About the Book
"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:
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
About the Author :
Shane R. Jimerson, PhD is an Associate Professor of Counseling, Clinical, and School Psychology Program and Associate Professor of Child and Adolescent Development at the University of California, Santa Barbara. Among over 100 professional publications, he is a co-author of a five-book grief support group curriculum series (The Mourning Child Grief Support Group Curriculum), a co-editor of Best Practices in School Crisis Prevention and Intervention, co-author of Identification, Assessment, and Treatment of Autism at School, and the lead editor of The Handbook of School Violence and School Safety. He serves as the Editor of The California School Psychologist journal, Associate Editor of the School Psychology Review journal, and is on the editorial boards of the Journal of School Psychology and School Psychology Quarterly. Dr. Jimerson has chaired and served on numerous boards and advisory committees at the state, national, and international levels. Dr. Jimerson received the Best Research Article of the year award from the Society for the Study of School Psychology, in 1998 and then again in 2000. He also received the 2001 Outstanding Article of the Year Award from the National Association of School Psychologists’, School Psychology Review. Dr. Jimerson’s scholarly efforts were also recognized by the American Educational Research Association with the 2002 Early Career Award in Human Development. He and his UCSB research team received the 2003 and 2004 Outstanding Research Award from the California Association of School Psychologists. Also during 2003, Dr. Jimerson received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association. His scholarship continues to highlight the importance of early experiences on subsequent development and emphasize the importance of research informing professional practice to promote the social and cognitive competence of children. Thomas D. Oakland, PhD is University of Florida Research Foundation Professor. He is President of the International Foundation for Children’s Education and past-presidents of the International School Psychology Association and the International Test Commission. He has worked in more than 40 countries. Dr. Oakland has authored more than 180 chapters and articles, and five psychological tests. His authored, coauthored, and edited books include Auditory perception: Diagnosis and development for language and reading abilities, Assessing minority group children, Nonbiased assessment of minority group children. Psychological and educational assessment of minority children, Divorced fathers. International perspectives on psychology in the schools, Identification of gifted and talented students in Texas, International perspectives on assessment of academic achievement, Student Styles Questionnaire: Classroom Applications Booklet, and Standards for educational and psychological testing. He is a licensed psychologist and board certified in school psychology, neuropsychology, and as a forensic examiner. He has an active clinical practice and testifies frequently. His interests center on psychological and educational characteristics of children and youth, test development and use, international issues, legal and professional issues, and professionalism. He is the recipient of Distinguished Service Awards from American Psychological Association’s Division of School Psychology and the International School Psychology Association and received the 2002 National Association of School Psychology’s Legend Award. Dr. Oakland received American Psychological Association’s 2003 Award for Distinguished Contributions to the Advancement of Psychology Internationally. Peter T. Farrell, PhD 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.
Review :
"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.
