Rosemary Flanagan

• Ph.D., ABPP
• Medical Professional at Independent Practice Garden City New York

The book examines the preparation and presentation of psychological data reports for various stakeholders (e.g., teachers, parents, caregivers), detailing strategies for clear and effective prose and visuals emphasizing data integration. Checklists, appendices, and tables are provided that should be considered when preparing reports. The book dis...

Achievement testing measures an individual’s specific academic abilities in various general domains, such as reading, writing, math, and language as well as numerous subareas within the general domains. The development of these skills impacts the child’s school functioning. Achievement testing is best interpreted within the context of a psychoeduca...

Social-emotional/personality assessment measures development, functioning, and growth of children within the contexts of developmental, social, environmental, and interpersonal variables. This chapter addresses using multiple assessments, methods, and informants to provide data to enable crafting a report that describes the child’s strengths, weakn...

School psychology training at the doctoral level is discussed. Given the increasing diversity in the schools as well as the varied education and mental health needs of the population, school psychology training is necessarily broad, involving traditional skills such as assessment, intervention, consultation, and counseling, all of which are taught...

Reviews the book, More Mirrors in the Classroom: Using Urban Children's Literature to Increase Literacy by Sandy Ruvalcaba Carrillo, Candace M. Thompson, Susan Catapano, and Jane Fleming (see record 2017-00712-000 ). Individuals want to belong in ways that are meaningful and relevant to them, which is clearly desirable and preferable to inclusion b...

This chapter addresses cognitive and behavioral interventions for students experiencing grief and bereavement. The evidence-based treatment package called Trauma-Focused Cognitive-Behavioral Therapy is covered in detail. The components of this treatment package for bereaved students are discussed. Other group treatment options are also mentioned. P...

Giuseppe Costantino was born in Nocera Terinese, Italy, on December 25, 1937. Giuseppe’s personal understanding of the immigrant experience infused his career. He developed Cuento therapies, hero/heroine therapy for adolescents, and the Tell-Me-a-Story (TEMAS) tests, which addressed the growing needs of multiculturalism. He served as a junior lieut...

Much has been written about the practice of child CBT in private practice and other clinical settings, yet important distinctions become apparent when looking toward the implementation of these techniques in school settings. For example, the school psychologist must incorporate into treatment planning systemic factors such as the involvement of mul...

This book offers a new framework for providing psychological services in schools at the individual, group, and systemic levels. It examines a variety of disorders common to school children, including anxiety, depression, ADHD, and conduct disorder, and outlines treatment options from evidence-based cognitive and cognitive-behavioral methods. The ac...

Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance i...

School personnel and parents refer youth for psychoeducational evaluations for various reasons. At times, the data do not indicate difficulties that necessitate any level of special education services. That should not mean that the school psychologist's work is complete. Given that evaluation data can indicate a wide variety of issues, including on...

The practice of supervision is crucial to the development of novice and future school psychologists. Given the changes in contemporary practice, it is valuable to determine the supports and continuing education opportunities that could benefit supervisors. One hundred forty-two school psychology supervisors completed a 34-item questionnaire that su...

Chapter 4 defines and discusses the problem-solving methodology for academic and behavioral problems, explains these research-driven behavioral methods, their link to intervention, and the implications for case conceptualization and reflective practice, explores assessment that meets the demand characteristics of the referral question and the impli...

Chapter 6 discusses the emergence of evidence based interventions (EBI) as a standard, and how intervention is a critical component of the problem-solving model of practice. It provides descriptions of types and examples of interventions, including classroom-wide interventions, family/parent involved interventions, and academic interventions. It th...

Chapter 7 examines consultation as a professional activity, and addresses the role of consultation specific to school psychology both outside and within schools. It reviews current models of consultation, and discusses consultee-centered consultation, a more complex and sophisticated conceptualization, because of its connection to the competencies...

Chapter 2 discusses the purpose of school psychology as being significantly different from that of other professional psychology specialties, which provides the field with a range of opportunities while at the same time laying a clear parameter outlining the boundaries of the specialty. It also examines the conceptual basis of the specialty, showin...

Chapter 5 discusses the increased awareness of the need for expanded psychological services in schools to address issues that include academic failure, bullying, interpersonal problems, substance abuse, dropping out of school, limited vocational success, problems with physical health, and suicide. It also covers how counseling and psychotherapy are...

