The Handbook of International School Psychology
- Publisher: SAGE Publications, Inc. |
- Publication Year: 2007 |
- Online Publication Date: June 22, 2009 |
- DOI: http://dx.doi.org/10.4135/9781412976138 |
- Print ISBN: 9781412926690 |
- Online ISBN: 9781412976138 |
- Print Purchase Options
- Subject: School/Educational Psychology (general), School Psychology, Educational Psychology
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.
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Introduction to the Handbook of International School Psychology
- Section I: Country Chapters
- Chapter 2: School Psychology in Albania
- Chapter 3: School Psychology in Australia
- Chapter 4: School Psychology in Brazil
- Chapter 5: School Psychology in Canada
- Chapter 6: School Psychology in China
- Chapter 7: School Psychology in Cyprus
- Chapter 8: School Psychology in Denmark
- Chapter 9: Educational Psychology in England and Wales
- Chapter 10: School Psychology in Estonia
- Chapter 11: School Psychology in Finland
- Chapter 12: School Psychology in France
- Chapter 13: School Psychology in Germany
- Chapter 14: School Psychology in Greece
- Chapter 15: Educational Psychology in Hong Kong
- Chapter 16: School Psychology in Hungary
- Chapter 17: School Psychology in India
- Chapter 18: School Psychology in Ireland
- Chapter 19: School Psychology in Israel
- Chapter 20: The Service of School Psychology in Italy
- Chapter 21: School Psychology in Jamaica
- Chapter 22: School Psychology in Japan
- Chapter 23: School Psychology in Lithuania
- Chapter 24: School Psychology in Malta
- Chapter 25: Psychologists in Education in the Netherlands
- Chapter 26: Educational Psychology in New Zealand
- Chapter 27: School Psychology in Nigeria
- Chapter 28: School Psychology in Norway
- Chapter 29: School Psychology in Pakistan
- Chapter 30: School Psychology in Peru
- Chapter 31: School Psychology in Puerto Rico
- Chapter 32: School Psychology in Romania
- Chapter 33: Psychology in Education in the Russian Federation
- Chapter 34: Professional Educational Psychology in Scotland
- Chapter 35: School Psychology in the Slovak Republic
- Chapter 36: School Psychology in South Africa
- Chapter 37: School Psychology in South Korea
- Chapter 38: School Psychology in Spain
- Chapter 39: School Psychology in Switzerland
- Chapter 40: Psychological Services in the Schools in Turkey
- Chapter 41: School Psychology in the United Arab Emirates
- Chapter 42: School Psychology in the United States
- Chapter 43: School Psychology in Venezuela
- Chapter 44: School Psychology in Zimbabwe
- Section II: Synthesis Chapters
- Chapter 45: School Psychology Internationally: A Retrospective View and Influential Conditions
- Chapter 46: Centripetal and Centrifugal Trends Influencing School Psychology's International Development
- Chapter 47: The International School Psychology Association: Its Formation Accomplishments Future Missions
- Chapter 48: The International School Psychology Survey: Insights from School Psychologists Around the World
- Chapter 49: School Psychology Internationally: A Synthesis of Findings
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
Copyright © 2007 by Sage Publications, Inc.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
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Library of Congress Cataloging-in-Publication Data
The handbook of international school psychology / edited by Shane R. Jimerson, Thomas D. Oakland, Peter T. Farrell.
Includes bibliographical references and index.
ISBN 1-4129-2669-6 (cloth)
1. School psychology—Handbooks, manuals, etc. 2. School psychology—Cross-cultural studies.
I. Jimerson, Shane R. II. Oakland, Thomas D. III. Farrell, Peter.
06 07 08 09 10 10 9 8 7 6 5 4 3 2 1
Acquiring Editor: Cheri Dellelo
Editorial Assisant: Karen Ehrmann
Production Editor: Sanford Robinson
Typesetter: C&M Digitals (P) Ltd.
Copy Editor: Colleen Brennan
Indexer: Molly Hall
Cover Designer: Michelle Kenny
This handbook is dedicated to the professionals around the world who work to enhance the education and mental health of children and families. It is also dedicated to those who have been instrumental in helping to develop school psychology internationally, including those providing leadership within the International School Psychology Association, in particular, Cal Catteral and Anders Poulsen, and those providing leadership nationally. We hope that this handbook contributes to the development and understanding of school psychology internationally.
