on standards unique to Australia, including historical, legal, ethical, practical, and training factors. It provides a compilation of the most current research-based practices as well as guidelines for evidence-based assessment and intervention for common conditions (e.g., autism, depression, learning disabilities) and for delivering appropriate services to targeted student populations (e.g., LGBT, gifted, medical issues). Chapters discuss the application of national and international school psychology practices within the Australian educational and psychological structure. The handbook also examines the lack of formal resources specific to Australia’s culture and psychology systems, with its unique mix of metropolitan cities and the vast geographic landscape that spans regional and remote areas. It offers numerous case studies and innovative school mental health programs as well as recommendations for professional development and advocacy that are unique to Australian school psychology. 


Topics featured in this Handbook include:

• Evidence-based assessment and intervention for dyscalculia and mathematical disabilities.
  
• Identification and management of adolescent risk-taking behaviors and addictions. 
  
• Understanding and responding to crisis and trauma in the school setting.
  
• Prevention and intervention for bullying in schools.
  
• Class and school-wide approaches to addressing behavioral and academic needs. 
  
• The role of school psychologists in the digital age.
  
• Practical advice for school psychologists facing complex ethical dilemmas.

The Handbook of Australian School Psychology is a must-have resource for researchers, scientist-practitioners, and graduate students in child and school psychology, social work, and related fields that address mental health services for children and adolescents. 

• ADHD and school psychology
• Anxiety and school psychology
• Autism spectrum disorders at school
• Child development and school psychology
• Cultural sensitivity and school psychology
• Depression and school psychology
• Diagnostic practices and educational placements
• Evidence-based assessment and school psychology
• Evidence-based interventions and school psychology
• Group-based approaches to school psychology
• History of school psychology in Australia
• International trends in school psychology research
• Learning difficulties and school psychology
• ODD and CD and school psychology
• Primary prevention at school
• School psychology training and practice in Australia
• Social-emotional learning at school
• Suicidality and school psychology
• Technology-based service delivery in school psychology
• Violence and school psychology

• Department of Psychological Sciences, Swinburne University of Technology, Hawthorn, Australia

  Monica Thielking

• St. John’s University, Jamaica, USA

  Mark D. Terjesen

Dr Monica Thielking worked for over ten years in Melbourne secondary schools as a youth worker, careers counsellor and school psychologist. In 2006, after completing her Professional Doctorate in Counselling Psychology focusing on the role of school psychologists, she accepted the position as the Australian Psychological Society’s National Advisor to Psychologists in Schools where she provided professional guidance, led advocacy campaigns, developed landmark resources, Chaired the APS National School Psychology Reference Group, and founded and convened the APS Psychologists in Schools Interest Group. Dr Thielking’s appointment at Swinburne University of Technology in 2010 facilitated her research and teaching on issues around school psychology, youth homelessness, student equity and ethical psychological practice. In 2015, Dr Thielking was appointed the Director of Postgraduate Studies in the Department of Psychological Sciences and convenes a unit on ethical and professional psychological practice. Dr Thielking’s work has had significant impact on government policy, service delivery and school psychology practice and she regularly presents at national and international conferences. Dr Thielking currently holds the position as Program Chair of the Division 52 (International Psychology) of the American Psychological Association. She is also a member of the Editorial Board for the Journal of Psychologists and Counsellors in Schools.


Dr Mark Terjesen is Associate Professor of Psychology at St. John’s University and program director of the School Psychology (PsyD and MS) programs. He earned his PhD in Clinical and School Psychology from Hofstra University. Dr Terjesen has presented at a number of national and international conferences on topics that include matters related to REBT, the assessment and treatment of ADHD, professional school psychology issues, as well as cultural concerns. Dr. Terjesen has trained many professionals internationally in school psychology and the use of cognitive behavioral practices with children and families. Dr Terjesen has served as President of the School Division of the New York State Psychological Association as the President of the Trainers of School Psychologists, the largest national training organisation for school psychology faculty members, and is a Past President of the Division 52 (International Psychology) of the American Psychological Association of which he is also a Fellow.

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