Supervision in school psychology: the developmental, ecological, problem-solving model
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
[Place of publication not identified]
Taylor & Francis
2016
|
| Schlagwörter: | |
| Beschreibung: | Endorsement; Half Title; Series Information; Title Page; Copyright Page; Dedication; Table of contents; Preface; Acknowledgments; Introduction; 1 The Status of School Psychology Supervision: Current Perspectives and Core Principles; Current Status of Supervision in School Psychology; Limited Early Models; Identification of Supervision as a Priority; Competency-based Training and Evaluation; Evidence-based Practice and Outcome Monitoring; Identification of Supervision as a Core Professional Competency Procedural Regulations and Requirements From Credentialing Organizations and State Licensing BoardsPressing Needs for Supervision in School Psychology; School Psychology-Specific Model of Supervision; Training in Supervision Skills; Creating Clinical Supervision for Credentialed Psychologists; Empirical Study of the Effectiveness of Supervisory Practices; Core Principles of Supervisory Practice; Summary; Part I Foundations of Effective Supervisory Relationships; 2 Clinical Supervision: Roles and Responsibilities; Definition and Purposes of Supervision; Definitions of Supervision Purposes of SupervisionSupervisee Growth; Client Welfare; Gatekeeping; Restorative/remedial; Empowering Self-reflection/Monitoring; Defining Needs for Future Professional Development; Preparing for Future Role as Supervisor; Diverse Roles and Responsibilities; Supervisor Roles; Teacher; Therapist; Consultant; Mentor; Supervisor Responsibilities; Supervisee Professional Growth; Feedback and Evaluation; Due Process Information for Supervisees; Model Effective Communication, Problem-solving, and Self-care Strategies; Promote Diversity and Cultural Competence Integrate Systemic Contexts into Intervention PlanningPromote Accountability/Risk Management; Ensure Welfare of the Client; Vicarious Liability; Know and Monitor All Supervisee Cases; Promote Ethical Knowledge and Behavior; Supervise within Scope of Competence and Monitor Supervisees' Competence; Promote Professional Identity and Self-care; Supervisee Diverse Roles and Responsibilities; Proactively Seek Out Information and Opportunities; Engage in Self-advocacy and Self-care; Hold Supervision Time Sacred, Be Punctual and Prepared Identify Professional Strengths and Weaknesses and Develop Goals for SupervisionWork Toward Developmentally Appropriate Self-monitoring and Independence; Monitor the Internship Plan with the Supervisor; Share All Casework with the Supervisor; Review Assessment/Intervention Plans with Their Supervisor Prior to Implementation; Obtain Supervisor's Signature When Required; Engage in Evidence-based Practice; Accept and Act Upon Supervisor's Guidance and Directives; Monitor Defensiveness; Share Difficulties and Ask for Help When Needed in a Timely Manner |
| ISBN: | 9781317307396 1317307399 |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV044357833 | ||
| 003 | DE-604 | ||
| 005 | 20180529 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 170620s2016 xx o|||| 00||| eng d | ||
| 020 | |a 9781317307396 |9 978-1-317-30739-6 | ||
| 020 | |a 1317307399 |9 1-317-30739-9 | ||
| 035 | |a (ZDB-4-NLEBK)ocn966255184 | ||
| 035 | |a (OCoLC)966255184 | ||
| 035 | |a (DE-599)BVBBV044357833 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 082 | 0 | |a 370.15 |2 23 | |
| 100 | 1 | |a Dennis, Simon |e Verfasser |0 (DE-588)114858255X |4 aut | |
| 245 | 1 | 0 | |a Supervision in school psychology |b the developmental, ecological, problem-solving model |
| 264 | 1 | |a [Place of publication not identified] |b Taylor & Francis |c 2016 | |
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 500 | |a Endorsement; Half Title; Series Information; Title Page; Copyright Page; Dedication; Table of contents; Preface; Acknowledgments; Introduction; 1 The Status of School Psychology Supervision: Current Perspectives and Core Principles; Current Status of Supervision in School Psychology; Limited Early Models; Identification of Supervision as a Priority; Competency-based Training and Evaluation; Evidence-based Practice and Outcome Monitoring; Identification of Supervision as a Core Professional Competency | ||