Chapter 11 discusses individual and cultural diversity considerations in school psychology, and addresses educational influences and limitations, including linguistic diversity, bilingual education, special education, and gifted youth, physical and other health limitations, ethnic/cultural background, sexual orientation, and spirituality/religion....

Chapter 8 defines and then discusses supervision and management, explains clinical and administrative supervision as these apply in professional psychology, and professional school psychology in particular, provides information on the supervision of externs, practicum students, and interns, discusses supervision provided to those meeting licensure...

Chapter 10 discusses the ethics codes that school psychologists are expected to follow irrespective of their level of educational attainment. It also explores practice competencies and reflective practice while following ethical principles as well as the requirements of law and regulation.

Chapter 3 outlines the typical approach to psychoeducational assessment used by school psychologists and discusses the implications of this approach to case conceptualization. It then covers current measures commonly used in psychoeducational assessment across the domains of cognitive, academic achievement, and social-emotional functioning, includi...

Chapter 9 discusses the educational levels at which school psychologists are trained, the similarities and differences between the levels of training, the complexities involved in training at two educational levels, and specific issues in training that promote and develop competency and reflective practice, irrespective of educational attainment.

Chapter 1 provides a definition of school psychology, and gives a history of the specialty, describes its professional boundaries, the populations served, and the practice activities, competencies, training, and credentialing of the school psychologist.

Chapter 12 covers the professional identification and affiliations of school psychologists, as well as matters highly related to professional identification including job satisfaction, the current demographic status of the specialty, and future challenges related to maintaining an adequate base of professionals in the specialty. It also describes t...

Public school students participated in a group to enhance and improve anger management. The study used a pre-post design with a comparison group. Students were assigned to either Anger Management Treatment or Anger Management plus Rational Emotive Behavior Therapy (REBT). Each child served as his or her own control and received an empirically valid...

Reviews the book, Adapting cognitive therapy for depression: Managing complexity and comorbidity edited by Mark A. Whisman (see record 2008-03297-000). Comorbidity is seen in clinical practice in guises that cross symptoms, behaviors, disorders, and populations. The impact of comorbidity transcends theoretical orientation, therapeutic process, no...

Reviews the book, Handbook of cognitive-behavior group therapy with children and adolescents: Specific settings and presenting problems edited by Ray W. Christner, Jessica L. Stewart, and Arthur Freeman (see record 2007-01085-000 ). According to Flanagan, this book provides insightful emphasis on research findings and research-driven practices. Pra...

Research, commentary, and interpretive procedures reflecting varied perspectives on figure drawings are presented in order to suggest contemporary practice models for school psychologists. The review of the extensive literature includes measures with scoring systems that are normed and those systems that rely on clinical traditions for interpretati...

This critical review of narrative methods of personality assessment highlights their value in understanding unique aspects of personality functioning of children and adolescents in the context of school psychology. The use of narratives for assessment is based on constructivist theories emphasizing the role of the person and the social group in ass...

Although personality assessment in school psychology is important, attention appropriate to its importance is not the norm. The miniseries contributions addressing ways personality is defined, considerations assessing diverse populations, data integration, projective or performance assessment, and Therapeutic Assessment are reviewed. Although prepa...

Reviews the book, Conduct Disorders: A Practitioner's Guide to Comparative Treatments edited by W. Michael Nelson, III, Alfred J. Finch, Jr., and Kathleen J. Hart (see record 2006-06646-000 ). Varied perspectives for treating conduct disorders using a single case study to illustrate application are provided. The book begins with an overview of cond...

School psychologists have a critical role in identifying social-emotional problems and psychopathology in youth based on a set of personality-assessment competencies. The development of competencies in assessing personality and psychopathology is complex, requiring a variety of integrated methods and approaches. Given the limited extent and scope o...

Reviews the book, Comprehensive Handbook of Multicultural School Psychology by Craig L. Frisby and Cecil R. Reynolds (Eds.) (see record 2005-09733-000 ). The book discusses diversity as it impacts school psychology. Included in the book are seven sections. After discussing perspectives on the meaning of multicultural in the first section, the book...

