The Handbook of International School Psychology
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The Handbook of International School Psychology


© 2007 | 568 pages | SAGE Publications, Inc

"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.

Shane R. Jimerson, Thomas D. Oakland, and Peter T. Farrell
Introduction to The Handbook of International School Psychology
 
Section I. Country Chapters
Gladiola Musabelliu
School Psychology in Albania
Michael Faulkner
School Psychology in Australia
Raquel S. L. Guzzo, Albertina Mitjans Martinez, and Herculano Campos
School Psychology in Brazil
Donald H. Saklofske, Vicki L. Schwean, Gina L. Harrison, and Juanita Mureika
School Psychology in Canada
Hongwu Zhou
School Psychology in China
Ernestina Papacosta
School Psychology in Cyprus
Anders Poulsen
School Psychology in Denmark
Garry Squires and Peter T. Farrell
Educational Psychology in England and Wales
Eve Kikas
School Psychology in Estonia
Pirjo Laaksonen, Kristiina Laitinen, and Minna Salmi
School Psychology in Finland
Jean-Claude Guillemard
School Psychology in France
Lothar Dunkel
School Psychology in Germany
Chryse Hatzichristou, Fotini Polychroni, and Georgios Georgouleas
School Psychology in Greece
Shui-fong Lam
School Psychology in Hong Kong
Nora Katona
School Psychology in Hungary
Vijaya Dutt
School Psychology in India
Peadar P. Crowley
School Psychology in Ireland
Bernie Stein
School Psychology in Israel
Julia Coyne and Carlo Trombetta
The Service of School Psychology in Italy
Orlean Brown-Earle
School Psychology in Jamaica
Toshinori Ishikuma, Yoshinori Shinohara, and Taketo Nakao
School Psychology in Japan
Grazina Gintiliene
School Psychology in Lithuania
Paul A. Bartolo and Victor Martinelli
School Psychology in Malta
Helen Bakker and Frida van Doorn
Psychologists in Education in the Netherlands
Terence Edwards, Jean Annan, and Ken Ryba
Educational Psychology in New Zealand
Andrew A. Mogaji
School Psychology in Nigeria
Roald Anthun and Terje Manger
School Psychology in Norway
Shahid Waheed Qamar
School Psychology in Pakistan
César Merino Soto, Maritza Díaz Casapía, Luis Zapata Ponce, and Luis Benites Morales
School of Psychology in Peru
Frances Boulon-Díaz and Irma Roca de Torres
School Psychology in Puerto Rico
Margareta Dinca, Irina Holdevici, Luminita Monica Vlad, and Aurora Frunza
School Psychology in Romania
Sergei B. Malykh, Daria A. Kutuzova, and Svetlana V. Alyokhina
Psychology in Education in the Russian Federation
Keith J. Topping, Elaine Smith, Wilma Barrow, Elizabeth Hannah, and Claire Kerr
Professional Educational Psychology in Scotland
Eva Gajdosová and Gabriela Herényiová
School Psychology in Slovak Republic
Berenice Daniels, Lynette Collair, Nadeen Moolla, and Sandy Lazarus
School Psychology in South Africa
Hyunhee Chung and Hyeonsook Shin
School Psychology in South Korea
José Carlos Núñez and Julio Antonio González-Pienda
School Psychology in Spain
Lukas Scherer, Heinz Bosch, and Paul Zeberli
School Psychology in Switzerland
Nevin Dolek and Z. Hande Sart
Psychological Services in the Schools in Turkey
Mohammad Adnan Alghorani
School Psychology in the United Arab Emirates
Shane R. Jimerson and Thomas D. Oakland
School Psychology in the United States
Carmen León, Silvana Campagnaro, and Milena Matos
School Psychology in Venezuela
Elias Mpofu, Magen M. Mutepfa, Regis Chireshe, and Joseph M. Kasayira
School Psychology in Zimbabwe
 
Section II. Synthesis Chapters
Thomas D. Oakland and Shane R. Jimerson
School Psychology Internationally
Jacqueline L. Cunningham
Centripetal and Centrifugal Trends Influencing School Psychology’s International Development
Thomas D. Oakland
The International School Psychological Association: Its Formation, Accomplishments, and Future Missions
Shane R. Jimerson, Kelly Graydon, Michael Curtis, and Rene Staskal
The International School Psychology Survey: Insights From School Psychologists Around the World
Peter T. Farrell, Shane R. Jimerson, and Thomas D. Oakland
Summary and Synthesis of International School Psychology

"The Handbook has many strengths and will be useful to several groups of scholars, both within and outside of psychology. The Handbook also highlights context in a way that is often ignored in psychology. The Handbook fills an important niche in the literature on the practice of psychology in schools. It moves beyond the international surveys, which answer broad questions that are mostly demographic, to engaging individuals across the globe in conceptualizing the role that psychology does and should play in their specific context. As such, this Handbook is well worth reading by students and researchers interested in the diverse incarnations of school psychology around the world."

Frank C. Worrell
Contemporary Psychology: APA Review of Books

This handbook offers 43 clearly written essays on current school psychology in countries ranging from Albania to Zimbabwe. All are excellent introductions to and overviews of school psychology within these countries, and the countries themselves. Information is densely packed, literate, and highly informative. The contributors, all experts in their home countries, offer ideas that can be adapted elsewhere. Summing Up: Recommended.

L.L. Scarth
Mount Mercy College
CHOICE
Key features

 

  • A comprehensive collection of internationally assembled knowledge
  • Appropriate balance of breadth and depth
  • Chapter coverage on more than 40 countries
  • Chapters share a common format

 

 


For instructors

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ISBN: 9781412926690

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