Monica Thielking · Mark D. Terjesen Editors Integrating International Research, Practice, and Policy

Monica Thielking · Mark D. Terjesen Editors Handbook of Australian School Psychology Integrating International Research, Practice, and Policy Handbook of Australian School Psychology Monica Thielking • Mark D. Terjesen Editors

Handbook of Australian School Psychology

Integrating International Research, Practice, and Policy Editors Monica Thielking Mark D. Terjesen Department of Psychological Sciences St. John’s University Swinburne University of Technology Jamaica, NY, USA Hawthorn, VIC, Australia

ISBN 978-3-319-45164-0 ISBN 978-3-319-45166-4 (eBook) DOI 10.1007/978-3-319-45166-4

Library of Congress Control Number: 2016959214

© Springer International Publishing Switzerland 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.

Printed on acid-free paper

This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface

‘Growing up’ for many young people can be both rewarding and challenging. In the time that it takes for children to mature and to independently enter the world as adults, the education system has had many years of precious oppor- tunities to inspire, guide, shape and even repair young lives. This Handbook is dedicated to those individuals who work both in schools and alongside schools and who strive to educate and instil a sense of hope, meaning and purpose in children and young people. It is for those individuals who make the process of growing up easier and who never stop believing in the power that education has to transform lives. We hope that the vast amount of research evidence, intervention strategies and practice wisdom contained within this Handbook will greatly benefit the work of all school psychologists. In putting this Handbook together, we were overwhelmed by the multispecialist nature of this role, evidenced by the number of topics covered. We are fortunate to have so many experts in Australia and internationally that contribute knowledge and research evidence to ensure students are receiving the best possible service to meet their needs. School psychologists are such an important resource for students, parents, teachers and school leadership alike. It is our hope that the Australian school psychology profession will continue to thrive in future research, practice and policy and it is exciting to present this first Australian Handbook of School Psychology to the school psychology profession. Hawthorn, VIC, Australia Monica Thielking Jamaica, NY Mark D. Terjesen

v Vale Virginia Smith Harvey and Antony Kidman

Sadly, Professor Emerita Virginia Smith Harvey died on August the 4th 2016. Thus her contribution to the chapter on supervision and self-care in this vol- ume was, we believe, the last publication in her illustrious career. As ever, her collaboration in the creation of the chapter was marked by her open, coopera- tive and supportive nature, in addition to her scholarship. Her continuing legacy for school psychologists is her very substantial contribution to the academic and professional understanding of supervision of psychologists in schools. She will be greatly missed. The authors of Evidence-Based Assessment and Intervention for Oppositional Defiant Disorder and Conduct Disorder in School Psychology wish to acknowledge the outstanding legacy of their professional colleague and friend, Dr Antony Kidman. Dr Kidman was to be a co-author of this chapter before his sudden death in September 2014.

vii Foreword

This book has been a long time coming for psychologists who work in schools. Every school day, school psychologists across Australia deal with complex moral, ethical and just plain tricky issues as they support children and young people with their learning and their lives. There are a number of journals and papers, including guidelines from the Australian Psychological Society, which support psychologists with the complexities of working with young people in our schools. However, until now, there has been no single text in Australia that combines relevant evidence-based research in the field with school psychologist practitioner expertise and which offers sound advice about best practice for school psychology. The Handbook of Australian School Psychology: Integrating International Research, Practice, and Policy offers practical strategies for school psychologists and gives the opportunity for clinicians to reflect on their practice. The years that young people spend at school are critical in determining many of their life pathways. During the early years, students establish the foundation skills of literacy and numeracy that form the basis of future learning. They also learn the skills for successful social relationships. They learn to navigate the world of their peers as they move towards the community outside of school. It is often during the years at school and early adulthood that emerging mental health difficulties become apparent and young people can learn strategies to manage social and psychological difficulties. The role of the school psychologist is critical in supporting children and young people at each stage of their development. School psychologists also provide expert knowledge to support teachers and school staff in their work. Research indicates that a psychologist who is a part of the school staff and who is embedded in the culture of a school is able to assist children and young people in ways that are not available to a clinician who is only seeing the student outside school. The Handbook of Australian School Psychology explores these various roles of the school psychologist. It also reviews the history of school psychology within Australia, in the context of international trends in research and practice. The ethical questions and practice issues that arise when psychologists work with young people in schools are explored. Primary prevention and school-based programmes that contribute positively to mental health outcomes for children and young people are also described in detail. A series of case studies provide a helpful guide for clinicians, giving them the opportunity to reflect critically on their own work.

ix x Foreword

Australian school psychologists work in a range of different school envi- ronments, from large suburban schools to small schools in rural and remote regions of Australia. They are employed in a number of different systems, including government schools, Catholic schools and independent schools, with each system having its own culture and employment conditions. They work with students across a wide developmental spectrum, from kindergarten to young adults. However, irrespective of the setting or the age of students, there are underlying principles of educational and developmental psychology and a common body of research and experience that informs this work. The Handbook of Australian School Psychology brings this together in one single book for the first time. Thielking and Terjesen have identified the key areas in the work of school psychologists, and each of these has been addressed in chapters written by Australian and international experts in the field. Theoretical perspectives based on the latest research are balanced with practical applications aimed at supporting clinicians in their day-to-day work. There are a section devoted to learning disorders and an extensive section detailing best practice in supporting students who are experiencing mental health disorders within the school setting. The text also explores best practice in the support of specific student cohorts such as students from disadvantaged backgrounds, gifted students, gay and lesbian youth and students with medical issues including sleep problems. There is also a chapter on new technologies and their impact on assessment, training, service delivery and possible accompanying ethical issues. The final chapter explores future directions for school psychologists throughout Australia. The authors discuss the need for increased recognition of the profession, for the use of a consistent title throughout the country and for a dedicated postgraduate school psychologist training programme designed to develop a set of core competencies, such as those set out by the Department of Education, Western Australia. The authors also discuss incon- sistencies across Australia in the eligibility criteria for assistance for students with a disability. The assessment of students for these programmes often dominates the work of school psychologists, limiting the diversity of their role, the time available for early intervention programmes and the development of professional competencies among practitioners. The authors make several recommendations about how to address this difficulty. They also discuss the skill sets that may be required by school psychologists in the coming years and the need for ongoing professional development. This handbook will provide school psychologists across Australia with access to the latest research and information about best practice interventions and will support consistency in the work of psychologists in schools in all sectors, states and territories. It will certainly become an essential reading for all of us who work with children and young people in the school setting.

