Introduction to School

UNIT 1 INTRODUCTION TO SCHOOL Psychology

PSYCHOLOGY

Structure
1.0 Introduction
1.1 Objectives
1.2 Introduction to School Psychology
1.2.1 Goals of School Psychology
1.2.2 Traits Required of a School Psychologist
1.3 Major Domains of School Psychology
1.3.1 Child Development and Learning
1.3.2 Problematic Behaviour of School Children
1.3.3 Role of School Psychologists
1.3.4 Therapeutic Interventions with School Children
1.4 Professional Associations of School Psychologists
1.4.1 American Psychological Association (APA)
1.4.2 National Association of School Psychologists (NASP)
1.4.3 International School Psychology Association (ISPA)
1.4.4 Indian School Psychology Association (InSPA)
1.5 Major Journals and Newsletters Related to School Psychology
1.5.1 Canadian Journal of School Psychology
1.5.2 Psychology in the Schools
1.5.3 School Psychology International (SPI)
1.5.4 School Psychology Quarterly (SPQ)
1.5.5 School Psychology Review (SPR)
1.5.6 Newsletters Related to School Psychology
1.6 Challenges before School Psychology in India
1.6.1 Awareness
1.6.2 Incorporation of School Psychology as a Subject
1.6.3 Shortage of Trained School Psychologists
1.6.4 School Psychology for Teachers
1.7 Let Us Sum Up
1.8 Unit End Questions
1.9 Suggested Readings and References

1.0 INTRODUCTION
In the second unit (Branches and fields of psychology) of the first block of your
BPC-001 course, you have read about educational psychology and school
psychology under applied fields where the principles and discoveries of
psychology are utilised in educational/school settings. This is the rapidly growing
field of psychology through, out the world and hence is this full course on school
psychology with four blocks and sixteen units in total covering the field of school
psychology in basics as well as broader perspectives is highly relevant and
important. In this unit we will be learning all about school psychology how it
developed its roles and functions etc. We start with Introduction to School
5
Introduction to School Psychology and elucidate the major Domains of School Psychology which
Psychology
includes the Child Development and Learning, Problematic Behaviour of School
Children, etc. We then present the role of school psychologists and therapeutic
interventions with school children in the school settings. Every profession has a
professional association which advances its cause. School psychology too has a
professional association and we have put across the professional associations of
school psychologists which includes American Psychological Association,
National Association of School Psychologists, International School Psychology
Association and in India we have Indian School Psychology Association. This is
followed by substantiating the school psychology as a profession. We then present
the professional journals in school psychology which includes School psychology
international and school psychology quarterly. Then we have a section discussing
the challenges before school psychology in India.

1.1 OBJECTIVES
On completing this unit, you will be able to:
• Define school psychology;
• Describe the characteristic features of school psychology;
• Elucidate the major domains of school psychology;
• Delineate the role of APA in advancing school psychology;
• Discuss the importance of research in promoting school psychology;
• Explain the roles and functions of school psychology;
• Describe the characteristic traits required of a school psychologist; and
• Analyse the importance of a school psychologist in a school setting.

1.2 INTRODUCTION TO SCHOOL PSYCHOLOGY

The name school brings out some buried, colourful memories of childhood for
most of us. After listening to this word, we revert back for a few seconds to our
childhood when we were a school going student. While many children used to
have fun with friends in and around the school most of the times, few could also
be seen praying teacher be on leave that day or forget about the test particularly
when they had not done the homework or were not prepared for the test. Some
subjects we used to learn fast and easily whereas some subjects we used to avoid
being difficult to understand and learn. Few teachers used to be our favourites
for helping us overcome our difficulties in learning while students used to fear
some teachers for their strictness and nature.

