School psychology practice does not exist in a vacuum and is not value-neutral. As the role and function of the school psychologist continues to evolve and expand, social justice provides a needed real-world framework for school psychology students, practitioners, supervisors, and professors to guide their efforts. Culled from years of experience by experts working in a vast array of applied environments and appropriate both for practitioners and for graduate courses in multicultural school psychology and/or the role and function of school psychologists, this book takes the reader through a tour of common school psychology topics and functions through the lens of social justice. Utilizing case examples and concrete suggestions, a critical yet hopeful vision of ways in which school psychologists can work to achieve positive outcomes for students, families, schools, and society is provided.
Table of Contents
Acknowledgements 1. Introduction (David Shriberg, Samuel Y. Song, Antoinette Halsell Miranda & Kisha M. Radliff) 2. Social Justice in School Psychology: An Historical Perspective (Terry B. Gutkin and Samuel Y. Song) 3. School Psychology and Social Justice in the Global Community (Bonnie Kaul Nastasi and Kristen Varjas) 4. What Do We Mean When We Say Social Justice in School Psychology? (Mary M. Clare) 5. Understanding and Addressing Inequities in Special Education (Amanda L. Sullivan) 6. Systemic School Discipline: Issues of Equity from a Social Justice Perspective (Amity Noltemeyer and Pamela Fenning) 7. Paving the Way for Cosmopolitan Resilient Schools: Promoting Resilience and Social Justice in Urban, Suburban and Rural Schools (Geraldine V. Oades-Sese, Mark Kitzie and Wai-Ling Rubic) 8. Institutional Barriers: Poverty and Education (Stacy A. S. Williams and Deborah Peek Crockett) 9. Social Justice in the Air: School Culture and Climate (Samuel Y. Song and Kelly Marth) 10. A Social Justice Approach to Assessment (Markeda L. Newell and Gina Coffee) 11. Promoting Social Justice by Addressing Barriers to Academic Success (Jennifer I. Durham) 12. Behavioral Issues in the Classroom (Antoinette Halsell Miranda) 13. Consultation and Collaboration (Janay B. Sander) 14. Mental Health Issues: Non-Academic Barriers to Success in School (Kisha M. Radliff) 15. Family, School, and Community Partnerships (Janine M. Jones) 16. The School Psychologist as Advocate (Alissa Briggs) 17. Graduate Education and Professional Development (David Shriberg) 18. Moving Forward (David Shriberg, Samuel Y. Song, Antoinette Halsell Miranda & Kisha M. Radliff)
David Shriberg, Ph.D., is an Associate Professor of School Psychology at Loyola University Chicago. Dr. Shriberg is the Editor-Elect of Journal of Educational & Psychological Consultation, a recent president of Trainers of School Psychologists, and the founder and former co-chair of a national network of school psychologists committed to social justice. His scholarly work focuses on topics related to social justice, leadership, bullying, and ways in which families, schools, and communities can collaborate to support the academic and social-emotional development of students. A former practitioner, to date Dr. Shriberg has edited five books, guest-edited two special topic journal issues on the subject of social justice and school psychology, authored over two dozen articles and book chapters, and has made approximately 100 presentations at the local, regional, national, and international level on topics related to cultural responsiveness and social justice.
Samuel Y. Song, Ph.D., NCSP., is an Assistant Professor and the Director of the School Psychology program at Seattle University. He has consulted with diverse schools in various regions of the USA and in the Republic of Korea on bullying, mental health issues, and diversity. His social justice scholarship demonstrates a passion for serving vulnerable populations within diverse communities focusing on school climate and bullying prevention in low-resource schools, children exposed to violence, immigrant populations in urban Head Start programs, and training pre-service school psychologists in social justice practice. He is the co-chair of the Social Justice Interest Group of the National Association of School Psychologists (NASP), and the 2012-13 President of the Trainers of School Psychologists (TSP). Dr. Song is a member of the Editorial Boards of two professional journals in school psychology: Journal of School Psychology and Journal of School Violence.
Antoinette Halsell Miranda, Ph.D., is an Associate Professor and former director of the school psychology program at The Ohio State University. Dr. Miranda has extensive experience working in urban areas and has been involved in a number of collaborative projects with Columbus City Schools during her tenure at The Ohio State University. Before coming to OSU, she worked as a school psychologist in New York City Public Schools. Since her work in NYC Public Schools, Dr. Miranda has been committed to issues of social justice especially equality of opportunity for marginalized students in school settings. Her research is focused on issues of diversity such as: developing effective interventions with at-risk children in urban settings, consultation services in urban settings, and the development of racial identity and its relationship to academic achievement. She has a chapter in Best Practices in School Psychology-V entitled "Best practices in urban school psychology," and co-authored a chapter entitled "Privilege in America". She was instrumental in restructuring the school psychology program at The Ohio State University to have a specialty focus and a commitment to social justice in the practice of school psychology. She is a past president of Trainers of School Psychology.
Kisha M. Radliff, Ph.D., LP, is an Assistant Professor in the school psychology program at The Ohio State University teaching the mental health and school neuropsychology courses. Dr. Radliff completed her internship at the Children’s Hospital of Philadelphia and a post-doctoral residency in private practice, primarily working with children, adolescents, and their families and collaborating with teachers and other professionals to address mental health issues. She is committed to social justice issues, particularly in the context of mental health and school psychology training. Dr. Radliff is on the Editorial Board of the Journal of School Violence and an Ad-Hoc reviewer for School Psychology Review. She has authored various articles and book chapters related to bullying, relational aggression, and social justice. She has also provided numerous paper and poster presentations locally, regionally, and nationally at various professional conferences related to child and adolescent mental health issues.
"School Psychology and Social Justice is the most comprehensive compendium of papers about social justice and school psychology published to date. It elucidates the rich meaning of the construct of social justice and artfully links concepts of social justice with important developments in school psychology, including public health, global health, multiculturalism, and positive psychology. This text is an essential resource for researchers, educators, students, and practitioners."
—Thomas J. Power, PhD, professor of school psychology in pediatrics, psychiatry and education at the University of Pennsylvania and author of Pediatric School Psychology: Conceptualization, Applications, and Leadership Development
"The editors and authors of School Psychology and Social Justice contribute their extensive expertise in first defining and clarifying the construct of social justice and then articulating the application of social justice principles to many diverse areas, including; assessment, behavior, mental health, family, school, community, culture, and advocacy. Professionals, faculty, and students will all benefit from reading this important book."
—Shane R. Jimerson, PhD, professor of school psychology at University of California–Santa Barbara
"In School Psychology and Social Justice, the authors provide much-needed practical advice for school psychologists interested in working effectively with diverse individuals, groups, and communities. This is a must read for all school psychologists."
—Tammy L. Hughes, PhD, coauthor of Understanding Girl Bullying and What to Do About It: Strategies to Heal the Divide and Martin Hehir CSSp Chair in Scholarly Excellence at Duquesne University
"This book is an important contribution to the field of school psychology. The authors expertly weave theory, research and practice into a best-practices framework that intentionally considers social injustices in our schools and strategies to systematically address them."
—Paul McCabe, PhD, author of Psychiatric Disorders: Current Topics and Interventions for Educators and professor of school psychology at Brooklyn College