Emerson School, VIC, Australia Susan Whitelaw, B.A. (Hons). Dip. Ed. Prim. M.Psy. M.A.P.S. C.E.D.P. Contents

National and International Perspectives on School Psychology: Research, Practice and Policy...... 1 Michael Faulkner and Shane R. Jimerson A History of School Psychology in Australia...... 21 Marilyn Campbell and Kevin Glasheen School Psychological Practice with Indigenous Students in Remote Australia...... 39 Sue Edwards, Lorolei White, Edith Wright, and Monica Thielking Child and Adolescent Development...... 65 Rosalyn H. Shute and John D. Hogan The Culturally Competent School Psychologist...... 81 Samuel O. Ortiz and Karen Lee Seymour Resources for Ethical School Psychological Practice in Australia...... 111 Monica Thielking, Nora Gerardi, Barbara Bole Williams, Mark D. Terjesen, and Paul Flatau Promoting Success of School Psychology: Collaborating with Others...... 125 Peter Segal, Tina Fersterer, Sue Jennifer Sodeman, and Katherine Elizabeth Prescott Evidence-Based Assessment and Intervention for Specific Learning Disability in School Psychology...... 145 Kate E. Jacobs, Dawn P. Flanagan, and Vincent C. Alfonso Evidence-Based Assessment and Interventions for Problems with Reading in School Psychology...... 173 Mandy Nayton, Emma Leah Hettrich, Stephanie Samar, and Camelia Wilkinson Evidence-Based Assessment and Intervention for Dyscalculia and Maths Disabilities in School Psychology...... 197 Robert A. Reeve and Carolyn Waldecker

xi xii Contents

Evidence-Based Assessment and Intervention for Problems with Writing in School Psychology...... 215 Robyn Kurasaki, Kimberley Bloor, Megan Sy, and Courtney Huguenin Student Mental Health and Psychological Interventions in a School Setting...... 235 Vicki McKenzie, Hilary B. Vidair, Chelsea Eacott, and Danielle Sauro Evidence-Based Assessment and Intervention for Anxiety in School Psychology...... 251 Nina D. Shiffrin, Keila C. Brockveld, Lauren F. McLellan, Erika Crawford, Elana Kagan, Jennifer L. Hudson, and Philip C. Kendall Evidence-Based Assessment and Intervention for Depression in School Psychology...... 269 Michael S. Gordon and Glenn A. Melvin Understanding and Responding to Suicidality in the School Setting...... 291 Christopher Gostelow, Scott Poland, Stephanie Guedj, and Yaël Seth Evidence-Based Assessment and Intervention for ADHD in School Psychology...... 311 Shelley Hyman, George J. DuPaul, and Matthew J. Gormley Evidence-Based Assessment and Intervention for Oppositional Defiant Disorder and Conduct Disorder in School Psychology...... 331 Rachael C. Murrihy, John R. Burns, Wendy M. Reinke, Keith C. Herman, and Kathleen R. King Evidence-Based Assessment and Intervention for Anger in School Psychology...... 349 Raymond DiGiuseppe, Michal Barnea, Gabriella Duke, Brendan P. Murphy, and Warrick J. Brewer Evidence-Based Assessment and Intervention for Autism in School Psychology...... 377 Tulio M. Otero, Caroline de Fina, Lauren Barker, and Jason Skues Evidence-Based Assessment and Intervention for Eating Disorders in School Psychology...... 397 Catherine Cook-Cottone and Amy M. Lampard Understanding and Responding to Crisis and Trauma in the School Setting...... 413 Catherine E. Wood, Janine Domingues, Jamie M. Howard, and Stephen Said Contents xiii

Understanding and Responding to Adolescent Risk-Taking Behaviours and Addictions in the School Setting...... 435 Michelle A. Tollit, Sheryl Hemphill, and John W. Toumbourou Systems Change in Schools: Class and School-Wide Approaches to Addressing Behavioural and Academic Needs...... 457 Katie Eklund, Coosje Griffiths, and Kathie Newton Group-Based Approaches to School Psychology...... 481 Lyn O’Grady and Kristene Doyle Social and Emotional Learning: Role of School Psychologists in Australia...... 503 Michael E. Bernard, Maurice Elias, Perry Bell, Joseph Ferrito, and Kristina Langione Understanding and Responding to Bullying in the School Setting...... 521 Amanda Nickerson and Ken Rigby Evidence-Based Parenting Programs: Integrating Science into School-Based Practice...... 537 Matthew R. Sanders, Karyn L. Healy, Christina Grice, and Tamara Del Vecchio School Psychological Practice with Students from Socio-economically Disadvantaged Backgrounds...... 553 Monica Thielking, Fabian Agiurgioaei Boie, Alina Agiurgioaei Boie, Paul Flatau, and Paula Teggelove School Psychological Practice with Gifted Students...... 575 Jae Yup Jung and Frank C. Worrell School Psychological Practice with Gay, Lesbian, Bisexual, Transgender, Intersex, and Questioning (GLBTIQ) Students...... 595 Tiffany Jones and Jon Lasser School Psychological Practice with Deaf and Hard-of-Hearing Students...... 613 Fiona Bell and Lindsay Nicolai School Psychological Practice with Students with Sleep Problems...... 631 Neralie L. Cain and Robin J. Sakakini School Psychological Practice with Vision-Impaired Students...... 641 Giuliana Losapio Bracher and Adrienne Matta School Psychological Practice for Students with Medical Issues...... 655 Kathy L. Bradley-Klug, Kendall Jeffries DeLoatche, and Grant Wheatley Measuring Outcomes in Schools...... 663 Laura C. Chezan, Thomas R. Kratochwill, Mark D. Terjesen, and Kim Van H. Nguyen xiv Contents

Integrating Positive Psychology and Gratitude to Work in Schools...... 691 Mikki Krakauer, Danielle Ruscio, Jeffrey Froh, and Giacomo Bono School Psychologists in the Digital Age...... 707 William Pfohl and Laura Jellins Promotion of Leadership and Advocacy in School Psychology...... 723 John Kelly and Darren Stops Provision of Supervision and School Psychologists’ Self-Care...... 737 Janene Swalwell and Virginia Smith Harvey Future Directions in School Psychology in Australia...... 757 Monica Thielking and Mark D. Terjesen