Those privileged students had to face the jealousy of the rest most of the class
who were teachers’ favourite for being studious, active, smart, intelligent or
extraordinary. The beginnings of holidays were celebrations while re-openings
of the school after the end of holidays happened to be a nightmare little less than
exams. The mother used to be perceived relieving her some displaced frustrations
on the kids for not doing well in studies/exams, fathers were found most of the
times busy with their office work or meetings’ aftereffects even at home. Passing
the class with a respectable (or sometimes tolerable) percentage and promotion
in the next one used to be the most pleasant surprise for few students and relief
6
for their parents/teachers. But, gone are the days now. Let’s come back to Introduction to School
Psychology
psychology which, you have seen in the first unit (Introduction, definition and
concept of psychology) of the first block of your BPC – 001 course, scientifically
studies behaviour and cognitive (mental) processes.

You might have heard about Chandigarh sometime, somewhere. Yes, you are
right. It is famous for its rock garden and is also known as the city beautiful. But,
during October 2010, it was in news for some rather unexpected reactions of a
few students. A student, after getting zero marks in mathematics’ internal
assessment exam, posted objectionable remarks and abusive comments on
Facebook and shared with many other co students who also got involved and
supported him for his outburst. The school, taking disciplinary action, rusticated
and banned the entry of 16 students in the school premises for three months
which, amending after requests from the parents, the school reduced later and
directed the students to do community service in the school premises. The matter
even reached Punjab and Haryana High Court against the punishment but the
Hon’ble court refused to intervene (Times of India, Oct. 09, 2010 and Oct. 25,
2010, Dainik Bhaskar, Nov. 09, 2010).

In an another instance that happened in Tamil Nadu’s Dindigul district, a tenth

standard student hanged himself in the school premises because his English
teacher had reprimanded him for forging his signature in the answer sheet (Times
of India, August 14, 2010).

You might have witnessed altercations among the classmates in the school but,
in an unexpected incident, a student in Delhi shot at a junior student with pellet
gun as the junior had taunted the accused and commented on his batting style in
a cricket match. Besides the pistol, a knuckle duster was also recovered from the
accused. Furthermore, the students of this school were reported possessing surgical
blades, knives and chains also (Hindustan Times, July 30, 2010).

Yet in one another shocking incident in Mumbai, a Class III student, during a
minor fight, stabbed his classmate with a pair of scissors (italics added for
emphasis, Times of India, Oct. 14, 2010).

With all your understanding of the subject (by subject here we mean both: subject
of psychology on one hand, and subject as a person on the other hand whose
behaviour you study as a student of psychology), how many and what observations
can you make out of these above quoted real life examples? We shall deal here
with one major underlying factor that there were some definite behavioural
problems with these students and they were in need of some kind of help that is
psychological help.

Referring back once again to the second unit (Branches and fields of psychology)
of the first block of your BPC-001 course, you have gone through clinical
psychology also besides educational psychology. Blending both of these fields,
it may be said in broader terms that school psychology is that field of psychology
which applies the principles and discoveries of educational psychology and
clinical psychology for the diagnosis and treatment of the students’ (covering
children as well as adolescents) various behavioural and learning problems.
Having a close look at following section will clarify it further.

7
Introduction to School 1.2.1 Goals of School Psychology
Psychology
School psychologists work within the educational system to help children with
emotional, social, and academic issues. The goal of school psychology is to
collaborate with parents, teachers, and students to promote a healthy learning
environment that focuses on the needs of children.
School psychology is still a relatively young profession. The National Association
of School Psychology (NASP) was established and formally recognised as a
doctoral specialty by the American Psychological Association (APA) in 1968. In
2002, U.S. News and World Report named school psychology one of the top ten
“hot professions.” Many school psychologists in the field are retiring, creating a
demand for qualified school psychologists.
A few of the duties that a school psychologist might perform on a regular basis
include:
• Helping students with behavioural problems
• Evaluating students experiencing academic difficulties
• Developing academic or behavioural plans for students
• Aiding students with crisis situations.

