| Description |
1 online resource (235 p.) |
| Series |
Investigating Psychology Pseudoscience Series |
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Investigating Psychology Pseudoscience Series
|
| Contents |
Intro -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Contents -- Other Books -- Other Books in This Series -- Other Books by Michael I. Axelrod -- Other Books by Stephen Hupp -- Contributors -- Foreword -- Preface -- References -- Acknowledgments -- Part I: Introduction -- 1. School Psychology, Pseudoscience, and Self-Correction -- Cognitive Errors and Fallacies Relevant to School Psychology -- Diagnostic Overshadowing -- Unpacking Failure -- Pathology Bias -- Argumentum ad Antiquitatem and ad Populum Fallacies -- Summary and Conclusions -- References |
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2. Historical Pseudoscience in Schools -- Examining the Claims -- Forced Handedness -- Dunce Caps -- The Self-Esteem Movement -- Open Classrooms -- Summary and Conclusion -- References -- Part II: Systems-level Practices -- 3. Zero-Tolerance Policies -- Examining the Claims -- Claim 1: Zero-Tolerance Policies Make Discipline Decisions Consistent across All Students and Have a Deterrent Effect -- Claim 2: Zero-Tolerance Policies Provide a Positive School Climate and Supportive Learning Environment -- Claim 3: Stakeholders Consistently Endorse Zero-Tolerance Policies -- Summary and Conclusions |
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Claim #8: Whole-School Programming Is the Best Approach -- Summary and Conclusion -- References -- 5. Prevention Programs for Risky Behavior -- Examining the Claims -- Drug Abuse Resistance Education (DARE) -- Fatal Vision Goggles -- Abstinence-Only Sex Education -- Infant Simulator Dolls -- Summary and Conclusion -- References -- Part III: Assessment -- 6. Cognitive Assessment -- Examining the Claims -- Description of the Claims -- Critical Examination -- Ipsative Analysis -- Identifying SLD -- Targeting Intervention Efforts -- What To Do Instead -- Summary and Conclusion -- References |
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7. Academic Assessment -- Examining the Claims -- Misconception #1: A Test Can Be Reliable and Valid across All Contexts -- Misconception #2: Academic Screening Tests Are Stable across Contexts -- Misconception #3: Imperfect Reliability for Individual Decisions Precludes Tiered Support Systems -- Misconception #4: More Data Naturally Leads to Improved Decisions and Outcomes -- Misconception #5: Instruction Should Be Tailored to the Student's Cognitive Profile -- Misconception #6: Strong Core Instruction Is Sufficient to Improve Achievement for All Learners |
| Summary |
This book explores 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 |
| Notes |
Description based upon print version of record |
| Bibliography |
References -- 4. Suicide Prevention and Intervention Practices -- Examining the Claims -- Claim #1: Suicide Attempters and Completers Are Similar -- Claim #2: Teens Have the Highest Suicide Rate -- Claim #3: Talking about Suicide Will Promote Suicidal Behavior -- Claim #4: Teen Suicide Is Primarily a Result of Treatment Failure -- Claim #5: Prevention Programs Are Sufficient in Preventing Youth Suicide -- Claim #6: Intervention Programs Are Universally Effective -- Claim #7: There Is a ""Gold Standard"" in Suicide Prevention and Intervention |
| Notes |
Misconception #7: Instructional Opportunity Is Stable across Classrooms |
| Subject |
School psychology.
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School mental health services.
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Educational psychology.
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Pseudoscience.
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| Form |
Electronic book
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| Author |
Hupp, Stephen
|
| ISBN |
9781040029541 |
|
104002954X |
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