Little literature addresses the difficulty of conducting an unbiased assessment of youngsters whose second language is English but who are conversational in English and no longer qualify for English as a Second Language services. Academic difficulty frequently persists, although the children appear functional in English. The use of the Kaufman Asse...

Reviews the book Strategic Listening for School Leaders (see record 2005-05889-000 ). The reviewer notes that school leaders hold specific titles and expect to be engaged in activities that are consistent with that title, but often their primary job function is listening. School principals, in particular, need to be extremely organized because thei...

A review and critique of the Children’s Inventory of Anger (ChIA) is presented. The ChIA is a 39-item measure that operationalizes anger according to the conceptualization set forth by Ellis in Rational Emotive Behavior Therapy. The ChIA consists of four subscales (Frustration, Physical Aggression, Peer Relationships, and Authority Relations) which...

Reviews The Connections Between Language and Reading Disabilities (see record 2005-00826-000 ). This edited volume, which is a collection of papers that reflect the proceedings of the 2003 Merrill Conference sponsored by the University of Kansas, provides an array of content that is a contemporary overview of the nexus between language disorders an...

The Ethical Principles for Psychologists and Code of Conduct has been recently revised. The organization of the code changed, and the language was made more specific. A number of points relevant to school psychology are explicitly stated in the code. A clear advantage of including these items in the code is the assistance to school psychologists ne...

The shortage of school psychologists is apparent at all levels of the profession. The Diplomate, awarded by the American Board of Professional Psychology (ABPP), is the highest credential a practitioner can receive, yet few professional psychologists aspire to this high goal. The diploma and the examination process are described. The implications o...

The Universal Nonverbal Intelligence Test (UNIT) is reviewed and critiqued. The UNIT is a completely nonverbal test that can be administered as an Abbreviated or Screening Battery, a Standard Battery for special education eligibility decisions, or as an Extended Battery for diagnostic purposes. Standardization was on a sample of 2,100 youths. Psych...

The TEMAS and Self-report of Personality of the Behavior Assessment System for Children were administered to 71 youngsters aged 8 to 13 years. Preliminary data suggest that, although the two measures assess several similarly named constructs, the data are complementary. This appears to reflect the fact that the TEMAS Personality Functions measure c...

The TEMAS (acronym for Tell-Me-a-Story)—an objectively scored, projective thematic personality instrument for children and adolescents—is analyzed, reviewed, and critiqued with regard to theoretical underpinnings and rationale for development, administration, scoring, psychometric properties, and research to date. The TEMAS appears to be an improve...

Forty-four (17 male, 27 female) public school youngsters aged 9–11 years participated in a 12 week group treatment to enhance and improve social skills. The effectiveness of two treatments were compared: problem-solving and problem-solving plus Rational Emotive Behavior Therapy (REBT; Ellis, 1994). Pretest–posttest data were evaluated using the Soc...

A review of the Behavior Assessment System for Children (BASC), a multimethod, multidimensional objective personality assessment technique for children and adolescents is provided. A description of the test and analysis of its administration, scoring, and psychometric properties are presented. The test's strengths and weaknesses are reviewed. The B...

Cet article présente une revue de la recherche sur l’évaluation multiculturelle. Cette recherche est organisée en termes de définitions des biais en accord avec la littérature psychométrique: validité, différences de moyennes, invariance des facteurs, validité prédictive, et équivalence de mesures. Dans un deuxième temps, nous présentons l’histoire...

Little literature addresses the difficulty of conducting an unbiased assessment of youngsters whose second language is English but who are conversational in English and no longer qualify for English as a Second Language services. Academic difficulty frequently persists, although the children appear functional in English. The use of the Kaufman Asse...

The Kaufman Adolescent and Adult Intelligence Test (KAIT), a new instrument for assessing cognitive functioning, is reviewed. This article provides a general description of the KAIT and its theoretical underpinnings. Evaluation of its technical qualities such as reliability, validity, standardization characteristics, and subtest and total test floo...

To investigate the relationship between shyness and egocentricity in both psychiatric (hospitalized) and nonhospitalized groups, 162 adult men and women diagnosed as paranoid or undifferentiated schizophrenic, and a control group of 162 nonhospitalized individuals matched for age and gender were studied. Shyness was assessed on the Social Reticence...