The editors would like to acknowledge the outstanding efforts of colleagues around the world who contributed to this handbook as authors, and also to the individuals at Sage Publications who were instrumental in bringing this handbook to print: Jim Brace-Thompson, Cheri Dellelo, Karen Ehrmann, Sanford Robinson, and Colleen Brennan. The collective efforts of all those involved have resulted in the timely publication of this tremendously informative handbook.
Dr. Jimerson I would also like to acknowledge my wife, Kathryn O'Brien, son, Gavin O'Brien Jimerson, and parents, Avona Navarro and Rik Jimerson, who contributed by enriching my life and reminding me of the importance of my personal and professional activities. In addition, I would like to acknowledge my international colleagues who inspired me to learn more about school psychology around the world. I also express my sincere gratitude to Drs. Oakland and Farrell for their extraordinary efforts in this collaborative endeavor; I am truly fortunate to have such talented and special colleagues.
Dr. Oakland My life, both personally and professionally, has been blessed by the hundreds of friends and colleagues who have contributed to my understanding of school psychology internationally through their scholarship, discussions, and visits. I am especially appreciative of my colleagues with whom I have conducted research and published, including Drs. Jimerson and Farrell.
Dr. Farrell I would also like to acknowledge all of the school psychologists from around the world who have willingly given their time to share their views about developments in school psychology in their countries. These comments have been influential in shaping my thinking about the key contributions that school psychologists can make toward promoting the mental health and well-being of all children and young people. And, of course, my colleagues, Drs. Jimerson and Oakland, have been a great support to me in the process of compiling this volume.
About the Editors[Page 545]
Shane R. Jimerson, Ph.D., is an Associate Professor in the Counseling, Clinical, and School Psychology Program and Associate Professor of Child and Adolescent Development at the University of California, Santa Barbara (UCSB). Among over 100 professional publications, he is coauthor of a five-book grief support group curriculum series (The Mourning Child Grief Support Group Curriculum), coeditor of Best Practices in School Crisis Prevention and Intervention, coauthor of Identifying, Assessing, and Treating 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, 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 both 1998 and 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. Dr. Jimerson's e-mail address is email@example.com.
Thomas D. Oakland, Ph.D., is University of Florida Research Foundation Professor. He is President of the International Foundation for Children's Education and past President of both 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[Page 546]for Educational and Psychological Testing. Dr. Oakland is a licensed psychologist and board certified in school psychology, in 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 the American Psychological Association's Division 16 (School Psychology) and the International School Psychology Association and received the 2002 National Association of School Psychology's Legend Award. Dr. Oakland also received the American Psychological Association's 2003 Award for Distinguished Contributions to the Advancement of Psychology Internationally. Dr. Oakland's e-mail address is firstname.lastname@example.org.
Peter T. Farrell, Ph.D., is the Sarah Fielden Professor of Special Needs and Educational Psychology in the School of Education, University of Manchester, England, and past 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. In addition, he has been the invited keynote speaker at 17 international conferences on issues related to international school psychology. Dr. Farrell is the author (or coauthor) of seven books and has edited three others, including 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 more than 40 articles in academic peer-reviewed journals and has written 15 book chapters. In addition, he has directed or codirected 22 externally funded research projects. Throughout his career, Dr. Farrell has worked closely with the British Psychological Society on issues related to the development of psychological services in 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 several countries. His e-mail address is email@example.com.
About the Contributors[Page 547]
Mohammad Adnan Alghorani, Ph.D., is Assistant Professor of Educational Psychology, Thinking Skills, Psychology of the Gifted and Talented, Development of Elementary School Children, and Applied Research at UAE University, Al Ain, United Arab Emirates.
Svetlana V. Alyokhina, Ph.D., is a senior researcher in the Psychological Monitoring Section of the Research Department at the Moscow City University of Psychology and Education, Russian Federation.
Jean Annan, Ph.D., is a senior lecturer in Educational Psychology and coordinator of the Post-Graduate Diploma in Educational Psychology/Internship program at Massey University, New Zealand.
Roald Anthun, Ph.D., is a specialist in Clinical Psychology at the Clinic of Habilitation and Rehabilitation, Haukeland University Hospital, Norway.
Helen E. Bakker, Ph.D., child and youth psychologist specialist NIP and healthcare psychologist, is the program coordinator of the master's program in Child and Adolescent Psychology and an Assistant Professor in Developmental Psychology at Utrecht University, The Netherlands.
Wilma Barrow, M.Sc., is a tutor in the Educational Psychology professional training program in the Faculty of Education and Social Work at the University of Dundee, Scotland.
Paul A. Bartolo, Ph.D., is a senior lecturer in Educational Psychology and Coordinator of the M. Psy course for professional training in educational psychology at the University of Malta, and former President of the Malta Union of Professional Psychologists.