Index...... 773 Contributors

Vincent C. Alfonso Gonzaga University, Spokane, WA, USA Lauren Barker Valparasio University, Valparaiso, IN, USA Michal Barnea St. John’s University, Queens, NY, USA Fiona Bell Victorian Department of Education, Aurora School, Blackburn South, VIC, Australia Perry Bell Pingry School, Basking Ridge, NJ, USA Michael E. Bernard Melbourne Graduate School of Education, University of Melbourne, East Melbourne, VIC, Australia Kimberley Bloor The Dyslexia-SPELD Foundation, South Perth, WA, Australia Alina Agiurgioaei Boie Town of Greenwich Public Schools District, Greenwich, CT, USA Fabian Agiurgioaei Boie Town of Greenwich Public Schools District, Greenwich, CT, USA Giacomo Bono California State University, Dominguez Hills, CA, USA Giuliana Losapio Bracher Touro College, New York, NY, USA Kathy L. Bradley-Klug College of Education, University of South Florida, Tampa, FL, USA Warrick J. Brewer Department of Psychiatry, Centre for Youth Mental Health, The University of Melbourne, Melbourne, VIC, Australia Keila C. Brockveld Department of Psychology, Centre for Emotional Health, Macquarie University, Sydney, NSW, Australia John R. Burns Shore School, North Sydney, NSW, Australia Neralie L. Cain Child and Adolescent Sleep Clinic, School of Psychology, Flinders University, Adelaide, SA, Australia Marilyn Campbell Faculty of Education, Queensland University of Technology, Brisbane, QLD, Australia Laura C. Chezan Old Dominion University, Norfolk, VA, USA

xv xvi Contributors

Catherine Cook-Cottone Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York, Buffalo, NY, USA Erika Crawford Child and Adolescent Anxiety Disorders Clinic, Temple University, Philadelphia, PA, USA Kendall Jeffries DeLoatche College of Education, University of South Florida, Tampa, FL, USA Hillsborough County Schools, Tampa, FL, USA Raymond DiGiuseppe St. John’s University, Queens, NY, USA Janine Domingues Child Mind Institute, New York, NY, USA Kristene Doyle Albert Ellis Institute (AEI), New York, NY, USA Gabriella Duke St. John’s University, Queens, NY, USA George J. DuPaul Department of Education and Human Services, Lehigh University, Bethlehem, PA, USA Chelsea Eacott University of Melbourne, Carlton, VIC, Australia Sue Edwards Northern Territory Education Department, Darwin, NT, Australia Katie Eklund Department of Educational, School, & Counseling Psychology, University of Missouri, Columbia, MO, USA Maurice Elias Rutgers Social-Emotional Learning Lab and Collaborative Center for Community-Based Research and Service, Department of Psychology, Rutgers University, Piscataway, NJ, USA Michael Faulkner Formerly of La Trobe University, Toora, VIC, Australia Joseph Ferrito Audrey Hepburn Children’s House at Hackensack University Medical Center, Hackensack, NJ, USA Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, NJ, USA Tina Fersterer Private Practice, Melbourne, Australia Caroline de Fina Best Start Clinic, Melbourne, VIC, Australia Dawn P. Flanagan St. John’s University, Queens, NY, USA Paul Flatau Centre for Social Impact, University of Western Australia Business School, Crawley, WA, Australia Jeffrey Froh Psychology Department, Hofstra University, Hempstead, NY, USA Nora Gerardi St. John’s University, Jamaica, NY, USA Kevin Glasheen Faculty of Education, Queensland University of Technology, Brisbane, QLD, Australia Contributors xvii

Michael S. Gordon Department of Psychiatry, Early in Life Mental Health Service, Monash Health and Monash University, Clayton, VIC, Australia Matthew J. Gormley Lehigh University, Bethlehem, PA, USA Christopher Gostelow Department of Education, School Psychology Service, Padbury, WA, Australia Christina Grice St. John’s University, Jamaica, NY, USA Coosje Griffiths Department of Education, Swanbourne, WA, Australia Stephanie Guedj Nova Southeastern University (NSU), Fort Lauderdale, FL, USA Virginia Smith Harvey University of Massachusetts, Boston, MA, USA Karyn L. Healy Parenting and Family Support Centre, The University of Queensland, Brisbane, QLD, Australia Sheryl Hemphill Murdoch Childrens Research Institute, Parkville, VIC, Australia Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia School of Psychology Faculty of Health Sciences, Australian Catholic University, Melbourne, VIC, Australia School of Psychology, Deakin University, Waurn Ponds, VIC, Australia Keith C. Herman University of Missouri, Columbia, MO, USA Emma Leah Hettrich School Psychology, St. John’s University, Jamaica, NY, USA John D. Hogan St. John’s University, Jamaica, NY, USA Jamie M. Howard Child Mind Institute, New York, NY, USA Jennifer L. Hudson Department of Psychology, Centre for Emotional Health, Macquarie University, Sydney, NSW, Australia Courtney Huguenin Connetquot Central School District and St. John’s University, Jamaica, NY, USA Shelley Hyman Sydney Cognitive Development Centre, Sydney, NSW, Australia Kate E. Jacobs Faculty of Education, Monash University, Clayton, VIC, Australia Laura Jellins ACT Education and Training Directorate, Canberra, Australia Shane R. Jimerson Gevirtz Graduate School of Education, University of California Santa Barbara, Isla Vista, CA, USA xviii Contributors

Tiffany Jones School of Education, University of New England, Education Building, Armidale, NSW, Australia Australian Research Centre in Sex, Health and Society (ARCSHS), La Trobe University, Melbourne, Australia Jae Yup Jung School of Education, The University of New South Wales, Sydney, NSW, Australia Elana Kagan Temple University, Philadelphia, PA, USA John Kelly Psychology Department, St. John’s University, New York, NY, USA Commack School District, New York City, NY, USA Philip C. Kendall Temple University, Philadelphia, PA, USA Kathleen R. King University of Alabama, Tuscaloosa, AL, USA Mikki Krakauer Psychology Department, Hofstra University, Hempstead, NY, USA Thomas R. Kratochwill University of Wisconsin-Madison, Madison, WI, USA Robyn Kurasaki St. Johns’ University, Jamaica, NY, USA Amy M. Lampard School of Psychology and Speech Pathology, Curtin University, Bentley, WA, Australia Kristina Langione Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, NJ, USA Jon Lasser Texas State University, San Marcos, TX, USA Adrienne Matta Wilton Public School, Wilton, CT, USA Vicki McKenzie Melbourne Graduate School of Education, University of Melbourne, Carlton, VIC, Australia Lauren F. McLellan Department of Psychology, Centre for Emotional Health, Macquarie University, Sydney, NSW, Australia Glenn A. Melvin Centre for Developmental Psychiatry and Psychology, Monash University, Melbourne, Australia Centre for Education Development, Appraisal & Research, University of Warwick, Coventry, UK Brendan P. Murphy Department of Psychiatry, Monash University, Clayton, VIC, Australia Rachael C. Murrihy Health Psychology Unit, University of Technology Sydney, Sydney, NSW, Australia Mandy Nayton Chief Executive Officer of the Dyslexia-SPELD Foundation in Perth, Perth, WA, Western Australia Adjunct Research Fellow at Curtin University’s School of Psychology and Speech Pathology, South Perth, WA, Australia Contributors xix