1.2.2 Traits Required of a School Psychologist

Problem solving ability, collaboration, lots of patience with kids and adults, oral
and written communication, flexibility, understanding of educational
measurement and evaluation principles, know where to find the information you
need, must not take self too seriously, take advantage of professional growth
opportunities. Know your strengths and weaknesses. If you are not confident
about a certain topic or issue/s, make it a goal for yourself to learn -as you have
to be confident and competent about various issues impacting students and their
families, patience, understanding and empathy. Good conferencing skills, report
writing and willingness to continue to learn and grow as a professional.
As a school psychologist, the professional will be assisting students who are
striving to improve their mental health and become productive citisens. They
will speak not only with the students but with their parents and teachers as well
to gain insight into the nature of students’ psychological dysfunction, if any, as
well as proper courses of treatment.
They will also be measuring and assessing students’ learning abilities through
the use of intelligence tests such as the Stanford-Binet Intelligence Quotient
Test, the Universal Nonverbal Intelligence Test, and the Woodcock-Johnson Test,
among others.
Students with learning disabilities or physical handicaps will also come within
their purview, because these children may require special guidance and assistance
as they make their way through the educational system.

1.3 MAJOR DOMAINS OF SCHOOL

PSYCHOLOGY
Just as each branch and field of psychology has its prescribed areas of study and
research, school psychologists also work on definite lines as prescribed by the
8
field of school psychology. Let’s have a look at major domains of school Introduction to School
Psychology
psychology which will further clarify our understanding of this field.

1.3.1 Child Development and Learning

Family is considered to be the smallest unit of society and mother is considered
to be the first and foremost teacher of a child. The child enters the school system
later, mostly starting from the play school. His psycho-social development takes
place during his socialisation and he starts learning to cooperate and other life
skills from others. In your BPC – 002 course (Developmental psychology), you
have gone through various developmental phases and stages of a child’s life in
sufficient details. However, the scenario is not as glittering always and for every
child. We come across few kids in and around the school who exhibit signs and
symptoms of various development disorders which you read in the forth unit
also (Screening and assessment for developmental disorders) of second block of
your BPC – 002 course.

To help a child grow normally and learn efficiently, we must have a sound
knowledge and background of child development besides a clear insight into his
learning. Do you remember Ishaan Awasthi (Darsheel Safary) of Taare Zameen
Par (Like Stars on Earth or Stars upon the Ground) – a movie produced and
directed by Aamir Khan in which he (Aamir Khan) also played the role of art
teacher and Ishaan’s tutor as Ram Shankar Nikumbh? Ishaan played the role of a
dyslexic child whose parents failed to understand his condition but Ram helped
him overcome his disability and re-gain his confidence. This movie, released in
2007, besides leading people in general to re-look into the problem and gain
new insights also led the experts like neurologists and psychiatrists to explain
dyslexia further in reference to the theme of this movie (see Chakravarty, 2009;
Rao and Krishna, 2008). About the developmental factors in children, you are
going to study in details in the next (second) block of this course.

1.3.2 Problematic Behaviour of School Children

In the starting paragraphs of this unit, you read about some instances in which
the school children exhibited various forms of problematic behaviours. For the
systematic study of these problem behaviours, it is necessary to classify or
categorise them so that proper description and treatment could be done in order
to help the children. Two agencies at international levels have contributed a lot
in this direction. World Health Organisation (WHO) publishes International
Classification of Diseases (ICD) and currently the 10th Revision of this
international standard diagnostic classification is in use and is referred to as
ICD-10. Its Chapter V deals with Mental and Behavioural Disorders and has
Blocks F00-F99 where disorders of psychological development are dealt with in
F80-F89. For example, the Code of Learning disability (also known as learning
disorder or learning difficulty) in ICD – 10 is F81.9. Another guide, commonly
used in United States and in varying degrees in other parts of the world, is the
Diagnostic and Statistical Manual of Mental Disorders (DSM) that is published
by the American Psychiatric Association. Presently the ‘Text Revision” of the
DSM-IV (DSM-IV-TR, published in 2000) is in use and organises various
disorders or disabilities into five levels (axes). It covers, for example, learning
disorders under ‘Disorders usually first diagnosed in infancy, childhood, or
adolescence’ and includes reading disorder (315.00), mathematics disorder
(315.1), disorder of written expression (315.2) and learning disorder – not
9
Introduction to School otherwise specified (315.9). You shall be studying about these classification
Psychology
systems and various behavioural problems along with their etiology etc. in the
third block of this course on School Psychology.