Luis Benites Morales, M.A. (Psychology), is Head of the Postgraduate Department and Professor at San Martín de Porres University, Peru.
Heinz Bosch, Lic. Phil., is Head of School Psychology Services in Wallisellen, Switzerland.
Frances Boulon-Díaz, Ph.D., is Adjunct Professor of School Psychology at the University of Puerto Rico, Río Piedras Campus, and at Interamerican University of Puerto Rico, Metro Campus, and is also president of the Puerto Rico Board of Psychologist Examiners.
Orlean Brown-Earle, Ph.D., is an Assistant Professor of Psychology at Northern Caribbean University, Jamaica, and a private practitioner throughout the island of Jamaica, West Indies.[Page 548]
Silvana Campagnaro, M.A., is a Professor of School Psychology at the Andrés Bello Catholic University, Caracas, Venezuela.
Herculano Ricardo Campos, Ph.D. (Education), is Professor of School Psychology at the Federal University of Rio Grande do Norte, Brazil.
Regis Chireshe, M.Sc., is a senior lecturer in Educational Psychology at the Masvingo State University, Masvingo, Zimbabwe.
Hyunhee Chung, Psy.D., is an Assistant Professor of Education at Keimyung University, Daegu, South Korea.
Lynette Collair, M.Ed. Psych., is a lecturer in Educational Psychology at the University of Stellenbosch, South Africa.
Julia Coyne, M.Ed., is a doctoral student in School Psychology at Loyola University-Chicago, United States.
Peadar P. Crowley, M.A., Reg. Psych. AFPSI, is a Regional Director of the National Educational Psychological Service, Department of Education and Science, Ireland.
Jacqueline L. Cunningham, Ph.D., is a child psychologist in the Department of Psychology at The Children's Hospital of Philadelphia, Pennsylvania, United States.
Michael Curtis, Ph.D., is Professor at the University of South Florida, United States.
Berenice Daniels, M.Sc. (Ed. Psych.), is the Chief Education Specialist for Specialized Learner and Educator Support in Metropole South Education District, South Africa.
Maritza Díaz Casapía, B.A.(Psychology), Lic. Psych., is Head of the Service of Psychology of the Municipal Defensory (Chorrillos, Lima) and Head of the Civil Association Sembrar, Peru.
Margareta Dinca, Ph.D., is a Professor of Developmental Psychology, Counselling Psychology, and Research Methods in Psychology in the Department of Psychology at the Titu Maiorescu University, Bucharest, Romania.
Nevin Dölek, Ph.D., is a psychologist at BAKIS Training and Psychological Counseling Center and is a part-time instructor in the Department of Educational Sciences at Bogaziçi University, Istanbul, Turkey.
Frida van Doorn, Ph.D., child and youth psychologist specialist NIP and healthcare psychologist, is a research associate with the Behavioral Problems in School Practice Research Group at Utrecht Professional University, The Netherlands.
Lothar Dunkel, D. Psych., M.S. Ed. Psych., is Director of School Psychology for the City of Münster, Germany.
Vijaya Dutt, M. Phil. (Special Education)., M.A. (Psychology), was Principal of the Centre for Special Education, Indian Institute of Cerebral Palsy, Kolkata, and is presently working as a psychologist at Applied Research International, Delhi, India.[Page 549]
Terence Edwards, M.Ed. Psych., PGD.Ed. Psych., is a lecturer in Educational Psychology and coordinator of the Master of Educational Psychology program at Massey University, New Zealand.
Michael Faulkner, Ph.D., a school psychologist of 20 years' experience, is now an academic faculty member in the School of Education at La Trobe University, Victoria, Australia.
Aurora Frunza, M.A., is a clinical psychologist and research assistant in the Department of Medical Psychology, Carol Davilla University of Medicine and Pharmacy, Bucharest, Romania.
Eva Gajdosová, Ph.D., is Senior Lecturer of School Psychology in the Department of Psychology, Comenius University, Bratislava, Slovakia.
Georgios Georgouleas, M.Sc., is a school psychologist at the School Psychological Service of Filekpaideftiki Etaireia and a Ph.D. candidate in the Department of Psychology, University of Athens, Greece.
Grazˇina Gintiliene., Ph.D., is an Associate Professor in the Department of General Psychology at Vilnius University, Lithuania.
Julio Antonio González-Pienda, Ph.D., is a Professor of Learning Disabilities and Educational and Instructional Psychology at the University of Oviedo, Spain.
