The Handbook of International School Psychology

Shane R. Jimerson, Thomas D. Oakland, Peter T. Farrell, Shane R. Jimerson, Thomas D. Oakland, Peter Thomas Farrell

• Publisher: SAGE Publications, Inc
• Year: 2006
• Print ISBN: 9781412926690
• eBook ISBN: 9781452216393
• Edition: 1
• Topic: Psychology
• Subtopic: Applied Psychology
• Index: Psychology

"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.

Table of contents

• Cover
• Contents
• 1 - Introduction toThe Handbook of International School Psychology
• 2 - School Psychology in Albania
• 3 - School Psychology in Australia
• 4 - School Psychology in Brazil
• 5 - School Psychology in Canada
• 6 - School Psychology in China
• 7 - School Psychology in Cyprus
• 8 - School Psychology in Denmark
• 9 - Educational Psychologyin England and Wales
• 10 - School Psychology in Estonia
• 11 - School Psychology in Finland
• 12 - School Psychology in France
• 13 - School Psychology in Germany
• 14 - School Psychology in Greece
• 15 - Educational Psychologyin Hong Kong
• 16 - School Psychology in Hungary
• 17 - School Psychology in India
• 18 - School Psychology in Ireland
• 19 - School Psychology in Israel
• 20 - The Service of School Psychology in Italy
• 21 - School Psychology in Jamaica
• 22 - School Psychology in Japan
• 23 - School Psychology in Lithuania
• 24 - School Psychology in Malta
• 25 - Psychologists in Education in the Netherlands
• 26 - Educational Psychology in New Zealand
• 27 - School Psychology in Nigeria
• 28 - School Psychology in Norway
• 29 - School Psychology in Pakistan
• 30 - School Psychology in Peru
• 31 - School Psychology in Puerto Rico
• 32 - School Psychology in Romania
• 33 - Psychology in Education in the Russian Federation
• 34 - Professional Educational Psychology in Scotland
• 35 - School Psychology in the Slovak Republic
• 36 - School Psychologyin South Africa
• 37 - School Psychologyin South Korea
• 38 - School Psychology in Spain
• 39 - School Psychology in Switzerland
• 40 - Psychological Services in the Schools in Turkey
• 41 - School Psychology in the United Arab Emirates
• 42 - School Psychology in the United States
• 43 - School Psychology in Venezuela
• 44 - School Psychology in Zimbabwe
• 45 - School Psychology Internationally: A Retrospective View and Influential Conditions
• 46 - Centripetal and Centrifugal Trends Influencing School Psychology’s International Development
• 47 - The International School Psychology Association: Its Formation, Accomplishments, and Future Missions
• 48 - The International School Psychology Survey: Insights From School Psychologists Around the World
• 49 - School Psychology Internationally: A Synthesis of Findings
• Author Index
• About the Editors
• About the Contributors