Investigating School Psychology provides a fascinating exploration of the feld of school psychology through the lens of pseudoscience and fringe science.
Contributions from leaders in the felds of school psychology, clinical psychology,and education honor the role of science in psychology while also exploring and guarding against the harms that pseudoscience can cause.School psychology and, more broadly, the feld of education are particularly susceptible to pseudoscience, fads, and maintaining the status quo by resisting the adoption of new ideas. Using an exhaustive review of the current literature, this book discusses various concepts in school psychology that have been largely discredited and many practices that continue to exist with little to no scientifc support. Each chapter helps diferentiate between dubious and evidence-based approaches while providing a useful resource for practicing school psychologists and educators to distinguish between science and pseudoscience in their everyday work. The book’s discussion of the harmful nature of pseudoscience in school psychology is inclusive of all students, such as students with disabilities, those diagnosed with neurodevelopmental disorders, those with academic problems, and all other children in schools.