1.3.3 Role of School Psychologists

School psychologists, in order to help the school children attain their best in
school, studies and life, directly work with students, teachers and parents in
order to assess, diagnose and design various treatment plans for students’ learning
and other disabilities. Thus, the school psychologists have to play a very serious
and challenging role in the lives of the school children. Hence, the school
psychologists need to be inevitably well conversant with the psychological needs
of the school children, symptoms of distress, behavioural problems and treatment
plans in order to provide efficient school psychology services. You shall study
about school psychology services in details in the forth unit of this very block.

1.3.4 Therapeutic Interventions with School Children

After the identification of some problematic behaviour in the child and its
assessment with the help of psychological tests and tools, the next and foremost
step of a school psychologist is to design and plan therapeutic intervention. The
students may need psychological help ranging from emotional first-aid to days
or weeks long systematic therapies in order to overcome their problem. The
treatment or therapeutic plan actually depends upon the nature and severity of
the problem of the individual child. Here also, the school psychologist must be
well trained in using various therapies to help the child up to fullest extent possible.
You are going to study about four major therapies in the forth block of your
school psychology course.

1.4 PROFESSIONAL ASSOCIATIONS OF SCHOOL

PSYCHOLOGISTS
Recognising the importance of the role of school psychologists, to develop the
field of school psychology, few associations of school psychologists have been
established who share their work and experiences through scientific dialogue
and communication like journals, news letters, seminars, workshops and
conferences at national and/or international levels. Let’s have a glance at few
major ones.

1.4.1 American Psychological Association (APA)

It would not be an exaggeration if APA is regarded as the most systematic and
expanded professional association in the field of psychology which despite having
based in Washington, D.C. has 1, 50,000 members worldwide. With the general
mission, “to advance the creation, communication and application of
psychological knowledge to benefit society and people’s lives”, APA has
established a special division of School Psychology – Division 16 among its
more than 50 professional divisions. This division has practicing school
psychologists who mainly work with and for children, families, teachers and the
schooling process. For more information, the official website of APA http://
www.apa.org/ can be visited.

10
1.4.2 National Association of School Psychologists (NASP) Introduction to School
Psychology
With the goal of enhancing and ensuring the professional competency of school
psychologists, advocacy, diversity and developing external relationships and
communications; NASP strives for enhancing the learning and mental health of
children and youth. It is located in Bethesda, MD and can be accessed online at
http://www.naspweb.org/.

1.4.3 International School Psychology Association (ISPA)

ISPA, a Non-Government Organisation speaking on behalf of children, young
people and their families, was established in the early 1970s by a group of school
psychologists from various parts of the world. Striving for promoting the
psychological rights of all children all over the world, ISPA supports and promotes
worldwide cooperation amongst school and educational psychologists. For more
details, ISPA can be reached at http://ispaweb.org/.

1.4.4 Indian School Psychology Association (InSPA)

At national level in India, the InSPA which is an affiliate of International School
Psychology Association, USA was established in the year 2009 as a voluntary
non-profit organisation at Puducherry by a group of leading psychologists under
the leadership of renowned psychologist Professor B. Mukhopadhyay. With a
major focus on the development and growth of the field of school psychology,
InSPA is not only emphasising on the professional development and training of
psychologists in school settings in lines with the guidelines issued by ISPA and
NASP but is also striving to introduce school psychology as a subject in the
curriculum and to get appointed at least one trained school psychologist in each
school at all India level. The official website of this registered association is
www.ispaindia.org.

1.5 MAJOR JOURNALS AND NEWSLETTERS

RELATED TO SCHOOL PSYCHOLOGY
So far, you have read books/textbooks of various subjects. Do you think that
these books are updated annually or quarterly incorporating the recent advances
of knowledge? It is simply not feasible to revise or update the books so frequently.
Then, how to convey/share what we have discovered in our research or even
classroom, say, after experimenting a new method of helping students learn faster?
This is usually done by the way of journals and news letters which are published
periodically and contain the most recent information and researches for others to
critically verify and to adopt or adapt. But one thing is sure, these journals and
news letters not only lead one to learn but also motivate to do further research
and uncover the truth.

