Summary
Contents
Subject index
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.
Centripetal and Centrifugal Trends Influencing School Psychology's International Development
Centripetal and Centrifugal Trends Influencing School Psychology's International Development
As the new millennium heralds unprecedented interconnectedness among the peoples of the world, the international expansion of school psychology promises to become psychology's portal to children and youth worldwide (Oakland, 2003). In his award address, as the 2003 recipient of the American Psychological Association's Award for Distinguished Contributions to the International Advancement of Psychology, Thomas Oakland offered this hopeful vision on the basis of the professional and scientific maturity believed achievable by school psychology internationally. Forces both internal and external to a discipline govern the course of its development (Altman, 1987; Danziger, 1990). An extensive survey undertaken in 54 countries throughout the world (Oakland, 1992; Oakland & Cunningham, ...
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