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The Handbook of International School Psychology

The Handbook of International School Psychology

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November 2006 | 568 pages | SAGE Publications, Inc
The Handbook of International School Psychology provides a description of the specialty of psychology devoted to the provision of services to children and youth, their teachers, and parents around the world. Authors from more than 40 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 important references.

The chapters in this Handbook characterize the specialty of school psychology as one that collectively provides individual assessment of children who may display cognitive, emotional, social, or behavioral difficulties; develops and implements primary and secondary intervention programs; consults with teachers, parents and other relevant professionals; engages in program development and evaluation; conducts research; and helps prepare and supervise others. The Handbook also includes a section consisting of chapters that review the key considerations of school psychology internationally and trends influencing school psychology's international development, including: chapters that discuss the past, present, and future of the International School Psychology Association (ISPA); findings from the International School Psychology Survey that examine characteristics and responsibilities of school psychologists, and a summary and synthesis of the information in the Handbook.

This is an ideal resource for scholars, practitioners, and graduate students interested in acquiring an international view of school psychology along with psychology, education— including special education, and mental health.

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

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ISBN: 9781412926690

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