Kathie Newton University of Arizona, Tucson, AZ, USA Kim Van H. Nguyen St. John’s University, New York, NY, USA Amanda Nickerson Alberti Center for Bullying Abuse Prevention, University at Buffalo, The State University of New York, Buffalo, NY, USA Lindsay Nicolai St John’s University, New York, NY, USA Lyn O’Grady 7 Adele Court, Hoppers Crossing, VIC, Australia Samuel O. Ortiz St. John’s University, Jamaica, NY, USA Tulio M. Otero The Chicago School of Professional Psychology, Chicago, IL, USA William Pfohl Western Kentucky University, Bowling Green, KY, USA Scott Poland Nova Southeastern University, Fort Lauderdale, FL, USA Katherine Elizabeth Prescott Department of Education and Child Development, Adelaide, SA, Australia Robert A. Reeve Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia Wendy M. Reinke University of Missouri, Columbia, MO, USA Ken Rigby School of Education, Hawke Research Institute, Adelaide, SA, Australia Danielle Ruscio Psychology Department, Hofstra University, Hempstead, NY, USA Stephen Said Catholic Education Office, Sydney, Australia Robin J. Sakakini Oaks Christian School and Learning Center, Westlake Village, CA, USA Stephanie Samar Institute for Girls’ Development in Pasadena, Pasadena, CA, USA Matthew R. Sanders Parenting and Family Support Centre, The University of Queensland, Brisbane, QLD, Australia Danielle Sauro Long Island University, Brookville, NY, USA Peter Segal North Shore Schools and York College, CUNY New York, Glen Head, NY, USA Yaël Seth Department of Education, School Psychology Service, Padbury, WA, Australia Karen Lee Seymour Department of Education, Koondoola Primary School, Koondoola, WA, Australia Nina D. Shiffrin Alvord, Baker, & Associates, LLC., Rockville, MD, USA Rosalyn H. Shute School of Psychology, Flinders University, Adelaide, SA, Australia xx Contributors

Jason Skues Swinburne University of Technology, Melbourne, VIC, Australia Sue Jennifer Sodeman Department for Education and Child Development, Adelaide, SA, Australia Darren Stops Department of Education, Tasmania, Australia Janene Swalwell Krongold Clinic, Monash University, Clayton, VIC, Australia Megan Sy School Psychology, St. John’s University, Jamaica, NY, USA Paula Teggelove Propsych, Professional Development for School Psychologists, Melbourne, VIC, Australia Mark D. Terjesen St. John’s University, Jamaica, NY, USA Monica Thielking Department of Psychological Sciences, Swinburne University, Melbourne, VIC, Australia Michelle A. Tollit Murdoch Childrens Research Institute and the Centre for Adolescent Health, Royal Children’s Hospital, Parkville, VIC, Australia John W. Toumbourou Murdoch Children’s Research Institute, Flemington Rd, Parkville, VIC, Australia Royal Children’s Hospital, Centre for Adolescent Health, Parkville, VIC, Australia School of Psychology, Deakin University, Waurn Ponds, VIC, Australia Tamara Del Vecchio St. John’s University, Jamaica, NY, USA Hilary B. Vidair Long Island University, Brookville, NY, USA Carolyn Waldecker Hagedorn Little Village School, Jack Joel Center for Special Children, Seaford, NY, USA Grant Wheatley School of Special Educational Needs: Medical & Mental Health, Perth, WA, Australia Lorolei White Department Education Northern Territory, Darwin, NT, Australia Camelia Wilkinson Educational Psychology Faculty, University of Melbourne, Melbourne, VIC, Australia Barbara Bole Williams School Psychology Program, Rowan University, Glassboro, NJ, USA Catherine E. Wood Department of Psychological Sciences, Faculty of Health, Arts and Design, Swinburne University of Technology, Hawthorn, VIC, Australia Frank C. Worrell Graduate School of Education, University of California, Berkeley, CA, USA Edith Wright Department of Education Western Australia, Broome, WA, Australia About the Editors

Monica Thielking worked for over 10 years in Melbourne secondary schools as a youth worker, career counsellor and school psychologist. In 2006, after completing her professional doctorate in counselling psychology focusing on the role of school psychologists, she accepted the position as the Australian Psychological Society’s national advisor to Psychologists in Schools where she provided professional guidance, led advocacy campaigns, developed landmark resources, chaired the APS National School Psychology Reference Group and founded and convened the APS Psychologists in Schools Interest Group. Dr Thielking’s appointment at Swinburne University of Technology in 2010 facilitated her research and teaching on issues around school psychology, youth homelessness, student equity and ethical psychological practice. In 2015, Dr Thielking was appointed the director of postgraduate studies in the Department of Psychological Sciences and convenes a unit on ethical and professional psychological practice. Dr Thielking’s work has had significant impact on government policy, service delivery and school psychology practice, and she regularly presents at national and international conferences. Dr Thielking currently holds the position as programme chair of the Division 52 (International Psychology) of the American Psychological Association. She is also a member of the editorial board for the Journal of Psychologists and Counsellors in Schools.

Mark D. Terjesen is an associate professor of psychology at St. John’s University and a programme director of the school psychology (PsyD and MS) programmes. He earned his PhD in clinical and school psychology from Hofstra University. Dr Terjesen has presented at a number of national and international conferences on topics that include matters related to REBT, assessment and treatment of ADHD, professional school psychology issues as well as cultural concerns. Dr Terjesen has trained many professionals internationally in school psychology and the use of cognitive behavioural practices with children and families. Dr Terjesen has served as the president of the School Division of the New York State Psychological Association and as the president of the Trainers of School Psychologists, the largest national training organisation for school psychology faculty members, and is a past president of the Division 52 (International Psychology) of the American Psychological Association of which he is also a fellow.

xxi About the Authors

Vincent C. Alfonso is a former professor in the Graduate School of Education at Fordham University in New York City and the current dean of the School of Education at Gonzaga University in Spokane, Washington. He is the coeditor of Essentials of Specific Learning Disability Identification and Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners and co-author of Essentials of Cross-Battery Assessment, Third Edition, and The Achievement Test Desk Reference: A Guide to Learning Disability Identification, Second Edition. He is the past president of Division 16 (School Psychology) of the American Psychological Association (APA) and a fellow of Divisions 16, 5 and 43 of the APA. Most recently, he was awarded the Outstanding Contributions to Training by Trainers of School Psychologists. Dr Alfonso is a certified school psychologist and licensed psychologist in New York State. He has been providing psycho-educational services to individuals across the lifespan for more than 20 years.