| 500 | |a Procedural Regulations and Requirements From Credentialing Organizations and State Licensing BoardsPressing Needs for Supervision in School Psychology; School Psychology-Specific Model of Supervision; Training in Supervision Skills; Creating Clinical Supervision for Credentialed Psychologists; Empirical Study of the Effectiveness of Supervisory Practices; Core Principles of Supervisory Practice; Summary; Part I Foundations of Effective Supervisory Relationships; 2 Clinical Supervision: Roles and Responsibilities; Definition and Purposes of Supervision; Definitions of Supervision | ||
| 500 | |a Purposes of SupervisionSupervisee Growth; Client Welfare; Gatekeeping; Restorative/remedial; Empowering Self-reflection/Monitoring; Defining Needs for Future Professional Development; Preparing for Future Role as Supervisor; Diverse Roles and Responsibilities; Supervisor Roles; Teacher; Therapist; Consultant; Mentor; Supervisor Responsibilities; Supervisee Professional Growth; Feedback and Evaluation; Due Process Information for Supervisees; Model Effective Communication, Problem-solving, and Self-care Strategies; Promote Diversity and Cultural Competence | ||
| 500 | |a Integrate Systemic Contexts into Intervention PlanningPromote Accountability/Risk Management; Ensure Welfare of the Client; Vicarious Liability; Know and Monitor All Supervisee Cases; Promote Ethical Knowledge and Behavior; Supervise within Scope of Competence and Monitor Supervisees' Competence; Promote Professional Identity and Self-care; Supervisee Diverse Roles and Responsibilities; Proactively Seek Out Information and Opportunities; Engage in Self-advocacy and Self-care; Hold Supervision Time Sacred, Be Punctual and Prepared | ||
| 500 | |a Identify Professional Strengths and Weaknesses and Develop Goals for SupervisionWork Toward Developmentally Appropriate Self-monitoring and Independence; Monitor the Internship Plan with the Supervisor; Share All Casework with the Supervisor; Review Assessment/Intervention Plans with Their Supervisor Prior to Implementation; Obtain Supervisor's Signature When Required; Engage in Evidence-based Practice; Accept and Act Upon Supervisor's Guidance and Directives; Monitor Defensiveness; Share Difficulties and Ask for Help When Needed in a Timely Manner | ||
| 650 | 7 | |a EDUCATION / Essays |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Reference |2 bisacsh | |
| 650 | 4 | |a School psychologists |x Supervision of | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Simon, Dennis J. |t Supervision in school psychology |d [Place of publication not identified] : Taylor & Francis, 2016 |z 1138121525 |z 9781138121522 |
| 912 | |a ZDB-4-NLEBK | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-029760465 | |
Datensatz im Suchindex
| _version_ | 1818983294597857280 |
|---|---|
| any_adam_object | |
| author | Dennis, Simon |
| author_GND | (DE-588)114858255X |
| author_facet | Dennis, Simon |
| author_role | aut |
| author_sort | Dennis, Simon |
| author_variant | s d sd |
| building | Verbundindex |
| bvnumber | BV044357833 |
| collection | ZDB-4-NLEBK |
| ctrlnum | (ZDB-4-NLEBK)ocn966255184 (OCoLC)966255184 (DE-599)BVBBV044357833 |
| dewey-full | 370.15 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15 |
| dewey-search | 370.15 |
| dewey-sort | 3370.15 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>04111nam a2200397zc 4500</leader><controlfield tag="001">BV044357833</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20180529 </controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">170620s2016 xx o|||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781317307396</subfield><subfield code="9">978-1-317-30739-6</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1317307399</subfield><subfield code="9">1-317-30739-9</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-4-NLEBK)ocn966255184</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)966255184</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV044357833</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">370.15</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Dennis, Simon</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)114858255X</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Supervision in school psychology</subfield><subfield code="b">the developmental, ecological, problem-solving model</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">[Place of publication not identified]</subfield><subfield code="b">Taylor & Francis</subfield><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Endorsement; Half Title; Series Information; Title Page; Copyright Page; Dedication; Table of contents; Preface; Acknowledgments; Introduction; 1 The Status of School Psychology Supervision: Current Perspectives and Core Principles; Current Status of Supervision in School Psychology; Limited Early Models; Identification of Supervision as a Priority; Competency-based Training and Evaluation; Evidence-based Practice and Outcome Monitoring; Identification of Supervision as a Core Professional Competency</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Procedural Regulations and Requirements From Credentialing Organizations and State Licensing BoardsPressing Needs for Supervision in School Psychology; School Psychology-Specific Model of Supervision; Training in Supervision Skills; Creating Clinical Supervision for Credentialed Psychologists; Empirical Study of the Effectiveness of Supervisory Practices; Core Principles of Supervisory Practice; Summary; Part I Foundations of Effective Supervisory Relationships; 2 Clinical Supervision: Roles and Responsibilities; Definition and Purposes of Supervision; Definitions of Supervision</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Purposes of SupervisionSupervisee Growth; Client Welfare; Gatekeeping; Restorative/remedial; Empowering Self-reflection/Monitoring; Defining Needs for Future Professional Development; Preparing for Future Role as Supervisor; Diverse Roles and Responsibilities; Supervisor Roles; Teacher; Therapist; Consultant; Mentor; Supervisor Responsibilities; Supervisee Professional Growth; Feedback and Evaluation; Due Process Information for Supervisees; Model Effective Communication, Problem-solving, and Self-care Strategies; Promote Diversity and Cultural Competence</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Integrate Systemic Contexts into Intervention PlanningPromote Accountability/Risk Management; Ensure Welfare of the Client; Vicarious Liability; Know and Monitor All Supervisee Cases; Promote Ethical Knowledge and Behavior; Supervise within Scope of Competence and Monitor Supervisees' Competence; Promote Professional Identity and Self-care; Supervisee Diverse Roles and Responsibilities; Proactively Seek Out Information and Opportunities; Engage in Self-advocacy and Self-care; Hold Supervision Time Sacred, Be Punctual and Prepared</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Identify Professional Strengths and Weaknesses and Develop Goals for SupervisionWork Toward Developmentally Appropriate Self-monitoring and Independence; Monitor the Internship Plan with the Supervisor; Share All Casework with the Supervisor; Review Assessment/Intervention Plans with Their Supervisor Prior to Implementation; Obtain Supervisor's Signature When Required; Engage in Evidence-based Practice; Accept and Act Upon Supervisor's Guidance and Directives; Monitor Defensiveness; Share Difficulties and Ask for Help When Needed in a Timely Manner</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Essays</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Organizations & Institutions</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Reference</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">School psychologists</subfield><subfield code="x">Supervision of</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="a">Simon, Dennis J.</subfield><subfield code="t">Supervision in school psychology</subfield><subfield code="d">[Place of publication not identified] : Taylor & Francis, 2016</subfield><subfield code="z">1138121525</subfield><subfield code="z">9781138121522</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-NLEBK</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-029760465</subfield></datafield></record></collection> |
| id | DE-604.BV044357833 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T18:00:49Z |
| institution | BVB |
| isbn | 9781317307396 1317307399 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029760465 |
| oclc_num | 966255184 |
| open_access_boolean | |
| psigel | ZDB-4-NLEBK |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Taylor & Francis |
| record_format | marc |
