Hitos y Retos del Psicólogo Educativo

  1. Escudero, Inmaculada
  2. León Cascón, José Antonio
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2011

Volumen: 17

Número: 1

Páginas: 3-11

Tipo: Artículo

DOI: 10.5093/ED2011V17N1A1 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Psicología educativa

Referencias bibliográficas

  • Baker, J. A. (2008). Assessing school risk and protective factors. En B. Doll & J. A. Cummings (Eds.), Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children (pp. 43–65). Thousand Oaks, CA: Corwin Press.
  • Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. Journal of Primary Prevention, 24, 243–262.
  • Bear, G. G., & Minke, K. M. (Eds.). (2006). Children’s needs III: Development, prevention, and intervention. Bethesda, MD: National Association of School Psychologists.
  • Brock, S. E., Lazarus, P. J., & Jimerson, S. R. (Eds.). (2002). Best practices in school crisis prevention and intervention. Bethesda, MD: National Association of School Psychologists.
  • Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74, 252–261.
  • Christenson, S. L. (2004). The family–school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83–104.
  • Curtis, M. J., Lopez, A. D., Castillo, J. M., Batsche, G. M., Minch, D., & Smith, J. C. (2008, February). The status of school psychology: Demographic characteristics, employment conditions, professional practices, and continuing professional development. Communiqué, 36, 27–29.
  • Fleming, C. B., Haggerty, K. P., Brown, E. C., Catalano, R. F., Harachi, T. W., Mazza, J. J., et al. (2005). Do social and behavioral characteristics targeted by preventive interventions predict standardized test scores and grades? Journal of School Health, 75, 342–349.
  • Forness, S. R. (2001). Special education and related services: What have we learned from meta analysis? Exceptionality, 9, 185–197.
  • Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.
  • Hanson, T. L., Austin, G. A., & Lee-Bayha, J. (2004). Ensuring that no child is left behind: How are student health risks and resilience related to the academic progress of schools? Los Alamitos, CA: WestEd.
  • Infocop online 19/11/2010, Los beneficios de incorporar psicólogos en los centros educativos ISSN 1886-1385.
  • Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school positive behavior support: Effects on student discipline problems and academic performance. Educational Psychology, 25, 183–198.
  • MacLeod, I. R., Jones, K. M., Somer, C. L., & Havey, J. M. (2001). An evaluation of the effectiveness of school-based behavioral consultation. Journal of Educational and Psychological Consultation, 12, 203–216.
  • Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradoviç, J., Riley, J. R. et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733–746.
  • National Association of School Psychologists. (2010a). Model for comprehensive and integrated school psychological services. Bethesda, MD: Author.
  • National Association of School Psychologists. (2010b). Standards for the credentialing of school psychologists. Bethesda, MD: Author.
  • National Association of School Psychologists. (2008). Ready to learn, empowered to teach: Excellence in education for the 21st Century. Bethesda, MD: Author.
  • National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, DC: The National Academies Press.
  • National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, J. P. Shonkoff & D. A. Phillips (Eds.). Board on Children,Youth, and Families, National Research Council and the Institute of Medicine. Washington, DC: The National Academies Press.
  • Nelson, J. R., Martella, R. M., & Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavior Disorders, 10, 136–148.
  • Ortiz, S. (2008). Best practices in nondiscriminatory assessment. In A. Thomas & J Grimes (Eds.), Best practices in school psychology V (pp. 661–678). Bethesda, MD: National Association of School Psychologists.
  • President’s New Freedom Commission on Mental Health. (2003). Achieving the promise: Transforming mental health care in America. DHHS Pub. No. SMA-03-3832. Rockville, MD: U.S. Department of Health and Human Services.
  • Reschly, A., & Christenson, S. L. (2006). School completion. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 103–113). Bethesda, MD: National Association of School Psychologists.
  • Reynolds, A. J., Temple, J. A., Ou, S. R., Robertson, D. L., Mersky, J. P., Topitzes, J. W., & Niles, M. D. (2007). Effects of a school-based, early childhood intervention on adult health and well-being. Archives of Pediatrics & Adolescent Medicine, 161, 730–739.
  • Rosenfield, S., Silva, A., & Gravois, T. (2008). Bringing instructional consultation to scale: Research and development of IC and IC teams (pp. 203–223). In W. Erchul & S. Sheridan (Eds.), Handbook of research in school consultation: Empirical foundations for the field. New York: Erlbaum.
  • Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65, 7–21.
  • Spier, E., Cai, C., & Osher, D. (2007, December). School climate and connectedness and student achievement in the Anchorage School District. Unpublished report, American Institutes for Research.
  • Spier, E., Cai, C., Osher, D., & Kendziora, D. (2007, September). School climate and connectedness and student achievement in 11 Alaska school districts. Unpublished report, American Institutes for Research.
  • Thomas, A., & Grimes, J. (Eds.). (2008). Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
  • Watkins, M. W., Crosby, E. G., & Pearson, J. L. (2007). Role of the school psychologist: Perceptions of school staff. School Psychology International, 22, 64–73.
  • Welsh, M., Parke, R. D., Widaman, K., & O’Neil, R. (2001). Linkages between children’s social and academic competence: A longitudinal analysis. Journal of School Psychology, 39, 463–482.
  • Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. Zins, R. Weissberg, M. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3–22). New York: Teachers College Press.