Lauren Barker is a nationally certified school psychologist currently practising in Chicago, Illinois. She received her Education Specialist degree from The Chicago School of Professional Psychology in June 2011 and Doctor of Education degree in school psychology from Loyola University Chicago in May 2016. Ms. Barker also holds diplomat status with the American Board of School Neuropsychology. She has published peer-reviewed journal articles on neuropsychological constructs such as attention, executive function and large-scale brain systems. Ms. Barker has also co-authored chapters on the frontal lobes and their relationship to executive function, as well as on the cerebellum and its role in developmental language disorders. Most recently, Ms. Barker has co-authored a book that focuses on large-scale brain systems and how they impact neuropsychological assessment practices. Her future research interests include the impact of mindfulness-based practices with children as well as school neuropsychology.

Michal Barnea is completing her doctorate in the school psychology PsyD programme at St. John’s University. She is a psychology extern at Columbia University’s Children’s Day Unit and a doctoral fellow at St. John’s Center for Counseling and Consultation. She received her BS in neuroscience from the Hebrew University of Jerusalem and her MS in school psychology from St. John’s University. She is also a New York State certified bilingual school psychologist. Michal’s research interests include cross-cultural research,

xxiii xxiv About the Authors especially as it pertains to emotional experiences. For her dissertation, she is conducting a cross-cultural study comparing the emotional reactions of Jewish- and Arab-Israeli youth and how these reactions are related to the experience of discrimination.

Fiona Bell is a Melbourne-based educational psychologist who has worked for the Victorian Ministry of Education since 1975. She has worked in diverse geographical, cultural and economic areas in a supportive role in mainstream primary and secondary schools as well as various types of special schools. She developed expertise in assisting children with hearing impairments in both regular schools and schools for the deaf. Fiona now works at Aurora School for deaf children, which uses a bilingual philosophy with English and Auslan (Australian sign language) and caters for children from birth to 6 years. She works in a multidisciplinary team with an audiologist, a physio- therapist, an occupational therapist, a social worker, several speech patholo- gists and teachers of the deaf as well as teacher assistants. Fiona supports children, their teachers and families and assists student transition with appropriate funding and support to deaf facilities and a range of other schools.

Perry Bell, PsyD, currently is the upper school counsellor for the Pingry School, a K-12 college preparatory academy in New Jersey. He received his doctorate from Rutgers, The State University of New Jersey, where he worked in the Social-Emotional Learning Lab under the supervision of Dr Maurice Elias. Dr Bell’s main professional interest is the role of character and emotions in academic and life success. Dr Bell has been involved in the creation and implementation of multiple courses and programmes targeting these skills. These programmes have been implemented in both public and private schools, state organisations and, most recently, NGOs in the Dominican Republic.

Michael E. Bernard is an honorary professor of the Melbourne Graduate School of Education, University of Melbourne, and is an emeritus professor of California State University, Long Beach. He helped develop the first educational psychology master’s degree programme in an education faculty in Australia. His programme, You Can Do It! Education, a school–home collaborative social and emotional learning programme, has received critical acclaim from educational authorities and teachers and is used in more than 6000 schools across Australia, New Zealand, Singapore, the UK, the USA, Canada and Romania. More than 1,000,000 students have participated. An author of more than 50 books on topics associated with student achievement, wellbeing, work performance, procrastination, resilience, parenting and rational emotive therapy, he consults with businesses, schools and government. Michael E. Bernard, PhD, is an international leader in the field of human performance. He is at the forefront in creating state-of-the-art programmes that challenge traditional learning methods.

Kimberley Bloor is an educational and developmental psychologist at the Dyslexia-SPELD Foundation in Perth, Western Australia. She received her master’s in educational and developmental psychology from The University About the Authors xxv

of Western Australia in 2010 and has co-authored publications on the familial factors influencing children’s early literacy skills and the profile of CEDP (College of Educational and Developmental Psychology) psychologists. In her role, Kimberley conducts psycho-educational assessments with children, teenagers and adults referred due to concerns surrounding their learning and suspected specific learning disorders. She consults with parents and teachers on appropriate classroom-based and individual strategies to improve the literacy and numeracy skills of struggling students and provides individualised literacy intervention to students diagnosed with specific learning disorders. Kimberley also presents to teachers, parents, tutors and allied health professionals across metropolitan, rural and remote Western Australia on effective literacy skill development and instruction, recommended literacy programmes, learning difficulties and social–emotional wellbeing.

Alina Agiurgioaei Boie is a bilingual school psychologist working for Greenwich Public Schools in Connecticut. She earned her school psychology master and doctoral degrees from St. John’s University, New York. She has coordinated cross-cultural research projects and presented at conferences worldwide on topics including the role of cognitive beliefs in social–emotional wellbeing, cultural factors associated with emotional distress, bullying prevention and school safety climate issues. Alina is trained in the REBT clinical approach and accumulated counselling and is experienced in behaviour intervention through working in public schools. Alina’s clinical work focuses on the application of empirically validated treatments for anxiety, aggression, substance abuse, ADHD and depression, and interests include expanding REBT intervention’s applications to disadvantaged young children and their families. Alina is a member of the APA, the Association for Behavioural and Cognitive Therapies and the National Association of School Psychologists.

Fabian Agiurgioaei Boie is a school psychologist in public education and an adjunct professor at St. John’s University, NY. He completed his undergraduate studies at Babes-Bolyai University, Romania, and his school psychology doctoral degree from St. John’s University, NY. Dr Agiurgioaei Boie has presented at numerous national and international conferences on topics that include factors associated with risky behaviours (e.g. underage drinking, drug abuse), cross-cultural validation of psychological instruments, social– emotional programmes for children and comparative history of psychology. Dr Agiurgioaei Boie has worked with special education children from disadvantaged areas for several years and concentrates his work on developing and implementing positive behavioural interventions with children at risk and promotes evidence-based practices among professionals and teachers working with children and their families. Dr Agiurgioaei Boie is an active member of professional organisations such as the American Psychological Association and the National Association of School Psychologists.