Kelly Graydon, M.A., is a doctoral student in Counseling, Clinical, and School Psychology at the University of California, Santa Barbara, United States.
Jean-Claude Guillemard, Ph.D., is a school psychologist in Dourdan, France, and former president of the International School Psychology Association.
Raquel S. L. Guzzo, Ph.D., is a psychologist and Professor of School Psychology and Social and Emotional Development at the Pontifical Catholic University of Campinas, Brazil.
Elizabeth Hannah, M.Sc., is a tutor in the educational (school) psychology professional training program in the Faculty of Education and Social Work at the University of Dundee, Scotland.
Gina L. Harrison, Ph.D., is an Assistant Professor in the Department of Educational Psychology and Leadership Studies at the University of Victoria, British Columbia, Canada.
Chryse Hatzichristou, Ph.D., is a Professor of School Psychology and Director of the Center for Research and Practice of School Psychology, Department of Psychology, University of Athens, Greece.
Gabriela Herényiová, Ph.D., is a lecturer in School Psychology in the Department of Psychology, Comenius University, Bratislava, Slovakia.
Irina Holdevici, Ph.D., is a Professor of Clinical Psychology and Psychotherapy in the Department of Psychology at the Titu Maiorescu University, Bucharest, Romania.[Page 550]
Toshinori Ishikuma, Ph.D., is a Professor of Psychology at the University of Tsukuba, Japan.
Joseph M. Kasayira, M.Sc., is a lecturer in Educational Psychology at Midlands State University, Gweru, Zimbabwe.
Nora Katona, Ph.D., is an Assistant Professor at the Psychology Institute at Eötvös Loránd University, Budapest, Hungary, and President of the International School Psychology Association.
Claire Kerr, M.Sc., is a tutor in the educational (school) psychology professional training program in the Faculty of Education and Social Work at the University of Dundee, Scotland.
Eve Kikas, Ph.D., is a Professor of Pre-Primary and Primary School Education at the University of Tartu, Estonia.
Daria A. Kutuzova, Ph.D., is a senior researcher in the Psychological Monitoring Section of the Research Department of the Moscow City University of Psychology and Education, Russian Federation.
Pirjo Laaksonen, Ps.L., is a psychologist in the Social and Health Department, in the Helsinki Regional Unit of the State Provincial Office of Southern Finland.
Kristiina Laitinen, Ps.M., is a senior advisor in Student Welfare in the Finnish National Board of Education, in Helsinki, Finland.
Shui-fong Lam, Ph.D., is an Associate Professor in the Department of Psychology at the University of Hong Kong.
Sandy Lazarus, Ph.D., is a Professor in the Faculty of Education at the University of the Western Cape, South Africa.
Carmen León, Ph.D., is a Professor of School Psychology and Developmental Psychology at Andrés Bello Catholic University, Caracas, Venezuela.
Sergei B. Malykh, Ph.D., D.Sc, is a Deputy Head of the Psychological Institute of the Russian Academy of Education, Vice Rector of the Moscow City University of Psychology and Education, and Vice President of the Russian Federation of Psychologists in Education, Russian Federation.
Terje Manger, Ph.D., is a Professor of Educational Psychology in the Department of Psychosocial Science at the University of Bergen, Norway.
Victor Martinelli, Ph.D., is a senior lecturer in Educational Psychology at the University of Malta, Secretary of the Malta Union of Professional Psychologists, and a member of the Malta Psychology Profession Board.
Milena Matos, M.Sc., is a Professor of School Psychology and Child Clinical Psycho-pathology at Andrés Bello Catholic University, Caracas, Venezuela.[Page 551]
César Merino Soto, B.A. in Psychology, Lic. Psych., is Professor at the Private University San Juan Bautista, Peruvian University Cayetano Heredia, and San Martin de Porres University; researcher at the Psychological Service of the Municipal Defensory (Chorrillos, Lima); and member of the Civil Association Sembrar, Peru.
Albertina Mitjáns Martínez, Ph.D, is a psychologist and Professor of Education at University of Brasília, Brazil.
Andrew A. Mogaji, Ph.D., is a Professor of Personnel and Organizational Psychology at the University of Lagos, Nigeria, and African Representative to the International Association for Cross Cultural Psychology.
Nadeen Moolla, M.Ed. (Ed. Psych.), is a lecturer in the Faculty of Education at the University of the Western Cape, South Africa.
Elias Mpofu, Ph.D., is a Professor of Rehabilitation Services at the The Pennsylvania State University, University Park, United States.
