Principles of Leadership in School Psychology

Contents
Theoretical Models of Leadership
	1 Desired Leadership Outcomes
	2 Global Models of Leadership
		2.1 Trait Models
		2.2 Contextual Models
		2.3 New Leadership (Transformational) Models
	3 Traditional (Centralized) Leadership Versus Contemporary (Distributed) Leadership
	4 Applied Leadership Models: Translations to School Psychology Training and Practice
	5 Conclusions
	References
School Psychology Leadership in Academic Intervention
	1 Pioneers of the RtI and MTSS Initiatives
	2 School Psychologists as Leaders in Academic Response to Intervention Implementation: A Rationale
	3 School Psychologists as Leaders in Implementing Best Practice Academic Intervention and Consultation Models
		3.1 Data-Driven Needs Assessments
		3.2 Development of School-Wide and Individual Academic Intervention Models
		3.3 Implementation of Universal Screening and Progress Monitoring Systems to Evaluate Response to Intervention and Impact on Student Learning
		3.4 Program Evaluation
	4 Leadership Theory
	References
School Psychology Leadership in Multitiered Systems of Support
	1 Identification of School and District Needs
	2 Data-Based Decision-Making
	3 Program Evaluation
	4 School-Based Research
	5 Facilitating and Advancing Intervention Integrity
	6 Comprehensive Mental and Behavioral Health Services
	7 Conclusion
	References
School Psychology Leadership in Behavioral and Mental Health Intervention and Consultation
	1 Prevalence and High-Need Mental Disorders
	2 Consequences
	3 Contextual Factors and Contemporary Practice
	4 Leadership and Advocacy Within a Multitiered Framework
		4.1 Tier 1: Increasing Mental Health Literacy and Reducing Mental Illness Stigma
		4.2 Tiers 2 and 3: Best-Practice Programming and Special Challenges
	5 Conclusions
	References
School Psychology Leadership in Crisis Intervention and Prevention
	1 Historical Context and Contemporary Practice
	2 Best Practices in Leadership in School Crisis Prevention and Intervention
		2.1 Crisis Prevention and Protection
		2.2 Crisis Mitigation
		2.3 Crisis Response
		2.4 Crisis Recovery
	3 Implications for Training and Practice
	References
School Psychology Leadership in Ethics and Professional Practice
	1 Review of Leadership Skills
	2 Ethics in School Psychology
	3 School Psychology Ethics in the Context of Leadership
	4 Case Study Highlighting Transformational Leadership
	References
School Psychology Leadership for Marginalized Students
	1 Importance of Advocacy for Marginalized Students
	2 Individual Practices to Support Marginalized Students
	3 Systems-Level Advocacy for Marginalized Students
	4 Conclusion
	References
School Psychology Leadership in Advocacy for the Profession
	1 School Psychologists as Leaders
	2 Models of Leadership
		2.1 Information Processing Models of Leadership
		2.2 Trait Models of Leadership
		2.3 Transformational Models of Leadership
	3 School Psychology Training and Leadership Development
	4 Advocacy as a Leadership Development Activity
	5 Basics of Advocacy
	6 Summary
	References
		Web Resource
School Psychologists as Leaders for Social Justice
	1 Historical Context and Contemporary Practice
	2 Best Practices in Leading for Social Justice in School Psychology
		2.1 Child Rights Framework
		2.2 Culturally Responsive Practice
	3 Implications for Training and Practice
		3.1 Training
		3.2 Practice
	4 Conclusion
	References
Implications for Training Program Content, Pedagogy, and Field Experiences
	1 Candidate Selection Process
	2 Curricular and Experiential Modifications to Support Leadership Development
		2.1 Curricular Modifications
		2.2 Experiential Modifications and Assessment
	3 Future Directions for Training Programs
	References
Index