Giacomo Bono is an assistant professor of psychology at California State University, Dominguez Hills. He received his PhD in applied social psychol- xxvi About the Authors ogy from Claremont Graduate University. His research interests include: gratitude, forgiveness, social development, psychology of wellbeing, health promotion and positive youth development. Dr Bono is the co-author of Making Grateful Kids: The Science of Building Character (2014), associate editor for The Journal of Positive Psychology and director of the Youth Gratitude Project—a collaboration with the University of California Berkeley and Claremont Graduate University that is funded by the John Templeton Foundation. The aims of the Youth Gratitude Project are to create a preschool measure of gratitude and to develop and test a gratitude curriculum targeting preschool/TK and Grades 4 through 12, with the broad goal of providing schools with resources to support students’ wellbeing, socioemotional skills and character.

Giuliana Losapio Bracher is an assistant professor of school psychology at Touro College in New York. She is also a consulting behaviour specialist for the Helen Keller Services for the Blind in Hempstead, New York. Dr Losapio earned her PsyD and MS in school psychology from St. John’s University. Her early career research has been on treatment methods for attention deficit/ hyperactivity disorder, and current research interests include behaviour ana- lytical treatments for autism and relaxation strategies to decrease anxiety over high stakes testing in schools.

Kathy L. Bradley-Klug is a professor of graduate programmes in school psychology and an associate dean of Faculty Affairs and Research in the College of Education at the University of South Florida (USF). Dr Bradley- Klug developed the paediatric school psychology doctoral area of specialisa- tion at the USF. She has been the principal investigator on several grants related to paediatric school psychology and has developed online training courses in the areas of paediatric health issues in the schools and paediatric psychopharmacology. Most recently, Dr Bradley-Klug served as the project director of a collaborative, interdisciplinary programme infusing principles of paediatric psychology, positive psychology and public health in medical student education at the USF Morsani College of Medicine. Her current research focus is developing methods to assess and promote health literacy and wellbeing in youth and young adults with chronic health conditions. Dr Bradley-Klug is the co-author of a textbook on paediatric school psychology.

Warrick J. Brewer is a clinical neuropsychologist who studied at the Mental Health Research Institute of Victoria, University of Melbourne. His clinical research interests focus on tracking and understanding the development of psychosis and poor impulse control from a neuropsychological per- spective, with emphasis on olfaction. He holds honorary principal research fellow positions at the University of Melbourne: Psychiatry, Centre for Youth Mental Health, located at Orygen Youth Mental Health Research Centre. Here he pioneered the intensive case management team in the early psychosis centre along with a youth mental health neuropsychology clinical research programme. His work includes over 100 national and international peer- About the Authors xxvii

reviewed publications including a book. His neurodevelopmental research includes autism spectrum disorders, ADHD, OCD, psychosis, substance abuse, violence prediction, head injuries and cognition. This work has also won various awards. He works full time in private practice and conducts national and international workshops on engaging and managing angry young men.

Keila C. Brockveld is a postdoctoral researcher and a psychologist at the Centre for Emotional Health Clinic, Macquarie University. Keila has co- authored a chapter in the book Social Anxiety: Clinical, Developmental, and Social Perspectives (2014). She is interested in further understanding prevention of and maximising already established clinical treatment of anxiety and depressive disorders.

John R. Burns is a clinical psychologist who has spent the last two decades working at Shore School in North Sydney. His research interests include the role of schools in the early detection of mental health difficulties and mental health literacy in young people. He holds degrees from the University of New South Wales, the University of New England and Macquarie University and has previously worked at The Children’s Hospital and St. John of God Hospital in Sydney. He is an adjunct supervisor on the clinical psychology programme at Macquarie University and the convener of the Psychologists in Schools Interest Group of the Australian Psychological Society.

Neralie L. Cain is a clinical psychologist, master’s graduate and PhD candidate of the world-class insomnia research group at Flinders University, Adelaide. She currently works as a clinical psychologist treating children and adolescents with insomnia and circadian rhythm disorders at the Child and Adolescent Sleep Clinic, Flinders University, and treating adults with insomnia at the Adelaide Institute for Sleep Health, Repatriation General Hospital. She has publications in the areas of school-based interventions for adolescent sleep problems and the relationship between sleep and technology use for children and adolescents. For her PhD research, she is conducting a treatment study for sleep problems in school-aged children.

Marilyn Campbell is a professor in the School of Cultural and Professional Learning, Faculty of Education at Queensland University of Technology. She currently lectures in the master’s of education programme and in the master’s in educational and developmental psychology. Marilyn has worked as a teacher and psychologist in early childhood and primary and secondary schools. She has also been a teacher–librarian, school counsellor and supervisor of school counsellors. Her research interests are in behavioural and emotional problems in children and adolescents. Her recent work has included research into anxiety prevention and effects of bullying and especially cyber- bullying in schools. She has authored over 100 publications and is the recipient of a number of professional awards, as well as over a million dollars in grants. She is a practising psychologist and psychology supervisor. She is the author of the Worrybusters series of books for anxious children. xxviii About the Authors

Laura C. Chezan, PhD, BCBA-D, LBA, is a tenure-track assistant professor of special education in the Communication Disorders and Special Education Department in Darden College of Education at Old Dominion University. Her research interests focus on communication interventions, single-case research methodology and positive behaviour support for individuals with autism and significant intellectual disabilities. Dr Chezan has published several journals including the Journal of Behavioral Education, Focus on Autism and Other Developmental Disabilities, Assessment for Effective Intervention and Behaviour Modification. She has been the recipient of several personnel preparation and research grants. She serves on the editorial board for the Focus on Autism and Other Developmental Disabilities and the Journal of Behavioral Education. Dr Chezan has given presentations at national and state professional conferences.

Catherine Cook-Cottone, PhD, is a licensed psychologist, a registered yoga teacher, an associate professor at SUNY at Buffalo and an associate editor of Eating Disorders: The Journal of Treatment and Prevention. She is also the founder of Yogis in Service, a not-for-profit organisation that provides yoga to those who would not otherwise have access. Her research specialises in embodied self-regulation (i.e. yoga, mindfulness and self-care) and psychosocial disorders (e.g. eating disorders). She has written four books and over 50 peer-reviewed articles and book chapters. Her most recent book is titled Mindfulness and Yoga for Self-Regulation: A Primer for Mental Health Professionals. Presenting nationally and internationally, Catherine uses her model of embodied self-regulation to structure discussions on empirical work and practical applications. She teaches courses on mindful therapy, yoga for health and healing, self-care and service and counselling with children and adolescents. She also maintains a private practice.

