‘The Handbook of International School Psychology will be THE major resource on the profession and its various applications in different countries. It is a ′must read′ for school psychologists and professionals from related disciplines who wish to understand, monitor, and shape the field of school psychology.’
—Scott Huebner, NCSP, University of South Carolina
‘This book is a very important contribution . . . The authors are all the most well known and respected in their countries, with many years of international experience within the field. The reader gets a firsthand impression of both the vast differences and the many common aspects within the school psychological domain. The broad range of countries . . . also shows how trends in school psychology—and special education—over years play an important role in cross-national implementation strategies.’
—Niels Egelund, Institute of Educational Psychology, The Danish University of Education.
The Handbook of International School Psychology provides a description of the specialty of psychology devoted to the global provision of services to children and youth, their teachers, and parents. Editors Shane R. Jimerson, Thomas D. Oakland, and Peter T. Farrell have brought together prominent authors from 43 countries to provide valuable information and insights regarding the numerous facets of school psychology.
Key Features:
- Offers a comprehensive overview of key areas: This Handbook addresses the context of school psychology; its origin, history, and current status; and the infrastructure of school psychology. In addition, contributors examine the preparation of school psychologists; their roles, functions, and responsibilities; and current issues impacting the field.
- Provides a balance of breadth and depth: Internationally renowned authors offer insight on the work of school psychologists around the world, such as assessing children who display cognitive, emotional, social, or behavioral difficulties; developing and implementing intervention programs; consulting with teachers, parents, and other relevant professionals; and conducting research.
- Reviews key trends in the field: Trends influencing school psychology′s international development are examined. The past, present, and future of the International School Psychology Association (ISPA) are discussed, as are findings from the International School Psychology Survey that examines the characteristics and responsibilities of school psychologists.
Intended Audience:
The Handbook of International School Psychology is the foremost international resource regarding school psychology. It is ideal for scholars, practitioners, and graduate students interested in acquiring an international view of school psychology.
Tabella dei contenuti
Introduction to The Handbook of International School Psychology – Shane R. Jimerson, Thomas D. Oakland, and Peter T. Farrell
Section I. Country Chapters
School Psychology in Albania – Gladiola Musabelliu
School Psychology in Australia – Michael Faulkner
School Psychology in Brazil – Raquel S. L. Guzzo, Albertina Mitjans Martinez, and Herculano Campos
School Psychology in Canada – Donald H. Saklofske, Vicki L. Schwean, Gina L. Harrison, and Juanita Mureika
School Psychology in China – Hongwu Zhou
School Psychology in Cyprus – Ernestina Papacosta
School Psychology in Denmark – Anders Poulsen
Educational Psychology in England and Wales – Garry Squires and Peter T. Farrell
School Psychology in Estonia – Eve Kikas
School Psychology in Finland – Pirjo Laaksonen, Kristiina Laitinen, and Minna Salmi
School Psychology in France – Jean-Claude Guillemard
School Psychology in Germany – Lothar Dunkel
School Psychology in Greece – Chryse Hatzichristou, Fotini Polychroni, and Georgios Georgouleas
School Psychology in Hong Kong – Shui-fong Lam
School Psychology in Hungary – Nora Katona
School Psychology in India – Vijaya Dutt
School Psychology in Ireland – Peadar P. Crowley
School Psychology in Israel – Bernie Stein
The Service of School Psychology in Italy – Julia Coyne and Carlo Trombetta
School Psychology in Jamaica – Orlean Brown-Earle
School Psychology in Japan – Toshinori Ishikuma, Yoshinori Shinohara, and Taketo Nakao
School Psychology in Lithuania – Grazina Gintiliene
School Psychology in Malta – Paul A. Bartolo and Victor Martinelli
Psychologists in Education in the Netherlands – Helen Bakker and Frida van Doorn
Educational Psychology in New Zealand – Terence Edwards, Jean Annan, and Ken Ryba
School Psychology in Nigeria – Andrew A. Mogaji
School Psychology in Norway – Roald Anthun and Terje Manger
School Psychology in Pakistan – Shahid Waheed Qamar
School of Psychology in Peru – César Merino Soto, Maritza Díaz Casapía, Luis Zapata Ponce, and Luis Benites Morales
School Psychology in Puerto Rico – Frances Boulon-Díaz and Irma Roca de Torres
School Psychology in Romania – Margareta Dinca, Irina Holdevici, Luminita Monica Vlad, and Aurora Frunza
Psychology in Education in the Russian Federation – Sergei B. Malykh, Daria A. Kutuzova, and Svetlana V. Alyokhina
Professional Educational Psychology in Scotland – Keith J. Topping, Elaine Smith, Wilma Barrow, Elizabeth Hannah, and Claire Kerr
School Psychology in Slovak Republic – Eva Gajdosová and Gabriela Herényiová
School Psychology in South Africa – Berenice Daniels, Lynette Collair, Nadeen Moolla, and Sandy Lazarus
School Psychology in South Korea – Hyunhee Chung and Hyeonsook Shin
School Psychology in Spain – José Carlos Núñez and Julio Antonio González-Pienda
School Psychology in Switzerland – Lukas Scherer, Heinz Bosch, and Paul Zeberli
Psychological Services in the Schools in Turkey – Nevin Dolek and Z. Hande Sart
School Psychology in the United Arab Emirates – Mohammad Adnan Alghorani
School Psychology in the United States – Shane R. Jimerson and Thomas D. Oakland
School Psychology in Venezuela – Carmen León, Silvana Campagnaro, and Milena Matos
School Psychology in Zimbabwe – Elias Mpofu, Magen M. Mutepfa, Regis Chireshe, and Joseph M. Kasayira
Section II. Synthesis Chapters
School Psychology Internationally – Thomas D. Oakland and Shane R. Jimerson
Centripetal and Centrifugal Trends Influencing School Psychology’s International Development – Jacqueline L. Cunningham
The International School Psychological Association: Its Formation, Accomplishments, and Future Missions – Thomas D. Oakland
The International School Psychology Survey: Insights From School Psychologists Around the World – Shane R. Jimerson, Kelly Graydon, Michael Curtis, and Rene Staskal
Summary and Synthesis of International School Psychology – Peter T. Farrell, Shane R. Jimerson, and Thomas D. Oakland
Circa l’autore
Peter T. Farrell, Ph D is the Sarah Fielden Professor of Special Needs and Educational Psychology in the School of Education, University of Manchester, England and President of the International School Psychology Association. He is also a Fellow of the British Psychological Society. He has extensive experience as a trainer of school psychologists in the United Kingdom and has worked with psychologists in seven countries giving advice on the development of psychological services. He has also been the invited key-note speaker at 17 international conferences on issues related to international school psychology. He is the author (or co-author) of 7 books and has edited three others. These include the following: Teaching Pupils with Learning Difficulties: Strategies and Solutions; Teaching Assistants: Practical Strategies for Effective Classroom Support, and Making Special Education Inclusive: From Research to Practice. He has published over 40 articles in academic peer reviewed journals and has written 15 book chapters. In addition, he has directed or co-directed 22 externally funded research projects. Throughout his career he has worked closely with the British Psychological Society on issues related to the development of psychological services the United Kingdom and, thorough his links with the International School Psychology Association and the European Federation of Professional Psychologists Association, he has been influential in helping to shape the development of psychological services in different countries.
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