While journal(s) or even specific article(s) can be obtained after paying the
requisite fee/charge, news letters are generally freely available online also. Some
major journals and news letters are detailed below with the recommendations
that you should have some for your professional growth, and you should read
them regularly as per your interests to know what is happening in school
psychology at different places in the world. Later, you may also contribute any
article or research paper in some journal. Of course, what generally you read in
journals or books has been researched at some point of time by somebody and
11
Introduction to School presented to you through any journal/news letter/book etc. Here, take a short
Psychology
break and have a look at the references given at the end of any unit. You will find
the name of the contributor(s) and other details of the work/publication along
with the name of the journal/book etc. in which their research work was published.

1.5.1 Canadian Journal of School Psychology

It is the official publication of the Canadian Association of School Psychologists.
CASP was founded in 1984 to showcase the best practices in school psychology
for the member school psychologists and the general public across Canada. This
journal is published four times a year by SAGE and can be accessed at http://
cjs.sagepub.com/. It’s archive of all online issues, since January 1985 can be
seen at http://cjs.sagepub.com/content/by/year.

1.5.2 Psychology in the Schools

Wiley, a publishing company, publishes this journal eight times a year. This journal
not only carries the research studies but also the opinions and practices of school
psychologists. Covering broadly the school psychologists, counselors, teachers,
and administrators, its major emphasis is on the practical implications of various
phenomena for the psychologists working in the schools. To know more, you
may visit http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1520-6807/issues
which gives information on all issues of this journal since the publication of its
first volume in 1964.

1.5.3 School Psychology International (SPI)

A publication of the International School Psychology Association (see 1.4.3
above), SPI serves as a platform to share ideas and opinions and attempts to
improve the quality of mental health by publishing research articles/studies that
provide solutions and share innovations in specific reference to school settings
and school communities at international levels. Its archive of all online issues
(since July 1979) can be seen at http://spi.sagepub.com/content/by/year.

1.5.4 School Psychology Quarterly (SPQ)

The registered trademark of APA (see Section 1.4.1 above) and official publication
of APA’s Division 16 (School Psychology), SPQ has a major concern with the
children, youth and the adults (parents, teachers etc.) who serve them and
publishes mainly scientific research studies and literature reviews to promote
the field of school psychology. All volumes of SPQ, published by the Division
16 of APA since 1986 can be seen at http://psycnet.apa.org/index.cfm?fa=
browsePA.volumes&jcode=spq.

1.5.5 School Psychology Review (SPR)

Through the quarterly publication of SPR, NASP (see 1.4.2 above), as per its
motto of helping the children achieve their best in life and school, provides a
platform to the scholars to share and communicate their original, data – based
research work and practices for the advancement of psychology and education
in general and school psychology in particular. All archived issues of SPR (since
Volume 1, 1972) can be found at http://www.nasponline.org/publications/spr/
sprissues.aspx.

12
1.5.6 Newsletters Related to School Psychology Introduction to School
Psychology
Since the above discussed associations and organisations are professional, their
journals or journal articles are to be purchased if one wants to read them and get
benefited. However, the publication of news letters is another means of
communication and sharing ideas, opinions, information about events and
schedules, and sometimes research findings also. Many such newsletters of
reputed universities and organisations are available on the web. Depending upon
the membership and policies of the organisation, the newsletter may be made
available only to the eligible persons through printed hard copy or to all online.
Few such major news letters that are available online for all are listed below.

