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The Handbook of International School Psychology by Thomas D. Oakland (2006,...
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Numero oggetto eBay:155935545194
Specifiche dell'oggetto
- Condizione
- ISBN
- 9781412926690
Informazioni su questo prodotto
Product Identifiers
Publisher
SAGE Publications, Incorporated
ISBN-10
1412926696
ISBN-13
9781412926690
eBay Product ID (ePID)
52769703
Product Key Features
Number of Pages
568 Pages
Publication Name
Handbook of International School Psychology
Language
English
Publication Year
2006
Subject
Educational Psychology, Applied Psychology
Type
Textbook
Subject Area
Education, Psychology
Format
Hardcover
Dimensions
Item Height
1.3 in
Item Weight
40 Oz
Item Length
10 in
Item Width
7 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2006-008360
Reviews
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." -- 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., 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.
TitleLeading
The
Illustrated
Yes
Table Of Content
Introduction to The Handbook of International School Psychology - Shane R. Jimerson, Thomas D. Oakland, and Peter T. FarrellSection I. Country ChaptersSchool Psychology in Albania - Gladiola MusabelliuSchool Psychology in Australia - Michael FaulknerSchool Psychology in Brazil - Raquel S. L. Guzzo, Albertina Mitjans Martinez, and Herculano CamposSchool Psychology in Canada - Donald H. Saklofske, Vicki L. Schwean, Gina L. Harrison, and Juanita MureikaSchool Psychology in China - Hongwu ZhouSchool Psychology in Cyprus - Ernestina PapacostaSchool Psychology in Denmark - Anders PoulsenEducational Psychology in England and Wales - Garry Squires and Peter T. FarrellSchool Psychology in Estonia - Eve KikasSchool Psychology in Finland - Pirjo Laaksonen, Kristiina Laitinen, and Minna SalmiSchool Psychology in France - Jean-Claude GuillemardSchool Psychology in Germany - Lothar DunkelSchool Psychology in Greece - Chryse Hatzichristou, Fotini Polychroni, and Georgios GeorgouleasSchool Psychology in Hong Kong - Shui-fong LamSchool Psychology in Hungary - Nora KatonaSchool Psychology in India - Vijaya DuttSchool Psychology in Ireland - Peadar P. CrowleySchool Psychology in Israel - Bernie SteinThe Service of School Psychology in Italy - Julia Coyne and Carlo TrombettaSchool Psychology in Jamaica - Orlean Brown-EarleSchool Psychology in Japan - Toshinori Ishikuma, Yoshinori Shinohara, and Taketo NakaoSchool Psychology in Lithuania - Grazina GintilieneSchool Psychology in Malta - Paul A. Bartolo and Victor MartinelliPsychologists in Education in the Netherlands - Helen Bakker and Frida van DoornEducational Psychology in New Zealand - Terence Edwards, Jean Annan, and Ken RybaSchool Psychology in Nigeria - Andrew A. MogajiSchool Psychology in Norway - Roald Anthun and Terje MangerSchool Psychology in Pakistan - Shahid Waheed Qamar School of Psychology in Peru - César Merino Soto, Maritza Díaz Casapía, Luis Zapata Ponce, and Luis Benites MoralesSchool Psychology in Puerto Rico - Frances Boulon-Díaz and Irma Roca de TorresSchool Psychology in Romania - Margareta Dinca, Irina Holdevici, Luminita Monica Vlad, and Aurora FrunzaPsychology 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 KerrSchool Psychology in Slovak Republic - Eva Gajdosová and Gabriela HerényiováSchool Psychology in South Africa - Berenice Daniels, Lynette Collair, Nadeen Moolla, and Sandy LazarusSchool Psychology in South Korea - Hyunhee Chung and Hyeonsook ShinSchool Psychology in Spain - José Carlos Núñez and Julio Antonio González-PiendaSchool Psychology in Switzerland - Lukas Scherer, Heinz Bosch, and Paul ZeberliPsychological Services in the Schools in Turkey - Nevin Dolek and Z. Hande SartSchool Psychology in the United Arab Emirates - Mohammad Adnan AlghoraniSchool Psychology in the United States - Shane R. Jimerson and Thomas D. OaklandSchool Psychology in Venezuela - Carmen León, Silvana Campagnaro, and Milena MatosSchool Psychology in Zimbabwe - Elias Mpofu, Magen M. Mutepfa, Regis Chireshe, and Joseph M. KasayiraSection II. Synthesis ChaptersSchool Psychology Internationally - Thomas D. Oakland and Shane R. JimersonCentripetal and Centrifugal Trends Influencing School Psychology's International Development - Jacqueline L. CunninghamThe International School Psychological Association: Its Formation, Accomplishments, and Future Missions - Thomas D. OaklandThe International School Psychology Survey: Insights From School Psychologists Around the World - Shane R. Jimerson, Kelly Graydon, Michael Curtis, and Rene StaskalSummary and Synthesis of International School Psychology - Peter T. Farrell, Shane R. Jimerson, and Thomas D. Oakland
Synopsis
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. 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 Psychologywill 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., The Handbook of International School Psychologyprovides 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.
LC Classification Number
LB1027.55.H357 2007
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