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Product Identifiers
PublisherSAGE Publications, Incorporated
ISBN-101412926696
ISBN-139781412926690
eBay Product ID (ePID)52769703
Product Key Features
Number of Pages568 Pages
Publication NameHandbook of International School Psychology
LanguageEnglish
SubjectEducational Psychology, Applied Psychology
Publication Year2006
TypeTextbook
AuthorThomas D. Oakland
Subject AreaEducation, Psychology
FormatHardcover
Dimensions
Item Height1.3 in
Item Weight40 Oz
Item Length10 in
Item Width7 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2006-008360
TitleLeadingThe
Reviews"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 * CHOICE *, 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., 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., 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., 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., 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 theinternational 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.
IllustratedYes
Table Of ContentIntroduction 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 - Cesar Merino Soto, Maritza Diaz Casapia, Luis Zapata Ponce, and Luis Benites Morales School Psychology in Puerto Rico - Frances Boulon-Diaz 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 Gajdosova and Gabriela Herenyiova 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 - Jose Carlos Nunez and Julio Antonio Gonzalez-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 Leon, 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
SynopsisThe 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. Authors from 43 countries provide valuable information and insights regarding the following areas: the context of school psychology; the origin, history, and current status of school psychology; the infrastructure of school psychology; the preparation of school psychologists; the roles, functions, and responsibilities of school psychologists; current issues impacting school psychology; and key references., "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 psychologys 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., "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., ""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.
LC Classification NumberLB1027.55.H357 2007