Name : The School Psychologist

University/Organisation : American Psychological Association
URL : http://www.indiana.edu/~div16/psychologist.htm

Name : School Psychology Newsletter

University/Organisation : University of Wisconsin-La Crosse
URL : www.uwlax.edu/schoolpsych

Name : School Psychology Newsletter

University/Organisation : Fordham University
URL : http://www.fordham.edu/

Name : School Psychology Program Newsletter

University/Organisation University of Wisconsin-Stout
URL : http://www3.uwstout.edu/programs/edssp/
resource.cfm

Name : InSPA Newsletter

University/Organisation : Indian School Psychology Association
URL : http://www.ispaindia.org/

1.6 CHALLENGES BEFORE SCHOOL

PSCHOLOGY IN INDIA
School psychology, being an emerging field in India, is facing various challenges.
Let’s have a glance at some major ones of them.

1.6.1 Awareness
The unawareness of most Indian parents just like Ishaan’s parents about his
dyslexia which was highlighted in Taare Zameen Par movie, is not unusual or
exaggeration. Most of the parents and teachers as well as the society are not
aware about the actual psychological processes and factors underlying the poor
performance in schools and behavioural problems of their wards. The school
psychologists have to do a lot in this direction to sensitise the parents and
community about various behavioural problems of the children because these
are harmful not only for the suffering child him/herself but also for other co
students in the class, parents at home, and also for the society in the long run.

13
Introduction to School 1.6.2 Incorporation of School Psychology as a Subject
Psychology
Although school psychology is a vast field in itself, but it is a matter of great
concern that most institutions of high learning, universities and colleges do not
even have a paper on school psychology in their curriculum at graduate or post
graduate levels. They are still following the same old fashioned optional papers
which were introduced decades ago. There is no question on their relevance but
neglecting the highly crucial field of school psychology is a matter of great concern
here. If this subject is not taught in the universities and/or colleges, from where
will the trained school psychologists come to look after the children who are
considered the future of any nation and there is nobody for monitoring and
fostering their smooth psychological and social development in the schools.

1.6.3 Shortage of Trained School Psychologists

In light of the growing instances of the psychological problems seen in the students
in schools, as were discussed in the section 1.2 of this unit, we are in need of at
least one school psychologist in each school. The establishment of InSPA by a
group of psychologists for this purpose is worth praise but as per the demands
and needs for school psychologists in India, supply seems not to be there in near
future. It becomes even more challenging when many schools are already
struggling from the shortage of subject teachers. Having school psychologists in
each school seems neither to be there in stakeholders’ priority list nor a topic of
discussions. Keeping in view the role of a school psychologist and the number
of to be benefited students throughout the country, not only the state or central
governments or the school managements are required to make necessary
arrangements for this purpose but the parents and society have also to look into
their role because it is the parents and the society who are most affected at the
end of the road due to the psychological and behavioural problems of the children.
School psychological services are as important as providing physical health
services to the physically ill person.

1.6.4 School Psychology for Teachers

We started this unit with few news items where the students revealed some
problematic conduct. But, there are some times other news as well which also
require the attention of psychologists working in the schools. As per the report
of Plan International, “corporal punishment is wide-spread in Indian schools,
despite being illegal. More than 65% children, its report claimed, said they were
beaten” (Times of India, Oct. 27, 2010). In Thiruvidaimaruthur (TN), a 16 year
old boy studying at a government higher secondary school poured kerosene and
set himself ablaze and committed suicide because his teachers punished him for
possessing a cigarette lighter (Times of India, August 20, 2010). In yet another
shocking instance of corporal punishment resulting in serious injuries, a class I
student lost her vision of left eye after a teacher allegedly thrashed her for not
doing her homework in Jhunjhunu district, in Jaipur (Times of India, August 21,
2010). Later, Rajasthan High Court, taking a serious note of the matter, issued
show cause notices to the state government and CBSE, asking them to explain
their failure in checking corporal punishments (Times of India, Oct. 06, 2010).