Erika Crawford is a second year doctoral student at Temple University, working with Dr Philip Kendall in the Child and Adolescent Anxiety Disorders Clinic. She graduated from the University of Virginia in 2010 with a BA in Cognitive Science. Following graduation, she was a research assistant in the Neurology Department at UVA studying executive functioning and then spent 2 years as a research assistant at the University of South Florida’s Rothman Center for Paediatric Neuropsychiatry studying behavioural treatments for children with anxiety, OCD and related disorders. She is currently interested in the dissemination of evidence-based interventions and predictors of treatment outcome.

Kendall Jeffries DeLoatche is a graduate from the University of South Florida, where she received her PhD in school psychology and specialised in paediatric school psychology, early childhood and prevention practices. She is currently practising as a school psychologist for Hillsborough County schools in Tampa, Florida.

Tamara Del Vecchio is an associate professor of psychology at St. John’s University, where she teaches in the school psychology PsyD and clinical About the Authors xxix

psychology in counselling psychology programmes. She has a PhD in clinical psychology from Stony Brook University, New York, USA. Her primary area of research relates to the role of cognitions and affects as predictors of poor parenting practices. She has published several papers and book chapters on this topic and other topics related to parenting, parent–child relationship and the development of externalising behaviour problems. She currently leads the Child and Family Research Group at St. John’s University. She also has extensive experience supervising therapists delivering parenting and family interventions to families with young children.

Raymond DiGiuseppe received his PhD from Hofstra University in New York in 1975. He was elected a fellow of the American Psychological Association through the divisions of clinical psychology, school psychology, society for the advancement of psychotherapy and family psychology. He has published Understanding Anger Disorders and the Anger Disorders Scale (for adults) and the Anger Regulation and Expression Scale (for children) and the A Practitioner’s Guide to Rational Emotive Behavior Therapy, 3rd Ed. He has served as the president of the Association for Behavioural and Cognitive Therapies (2006) and the Society for the Advancement of Psychotherapy (2014). He is a professor in the Psychology Department at St. John’s University and the director of education at the Albert Ellis Institute. He serves as the coeditor of the Journal of Rational-Emotive and Cognitive-Behavior Therapy.

Janine Domingues, PhD, is a clinical psychologist at the Child Mind Institute specialising in providing cognitive behavioural treatments to children and young people struggling with anxiety and mood disorders, behavioural problems and post-traumatic stress disorder. She has a specific interest in helping children and families affected by single and complex trauma and childhood anxiety disorders including selective mutism, separation anxiety disorder, social phobia, generalised anxiety disorder, panic disorder and obsessive–compulsive disorder. She earned her doctorate degree in clinical psychology from the University of Connecticut and her predoctoral internship at the University of Medicine and Dentistry of New Jersey. She has co- authored scholarly articles for several journals and is a member of the APA, the Association of Behavioural and Cognitive Therapies, the Anxiety Disorders Association of America and The National Child Traumatic Stress Network. She is passionate about providing comprehensive evidence-based treatments to help families develop a sense of resilience, strength and hope.

Kristene Doyle, PhD, ScD, is the director of the Albert Ellis Institute (AEI), the director of clinical services, the founding director of the Eating Disorders Treatment and Research Center and a licensed psychologist at AEI. During her 14-year tenure at AEI, she is also a diplomate in rational–emotive and cognitive–behaviour therapy and diplomate board member and an adjunct professor at St. John’s University in both clinical psychology and school psychology doctoral programmes. With a distinguished international presence of conventions, workshops and professional trainings, Dr Doyle has influenced xxx About the Authors the growth and practice of RE and CBT globally including South America, Europe, Asia and Africa. Her clinical and research interests include eating disorders and weight management, RE and CBT treatment of children and adolescents and cognitive behavioural therapeutic process, outcome and dissemination. Dr Doyle is the co-author of A Practitioner’s Guide to Rational Emotive Behavior Therapy, 3rd edition. She is the coeditor of the Journal of Rational-Emotive and Cognitive-Behavior Therapy.

Gabriella Duke is a certified school psychologist completing her doctoral degree in school psychology at St. John’s University. Ms. Duke is also currently pursuing certification as a Board Certified Behaviour Analyst (BCBA). Ms. Duke has conducted extensive research on international and cross- cultural assessment, presenting these results at conferences both nationally and internationally. Ms. Duke was awarded the Psi Chi Graduate Student Research Grant in Spring 2015 for her current research on the standardisation of the WISC-V in Vietnam. Ms. Duke’s clinical interests focus on the evidence-based assessment and treatment of children and adolescents with externalising and neurodevelopmental disorders.

George J. DuPaul is a professor of school psychology in the Department of Education and Human Services at Lehigh University. He has extensive experience providing clinical services to children with attention deficit/hyperactivity disorder (ADHD) and their families as well as consulting in school districts regarding the management of students with ADHD. He has written or co-authored over 190 journal articles and book chapters on ADHD and paediatric school psychology and published nine books and two videos on assessing and treating ADHD. He serves on the editorial boards of several journals, and his accolades include: School Psychologist of the Year (Pennsylvania, 1999) and APA Division 16 School Psychology’s Senior Scientist Award (2008), and he was named to the Children and Adults with ADHD Hall of Fame (2008). Currently, he is investigating the effects of early intervention and school-based interventions for students with ADHD and also the assessment and treatment of college students with ADHD.

Chelsea Eacott is an educational and developmental psychologist currently working as a lecturer at the University of Melbourne and as a school psychologist. Chelsea completed her doctorate in educational psychology in 2008 and has research interests in adolescent mental health and wellbeing with a particular focus on rural populations. Chelsea has over 10 years of practical experience working as a psychologist within government, Catholic and independent school systems in Victoria and Queensland across both regional and metropolitan areas. Chelsea holds endorsement in the area of educational and developmental psychology and is a board-approved supervisor.

Sue Edwards is currently a practitioner school psychologist of the Northern Territory Department of Education and has 23 years of experience working across a range of contexts from urban to regional and very remote schools. About the Authors xxxi

Sue currently works mostly in remote and very remote indigenous community schools. Prior to commencing as a school psychologist, Sue was a primary schoolteacher for 7 years in the Northern Territory. In addition to being a registered psychologist and registered teacher, Sue has postgraduate quali- fications in special education and language studies (teaching English as a second language). Sue Edwards has presented at national and international conferences on topics focused on indigenous assessment. She has been the Northern Territory representative on the Australian Psychological Society National School Psychology Reference Group and the Australian Guidance and Counselling Association. Sue Edwards is a member of the Australian Psychological Society.