| spelling | Dennis, Simon Verfasser (DE-588)114858255X aut Supervision in school psychology the developmental, ecological, problem-solving model [Place of publication not identified] Taylor & Francis 2016 txt rdacontent c rdamedia cr rdacarrier Endorsement; Half Title; Series Information; Title Page; Copyright Page; Dedication; Table of contents; Preface; Acknowledgments; Introduction; 1 The Status of School Psychology Supervision: Current Perspectives and Core Principles; Current Status of Supervision in School Psychology; Limited Early Models; Identification of Supervision as a Priority; Competency-based Training and Evaluation; Evidence-based Practice and Outcome Monitoring; Identification of Supervision as a Core Professional Competency Procedural Regulations and Requirements From Credentialing Organizations and State Licensing BoardsPressing Needs for Supervision in School Psychology; School Psychology-Specific Model of Supervision; Training in Supervision Skills; Creating Clinical Supervision for Credentialed Psychologists; Empirical Study of the Effectiveness of Supervisory Practices; Core Principles of Supervisory Practice; Summary; Part I Foundations of Effective Supervisory Relationships; 2 Clinical Supervision: Roles and Responsibilities; Definition and Purposes of Supervision; Definitions of Supervision Purposes of SupervisionSupervisee Growth; Client Welfare; Gatekeeping; Restorative/remedial; Empowering Self-reflection/Monitoring; Defining Needs for Future Professional Development; Preparing for Future Role as Supervisor; Diverse Roles and Responsibilities; Supervisor Roles; Teacher; Therapist; Consultant; Mentor; Supervisor Responsibilities; Supervisee Professional Growth; Feedback and Evaluation; Due Process Information for Supervisees; Model Effective Communication, Problem-solving, and Self-care Strategies; Promote Diversity and Cultural Competence Integrate Systemic Contexts into Intervention PlanningPromote Accountability/Risk Management; Ensure Welfare of the Client; Vicarious Liability; Know and Monitor All Supervisee Cases; Promote Ethical Knowledge and Behavior; Supervise within Scope of Competence and Monitor Supervisees' Competence; Promote Professional Identity and Self-care; Supervisee Diverse Roles and Responsibilities; Proactively Seek Out Information and Opportunities; Engage in Self-advocacy and Self-care; Hold Supervision Time Sacred, Be Punctual and Prepared Identify Professional Strengths and Weaknesses and Develop Goals for SupervisionWork Toward Developmentally Appropriate Self-monitoring and Independence; Monitor the Internship Plan with the Supervisor; Share All Casework with the Supervisor; Review Assessment/Intervention Plans with Their Supervisor Prior to Implementation; Obtain Supervisor's Signature When Required; Engage in Evidence-based Practice; Accept and Act Upon Supervisor's Guidance and Directives; Monitor Defensiveness; Share Difficulties and Ask for Help When Needed in a Timely Manner EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh School psychologists Supervision of Erscheint auch als Druck-Ausgabe Simon, Dennis J. Supervision in school psychology [Place of publication not identified] : Taylor & Francis, 2016 1138121525 9781138121522 |
| spellingShingle | Dennis, Simon Supervision in school psychology the developmental, ecological, problem-solving model EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh School psychologists Supervision of |
| title | Supervision in school psychology the developmental, ecological, problem-solving model |
| title_auth | Supervision in school psychology the developmental, ecological, problem-solving model |
| title_exact_search | Supervision in school psychology the developmental, ecological, problem-solving model |
| title_full | Supervision in school psychology the developmental, ecological, problem-solving model |
| title_fullStr | Supervision in school psychology the developmental, ecological, problem-solving model |
| title_full_unstemmed | Supervision in school psychology the developmental, ecological, problem-solving model |
| title_short | Supervision in school psychology |
| title_sort | supervision in school psychology the developmental ecological problem solving model |
| title_sub | the developmental, ecological, problem-solving model |
| topic | EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh School psychologists Supervision of |
| topic_facet | EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference School psychologists Supervision of |
| work_keys_str_mv | AT dennissimon supervisioninschoolpsychologythedevelopmentalecologicalproblemsolvingmodel |