In a village of Jind district of Haryana, the teachers after taking liquor (sharaab)
in school created a mess and the aggrieved villagers locked them up in the school
itself and locked the school as well. Later they re-opened the school on the
14
assurance that the accused teachers will be transferred from that school (Dainik Introduction to School
Psychology
Jagran, August 28, 2010). In Lucknow, a school teacher was booked and a case
was registered against him on charges of voluntarily causing hurt for beating a
nine-year old student because the child did not take out his textbook. The student
suffered ear injuries and had to be taken to the hospital as he had fainted (Times
of India, Oct. 31, 2010). In Ajmer also, in an another case of corporal punishment,
a teacher was booked for slapping repeatedly a three-and-a-half-year old girl
when the kid drew some lines in her notebook in the class and was smiling on
her creativity (Times of India, Oct. 11, 2010). Besides these, as reported by Plan
International also, the news of sexual abuse of students by teachers are not new
and uncommon.

So, do only students need psychological help? Definitely not. The above quoted
few examples reveal that such teachers need psychology help more than the
students. Hence, it is another area where the school psychologists have to work
harder for not only the physical safety of the school children but also to save
them psychologically from such teachers because once exposed to such trauma,
the life never remains the same for the victim students.

1.7 LET US SUM UP

This unit introduces the readers to the specialised field of school psychology. A
lot of real life examples, reported in media, are there which reveal the dire need
of having trained school psychologists in the schools for the better learning and
psychological growth of the students. Although the B. Ed. curriculum now consists
of a paper of educational psychology in India but the topics covered therein
seem requiring major revision because the teachers, having even the B. Ed. degree,
still need to be more sensitised towards the child’s rights. The growth and
development of school psychology in India is very challenging and a lot needs to
be done. But, the future prospects of the field are very bright.

1.8 UNIT END QUESTIONS

1) Explaining psychology, write a descriptive note on school psychology.
2) Critically appraise major domains of school psychology.
3) What role the professional organisations play in the development and growth
of a discipline? Explain in specific reference to school psychology.
4) What is role of state/central government in controlling corporal punishment
in schools?
5) Besides class teacher(s), why is a school psychologist required in each school?

1.9 SUGGESTED READINGS AND REFERENCES

Merrell, K., Ervin, R., & Gimpel, G. (2006). School Psychology for the 21st
Century, Foundation and Practice. New York: The Guilford Press.

Reynolds, C.R. and Gutkin, T.B. (1998). The Handbook of School Psychology
(3rd ed.). New York: John Wiley & Sons, Inc.

15
Introduction to School References
Psychology
Chakravarty, A. (2009). Taare Zameen Par and dyslexia savants. Annals of Indian
Academy of Neurology, 12(2), 99 – 103.

Dainik Bhaskar (Nov. 09, 2010). Facebook mamle mein High Court ka dakhal
se inkar (English translation: Refusal of High Court from intervening in Facebook
matter), p. 04.

Dainik Jagran (August 28, 2010). Adhyapakoon ne school mein pi sharaab, gramin
bhadke (English translation: Teachers took liquor in school, villagers enraged),
p. 09.

Hindustan Times (July 30, 2010). Boy shoots at junior with pellet gun in school,
p. 04.

Rao, T.S.S. and Krishna, V.S.T. (2008). Wake up call from ‘Stars on the Ground’.
Indian Journal of Psychiatry, 50(1), 2 – 4.

Times of India (August 14, 2010). Reprimanded student hangs himself, p. 01.

Times of India (August 20, 2010). Punished for ‘smoking’ TN teen immolates
self, p. 09.

Times of India (August 21, 2010). Girl loses vision after being beaten by teacher,
p. 05.

Times of India (Oct. 06, 2010). HC notice to Rajasthan govt, CBSE, p. 09.

Times of India (Oct. 09, 2010). School suspends 16 for Facebook comment, p. 04.

Times of India (Oct. 11, 2010). Teacher booked for slapping 3-yr-old, p. 03.

Times of India (Oct. 14, 2010). Boy stabs classmate with a pair of scissors, p. 10.

Times of India (Oct. 25, 2010). Community service to make students ‘mend’
ways, p. 03.

Times of India (Oct. 27, 2010). More than 50% Indian kids face sexual abuse, p. 06.

Times of India (Oct. 31, 2010). Teacher booked for beating student, p. 10.

16