2nd Edition
by Maxine Ficksman (Editor), Jane Utley Adelizzi (Editor)
Despite the wide array of services
offered to students with learning disabilities, attention-deficit
disorder, and a variety of comorbid conditions, large numbers of
students are caught in the struggle of surviving school. Unfortunate
school experiences may impact their sense of self and the degree of
tenacity with which they pursue further training or challenging
opportunities in the workplace. These are the people for whom
educational therapy provides relief, enlightenment, and the coveted
prize of success.
The second edition of The Clinical Practice of Educational Therapy, the
first textbook in its field, provides a comprehensive perspective of
this interdisciplinary profession and practice, reaching out to a more
global audience. The book describes the scope and practice of
educational therapy from its European roots to its growing presence in
the United States, providing readers with case studies and research
that illustrate the work of educational therapists across the lifespan
in diverse settings.
Interdisciplinary Perspective
― Other books focus on either educational or therapeutic interventions
but rarely discuss the blend and synergy of disciplines (e.g., special
education, neuropsychology, assessment, and social work) that are the
hallmark of this unique profession.
Illustrative Cases
― The text draws heavily on case studies as a means of understanding
the practice of educational therapy, especially the dynamic relationship
that exists between therapist and client. Numerous charts and tables
provide visuals for educational therapists as well as allied
professionals, parents, and those with learning challenges.
Expertise
― The editors are both highly visible educational therapists. Chapter
authors are either experienced educational therapists or allied
professionals who have made scholarly contributions to the profession,
such as Trisha Waters, Roslyn Arnold, and George McCloskey.
In
addition to benefiting educational therapists and students, this book
is appropriate for professionals who work in related fields such as
special education, regular education, school and educational psychology,
neuropsychology, school counseling, psychology, speech and language
pathology, art therapy, occupational therapy, and social work, as well
as in medicine and psychiatry.
NEW TO THE SECOND EDITION
The second edition of The Clinical Practice of Educational Therapy: Learning & Functioning with Diversity
has revised and updated the chapters from the first edition, and added
three new chapters which further define and broaden this field by
exploring diverse perspectives:
- Chapter 10, "Cultivating
Character Development: Educational Therapy’s Impact on Individuals,
Families, Schools, Educational Policy, and Society" by Maxine Ficksman
- Chapter
12, "Women and Girls Who Are Disenfranchised: A Global and
Interdisciplinary Approach to Educational Therapy" by Jane Utley
Adelizzi
- Chapter 17, "Examining the Efficacy of Graduate
Programs in Educational Therapy at California State University,
Northridge (CSUN): Educational Therapy Intern, Graduate and Parent
Perspectives" by Marcy Dann, Nancy Burstein, Tamarah Ashton, and Sue
Sears.
These additional chapters, supported by brain-based
research, characterize the shifts and changes experienced in a range of
settings. Through the treatment alliance, educational therapists address
students’ and clients’ ability to experience a more comprehensive model
of learning, dependent upon the psychological, social, emotional,
cultural and academic environments. The three new chapters range in
focus from formal research and graduate training in the field of
educational therapy to students throughout the lifespan whose social and
educational experiences require a careful eye to not only the academic
task at hand but also to the ways in which they cope and adapt to a
range of environments and challenges. Lastly, educational therapy’s
empathic foundation in practice is exemplified when we consider the
global experience of students who strive to learn in situations and
settings that threaten their survival and disenfranchisement from
society.
