International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

School Neuropsychology for Counselors
Robert Martin, Michael Block, Pedro Olvera

Abstract
School neuropsychology is a discipline that is growing in popularity in universities and subsequently in public schools. Neuropsychology studies the relationships between the brain and behavior (Hebben & Milberg, 2002). School neuropsychology attempts to apply these ideas to children in the school setting. There are a few articles relating to this field in psychology journals (Decker, 2008; Feifer, 2008; Goldstein & Naglieri, 2008; Pennington, 2009). It has, however, been a very difficult field of study for school counselors and other educators to understand. It is often viewed as too overwhelming and too complex to grasp. Hale and Fiorello (2004) believe that there are four reasons for the difficulties in studying the material: (a) there are too many big medical words that are difficult to understand; (b) the depth of coverage related to anatomy and physiology in the text books is overwhelming; (c) the techniques used in research are difficult to identify with; and (d) the real world application to some of the techniques to working with children.The purpose of this article is to help school counselors understand the information that comes from a school neuropsychology report. A school neuropsychology assessment is usually conducted with a special needs student, who for one reason or another is in need of a more in-depth assessment than a traditional psycho-educational assessment. The assessment is usually conducted by a school psychologist with training in school neuropsychology or by a clinical psychologist with training in school psychology.

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