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Beginning-to-end, step-by-step guidance on how to conduct multi-method psychological assessments from a leader in the field The Second Edition of Conducting Psychological Assessment: A Guide for Practitioners delivers an insightful overview of the overall integrative psychological assessment process. Rather than focus on individual tests, accomplished assessment psychologist, professor, and author A. Jordan Wright offers readers a comprehensive roadmap of how to navigate the multi-method psychological assessment process. This newest edition maintains the indispensable foundational models from the first edition and adds nuance and details from the author’s last ten years of clinical and academic experience. New ways of integrating and reconciling conflicting data are discussed, as are new models of personality functioning. All readers of this book will benefit from: A primer on the overall process of psychological assessment An explanation of how to integrate the data from the administration, scoring, and interpretation phases into a fully conceptualized report Actual case examples and sample assessment cases that span the entire process Perfect for people in training programs in health service psychology, including clinical, counseling, school, and forensic programs, Conducting Psychological Assessment also belongs on the bookshelves of anyone conducting assessments of human functioning.
Established in 1895 as the first U.S. scholarly journal in its field, AJS remains a leading voice for analysis and research in the social sciences, presenting work on the theory, methods, practice, and history of sociology. AJS also seeks the application of perspectives from other social sciences and publishes papers by psychologists, anthropologists, statisticians, economists, educators, historians, and political scientists.
Designed as a research-based yet matter-of-fact guide for beginning and future scientist-practitioners, A Practical Guide to Building Professional Competencies in School Psychology skillfully augments the reader’s training, supervision, and experience by providing a framework for honing essential skills in the field. This reader-friendly, evidence-based text encourages the continuing development of expertise in communication and collaborative skills, diversity awareness, technical knowledge, and other domains critical to building and maintaining an ethical, meaningful practice. Each chapter in this must-have volume examines a core area of expertise in depth, and provides checklists (linked to competencies set out in NASP’s Blueprint III) and the Development and Enhancement of Competencies Assessment Form are included to enable readers to gain a more complete understanding of their professional strengths and needs. The skill sets covered include: Developing cross-cultural competencies. Evaluating students with emotional and behavioral problems. Assessing student skills using a variety of approaches. Preventing and intervening in crisis situations. Consulting with families, colleagues, and the community. Facilitating mental health services in the school setting. A Practical Guide to Building Professional Competencies in School Psychology provides an invaluable set of professional development tools for new practitioners and graduate students in school psychology.
Vols. for 1866-70 include Proceedings of the American Normal School Association; 1866-69 include Proceedings of the National Association of School Superintendents; 1870 includes Addresses and journal of proceedings of the Central College Association.
Harris' Developmental Neuropsychiatry provides updated information to the first edition which defined the field of developmental neuropsychiatry, and is the most recent comprehensive textbook in the field.
The Code of Federal Regulations is a codification of the general and permanent rules published in the Federal Register by the Executive departments and agencies of the United States Federal Government.
Nearly one million people take their own lives each year world-wide - however, contrary to popular belief, suicide can be prevented. While suicide is commonly thought to be an understandable reaction to severe stress, it is actually an abnormal reaction to regular situations. Something more than unbearable stress is needed to explain suicide, and neuroscience shows what this is, how it is caused and how it can be treated. Professor Kees van Heeringen describes findings from neuroscientific research on suicide, using various approaches from population genetics to brain imaging. Compelling evidence is reviewed that shows how and why genetic characteristics or early traumatic experiences may lead to a specific predisposition that makes people vulnerable to triggering life events. Neuroscientific studies are yielding results that provide insight into how the risk of suicide may develop; ultimately demonstrating how suicide can be prevented.