Investigating School Psychology: Pseudoscience, Fringe Science, and Controversies

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Michael I. Axelrod (University of Wisconsin, Eau Claire, USA) Stephen Hupp (Clinical Psychologist and Professor of Psychology at Southern Illinois University Edwardsville (SIUE), USA.)

Investigating School Psychology

Pseudoscience, Fringe Science, and Controversies

Michael I. Axelrod (University of Wisconsin, Eau Claire, USA), Stephen Hupp (Clinical Psychologist and Professor of Psychology at Southern Illinois University Edwardsville (SIUE), USA.)

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English

Routledge
03 June 2024

Psychological theory & schools of thought; Educational psychology; Teaching skills & techniques; Psychotherapy; Medical counselling

Series: Investigating Psychology Pseudoscience

Investigating School Psychology provides a fascinating exploration of the field of school psychology through the lens of pseudoscience and fringe science. Contributions from leaders in the fields of school psychology, clinical psychology, and education honor the role of science in the field while also exploring and guarding against the harms that pseudoscience can cause.

School psychology and, more broadly, the field of education are particularly susceptible to pseudoscience, fads, and maintaining the status quo by resisting the adoption of new ideas. Using an exhaustive review of the current literature, this book discusses various concepts in school psychology that have been largely discredited and many practices that continue to exist with little to no scientific support. Each chapter helps differentiate between dubious and evidence-based approaches while providing a useful resource for practicing school psychologists and educators to distinguish between science and pseudoscience in their everyday work with children. The book’s discussion of the harmful nature of pseudoscience in school psychology is inclusive of all students, such as students with disabilities, those diagnosed with neurodevelopmental disorders, those with academic problems, and all other children in schools.

Investigating School Psychology is valuable supplemental reading in undergraduate and graduate courses in education and school psychology and is also a beneficial reference for practicing school psychologists to distinguish between science and pseudoscience in their practice.

Edited by: Michael I. Axelrod (University of Wisconsin Eau Claire USA), Stephen Hupp (Clinical Psychologist and Professor of Psychology at Southern Illinois University Edwardsville (SIUE), USA.)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm,
ISBN: 9781032209760
ISBN 10: 1032209763
Series: Investigating Psychology Pseudoscience
Pages: 212
Publication Date: 03 June 2024
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Forthcoming

Foreword Bertha Vazquez Part I. Introduction 1. School Psychology, Pseudoscience, and Self-Correction Michael I. Axelrod 2. Historical Pseudoscience in Schools Scott Bellini, Parker S. Beckman, and Hanna S. Lim Part II. Systems-level Practices 3. Zero Tolerance Policies Angela Fontanini-Axelrod 4. Suicide Prevention and Intervention Practices Susan M. Swearer, Samantha Kesselring, and Emilea Rejman 5. Prevention Programs for Risky Behaviors Marisa E. Marraccini, Lauren E. Delgaty, and Telieha J. Middleton Part III. Assessment 6. Cognitive Assessment Matthew K. Burns and Jonie B. Welland 7. Academic Assessment Jeremy Miciak, Ryan L. Famer, and Amanda M. VanDerHeyden 8. Projective Drawing Techniques Nicholas F. Benson, Stefan C. Dombrowski, and Michael I. Axelrod Part IV. Instruction and Intervention 9. Academic Instruction Chad E. L. Kinney, John C. Begeny, and Rahma M. Hida 10. Academic Interventions Zachary C. LaBrot and Emily R. DeFouw 11. Working Memory Training Sarah J. Conoyer, Kathrin E. Maki, and Jamie Haas Part V. Working with Specific Populations and Problems 12. Neurodevelopmental Disorders Angela Capuano and Kim Killu 13. Externalizing Behaviors Maddison Knott, Arianna Delgadillo, Sara Jordan, Lauren Erp, and Audrey Ambrosio 14. Internalizing Problems Avalon S. Moore, Alixandra Wilens, and Brian A. Zaboski Postscript: School Psychology Practices with Strong Evidence Sarah Conoyer, Stephen Hupp, and Michael Axelrod

Michael I. Axelrod, PhD, is the Director of the Human Development Center and a Professor in the Department of Psychology at the University of Wisconsin-Eau Claire, USA. He is a Nationally Certified School Psychologist and Licensed Psychologist. His published books include Behavior Analysis for School Psychologist, School-Based Behavioral Intervention Case Studies: Effective Problem Solving for School Psychologists, and Reading Intervention Case Studies for School Psychologists. Stephen Hupp, PhD, is a Licensed Clinical Psychologist and Professor of Psychology at Southern Illinois University Edwardsville (SIUE), USA. In 2015, he won the Great Teacher Award from the SIUE Alumni Association. He is the editor of Skeptical Inquirer magazine, and he has published several books including Pseudoscience in Therapy and Great Myths of Child Development.

Reviews for Investigating School Psychology: Pseudoscience, Fringe Science, and Controversies

“Most people make up their minds based on very limited information. Support for this assertion can be found in myriad surveys, polls, and descriptions of public opinion. School psychology is a domain where strongly held yet non scientifically supported opinions are rampant. The unfortunate result is the risk of harmful child practices. This book identifies several examples of practices and/or perspectives that masquerade as factual and sets the record straight with relevant scientific findings. Thus it is an ideal companion for texts used by professors teaching classes to students majoring in child psychology in general and school psychology in particular.” Patrick Friman, PhD, ABPP Vice President of Behavioral Health, Boys Town; Professor of Pediatrics, University of Nebraska Medical Center, USA.