Handbook of Australian School Psychology

Chapter 1. National and International Perspective on School Psychology: Research, Practice, and Policy.- Chapter 2. A History of School Psychology in Australia.- Chapter 3. School Psychology in Remote Australia.- Chapter 4. Child and Adolescent Development.- Chapter 5.  The Culturally Competent School Psychologist.- Chapter 6. Resources for Ethical School Psychological Practice in Australia.- Chapter 7. Promoting Success of School Psychology: Collaborating with Others.- Chapter 8. Evidence-Based Identification of Specific Learning Disability in Schools.- Chapter 9. Evidence-Based Assessment and Intervention for Problems with Reading.- Chapter 10. Evidence-Based Assessment and Intervention for Dyscalculia and Maths Disabilities.- Chapter 11. Evidence-Based Assessment and Intervention for Problems with Writing.- Chapter 12. Student Mental Health and Psychological Interventions in a School Setting.- Chapter 13. Evidence-Based Assessment and Intervention for Depression in School Psychology.- Chapter 14. Evidence-Based Assessment and Intervention for Anxiety in School Psychology.- Chapter 15. Identification and Prevention of Suicidality: The Role of the School Psychologist.- Chapter 16. Evidence-Based Assessment and Intervention for ADHD in School Psychology.- Chapter 17. Evidence-Based Assessment and Intervention for ODD and CD.- Chapter 18. Evidence-Based Assessment and Intervention for Anger in School Psychology.- Chapter 19. Evidence-Based Assessment and Intervention for Autism in School Psychology.- Chapter 20. Evidence-Based Assessment and Intervention for Students with an Eating Disorder.- Chapter 21. Understanding and Responding to Crisis and Trauma in the School Setting.- Chapter 22. Understanding and Responding to Adolescent Risk Taking Behaviors and Addictions.- Chapter 23. Systems-Change in Schools: Class and School-Wide Approaches to Addressing Behavioral and Academic Needs.- Chapter 24. Group-Based

Dr Monica Thielking worked for over ten years in Melbourne secondary schools as a youth worker, careers 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 Program 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.
Dr Mark Terjesen is Associate Professor of Psychology at St. John's University and program director of the School Psychology (PsyD and MS) programs. 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, the assessment and treatment of ADHD, professional school psychology issues, as well as cultural concerns. Dr. Terjesen has trained many professionals internationally in