Juanita Mureika, M.A., is a school psychologist with the New Brunswick Department of Family and Community Services, Support Services to Education program in Fredericton, New Brunswick, Canada.
Gladiola Musabelliu, B.S., is a school psychologist and also teaches courses in introductory psychology in the Department of Psychology at the University of Tirana, Albania.
Magen M. Mutepfa, M.Ed., is an educational psychologist at the School Psychological Services and Special Education, Harare, Zimbabwe.
Taketo Nakao, M.S., is a graduate student of school psychology at the University of Florida, United States.
José Carlos Núñez, Ph.D., is a Professor of Learning Disabilities and Educational Psychology at the University of Oviedo, Spain.
Ernestina A. Papacosta, M.S.Ed., is an educational psychologist in the Educational Psychology Services, Ministry of Education and Culture, Nicosia, Cyprus.
Fotini Polychroni, Ph.D., is a psychologist at the Counseling Center of the Municipality of Athens and holds a teaching position in the Department of Psychology, University of Athens, Greece.
Anders Poulsen, Cand. Psych., dr.h.c., is a retired school psychologist, past Chair of the Danish Association of School Psychologists, and also a former President of the International School Psychology Association.
Shahid Waheed Qamar, M.Sc. (Psychology), M.Sc. (Applied Environmental Sciences), is a school psychologist and student counselor at the Counseling and Assessment Center, Lahore, and aspecial education instructor at the Centre of Mentally and Physically Affected Special Students (COMPASS), Lahore, Pakistan.[Page 552]
Irma Roca de Torres, Ph.D., is a retired professor of School, Developmental and General Psychology at the University of Puerto Rico, Río Piedras Campus; President of Puerto Rico's Mental Health Planning and Advisory Council; and member of the American Psychological Association's Council of Representatives.
Ken Ryba, Ph.D., is an Associate Professor in Educational Psychology and coordinator of the Educational Psychology Ph.D. programme at Massey University, New Zealand.
Donald H. Saklofske, Ph.D., is a Professor in the Division of Applied Psychology at the University of Calgary, Alberta, Canada.
Minna Salmi, Ps.M., is a leading school psychologist in the City of Vantaa in the metropolitan region of Finland.
Z. Hande Sart, Ph.D., is a full-time instructor in the Department of Educational Sciences at Bogazici University, Istanbul, Turkey.
Lukas Scherer, Ph.D., is a school psychologist and psychotherapist in private practice, Zurich, Switzerland.
Vicki L. Schwean, Ph.D., is a Professor and Associate Dean in the Division of Applied Psychology at the University of Calgary, Alberta, Canada.
Hyeonsook Shin, Ph.D., is an Assistant Professor of Education at the Chonnam National University, Gwangju, South Korea.
Yoshinori Shinohara, M.Ed., is a Professor of Special Support Education at the University of Tsukuba, Japan.
Elaine Smith, M.Sc., is director of the educational (school) psychology professional training program in the Faculty of Education & Social Work at the University of Dundee, Scotland.
Garry Squires, D.Ed. Psy., is a tutor for Continuing Professional Doctorate in Educational Psychology, School of Education, University of Manchester and Senior Practitioner Educational Psychologist, Staffordshire, England.
Rene Staskal is a doctoral student in Counseling, Clinical Psychology, and School Psychology at the University of California, Santa Barbara, United States.
Bernie Stein, Ph.D., is a senior school and clinical psychologist and was Chief Psychologist in the Israeli Ministry of Education, 1994–2001, and President of the International School Psychology Association, 1999–2001.
Keith Topping, Ph.D., is Professor of Educational and Social Research and Dean of Research in the Faculty of Education and Social Work at the University of Dundee, Scotland.
Carlo Trombetta, Ph.D., is a Professor at the Università di Roma ‘La Sapienza’ and past President of Società Italiana di Psicologia dell'Educazione e della Formazione (SIPEF), Italy.
Luminita Monica Vlad, M.A., is a school psychologist/counsellor at the Cezar Nicolau High School of Agricultural Studies, Branesti village, County Ilfov, Romania.[Page 553]
Luis Zapata Ponce, M.A. (Psychology), is Professor at San Ignacio de Loyola University and San Martín de Porres University and is Past Dean of Association of Psychologists of Peru.
Paul Zeberli, Lic. Phil., is Head of School Psychology Services in Regensdorf, Switzerland.
Hongwu Zhou is a Professor of Psychology at Zhejiang Research Institute of Education Science and Vice Secretary of the Chinese School Psychology Association.