Summary

"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:

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.

Choice Review

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. Each essay includes the following sections: context (demographics, economies, political histories, educational systems); origin, history, and current status of school psychology; infrastructure; preparation of school psychologists; current issues; and print and electronic references. Some also include laws, testing methods, interventions, research, and/or topics of national concern. The selection varies with the information pertinent to a particular country. The introduction, five synthesis chapters, and detailed subject/author indexes round out this excellent reference. Synthesis involves discussions of general observations, trends, and the findings of The International School Psychology Survey. Although definite national differences exist, concerns and child behaviors that are common across borders link the profession and its goals in educating healthy children. The contributors, all experts in their home countries, offer ideas that can be adapted elsewhere. The handbook could also serve as supplementary reading in a course in comparative education. ^BSumming Up: Recommended. Upper-level undergraduates through professionals/practitioners. L. L. Scarth Mount Mercy College