Katie Eklund is an assistant professor in the school psychology programme at the University of Missouri. She received her doctorate in counselling, clinical and school psychology from the University of California, Santa Barbara. Dr Eklund has worked in public education for over 10 years as a school administrator, school psychologist and school social worker and is a nationally certified school psychologist and licensed psychologist. Dr Eklund has authored a number of publications on childhood risk and resiliency factors, including early identification and intervention for behavioural and emotional concerns, school climate and positive psychology. Her teaching interests include school-based academic and behavioural interventions, crisis response and intervention as well as school-based consultation and problem-solving skills.

Maurice Elias is a professor of the Psychology Department, Rutgers University, and the director of the Rutgers Social-Emotional and Character Development Lab (www.secdlab.org). He has received American Psychological Association awards for Distinguished Contribution to Practice, Ethnic Minority Mentoring, and National Psychological Consultants to Management, and the Character Education Partnership’s Sanford McDonnell Award for Lifetime Achievement in Character Education. Books include the new e-book, Emotionally Intelligent Parenting, a book for young children: Talking Treasure: Stories to Help Build Emotional Intelligence and Resilience in Young Children, Schools of Social-Emotional Competence and Character, The Other Side of the Report Card, a guide for how schools and districts can integrate social–emotional and character development systematically into their ongoing student report cards (Corwin), and Urban Dreams: Stories of Hope, Resilience and Character (2008, Rowman and Littlefield). He writes a blog on social–emotional and character development (SECD) for the George Lucas Educational Foundation at www.edutopia.org.

Michael Faulkner’s career began as a classroom teacher in 1970. Subsequently, he qualified and worked as a school psychologist for 16 years. The early 1990s provided him with broader experience, via the management of student special need educational services and as a school principal. As a ‘latter-day’ academic at La Trobe University, between 1997 and 2014, he taught and researched the special need education area. Dr Faulkner maintains xxxii About the Authors long and strong research interests in school psychology. This interest was initially framed by undergraduate studies in sociology, by his master’s studies in educational sociology and by his entry into the profession. His doctorate (1994) provided a historical and ethnographic exploration of the relationship between societal change, government schooling and the development of the school psychology profession in Victoria State. Through national and international conference presentations and book and journal publications, Dr Faulkner continues researching aspects of similar interrelated issues.

Tina Fersterer is a psychologist with extensive experience supporting children and young people with disabilities and/or special learning needs. After 10 years of working in intensive early intervention programmes for children with an autism spectrum disorder, Tina moved into the education sector where she spent a further 10 years working both as a psychologist and team leader with a focus on behaviour support and autism spectrum disorders. In addition to direct client services, Tina has worked collaboratively across government, Catholic and independent educational sectors in developing whole school practices to support all students, including those with social–emotional needs, behaviours of concern and disabilities. Tina now brings this experience to her private practice where she is passionate about developing and applying effective interventions to support the psychological wellbeing of children, their families and schools.

Joseph Ferrito earned his doctorate from the Graduate School of Applied and Professional Psychology at Rutgers University. He is a native of Monroe, New Jersey, and a graduate of Marist College. Clinically, J.J. worked across levels of care ranging from public schools to inpatient facilities with children, adolescents and families, particularly those exposed to trauma. He completed an APA-accredited internship at Sharp HealthCare in San Diego, California, and is currently a postdoctoral fellow at the Audrey Hepburn Children’s House at Hackensack University Medical Center. J.J. taught undergraduate courses and conducted research through the Social–Emotional Learning Lab under the mentorship of Dr Maurice J. Elias. Developing feasible methods for assessing SEL and related skills in schools has been a focus of this research, and this work has generated publications in various forms. He hopes to combine this work with his interest in trauma and resiliency to enhance evidence-based methods of prevention and promotion on a national level.

Caroline de Fina is a registered psychologist experienced in the assessment and support of children with autism from early intervention to high school years. Caroline holds a master’s degree in educational and developmental psychology from Monash University, Melbourne, and master’s of cross- cultural child development from Brunel University London. Caroline is the current clinical director of Best Start Clinic and provides services in private practice and local schools in autism and mental health work. Caroline is also a certified therapist and professional trainer in the Early Start Denver Model and a member of the Australian Psychological Society. About the Authors xxxiii

Dawn P. Flanagan is a professor of psychology at St. John’s University, New York, and an assistant clinical professor at the Yale Child Study Center, Connecticut. She teaches in the areas of cognitive assessment, specific learning disabilities and professional issues in school psychology, whilst also serv- ing as an expert witness, an SLD consultant and a test/measurement consultant and trainer for organisations worldwide. She has widely published books, chapters and articles. She is a fellow of the APA and a diplomate of the American Board of Psychological Specialties. She recently received the national Outstanding Contributions to Training award from the Trainers of School Psychologists in recognition of her widespread and influential training for school psychologists throughout the country and abroad. Dr Flanagan is best known for the development of the cross-battery assessment (XBA) approach and the development of an operational definition of specific learning disability—the dual discrepancy/consistency ‘PSW’ approach to SLD identification.

Paul Flatau is the director of the Centre for Social Impact at the University of Western Australia. He is widely published across the fields of youth unem- ployment, poverty, labour economics, economics of social policy and history of economic thought. Most recently, he has focused on housing and homelessness and on examining the effectiveness of programmes and interventions in these fields.

Jeffrey Froh has been an associate professor of psychology at Hofstra since 2006, having previously taught at various colleges and practised as a school psychologist in Long Island. He received his MS and PsyD degrees in school psychology from St. John’s University and his bachelor’s degree from St. Joseph’s College. Dr Froh is a New York State certified school psychologist, a New York State licensed psychologist, an associate fellow of the Albert Ellis Institute and an associate editor for The Journal of Positive Psychology. Dr Froh is the co-author of Making Grateful Kids: The Science of Building Character (Templeton Press, 2014) and coeditor of Activities for Teaching Positive Psychology: A Guide for Instructors (American Psychological Association, 2013). In 2011, he received a 3-year $1-million grant to study gratitude in children and adolescents. His research has appeared in media such as The Wall Street Journal, the Los Angeles Times, The Washington Post and The Huffington Post.

Nora Gerardi is an advanced doctoral candidate in school psychology at St. John’s University in New York. She earned her undergraduate degree in psychology from the University of Connecticut and her master’s degree in school psychology from St. John’s University. Nora completed a school psychology externship within the Ardsley Union Free School District in Ardsley, New York, and she is currently a psychology extern at Cognitive and Behavioral Consultants in White Plains, New York. Nora is an active member of the Association for Behavioural and Cognitive Therapies (ABCT), where she has presented research on suicidal behaviours, non-suicidal self-injury