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"...is ideal for graduate programs seeking to understand the evolution of the profession and explore the current and future demands placed on school psychologists."--Page 4 of cover.
"This book will provide an introduction to social justice from the perspective of the major topics that affect school psychology practice"--
This book has been replaced by School Psychology for the 21st Century, Third Edition, ISBN 978-1-4625-4953-5.
This volume serves as a handbook for psychology professors around the globe who aim to internationalize and diversify their courses and curricula, and who seek innovative ideas to enrich their teaching. The work provides an overview of psychology’s globalization, and offers a broad range of suggestions for psychology instructors aiming to internationalize their undergraduate and graduate courses. Topics covered here include practical tips to diversify specific courses, such as abnormal psychology, lifespan development, and psychotherapy, and innovative methods of assessment of student learning. Additionally, a number of chapters focus on describing the training of psychologists, and the history and future of psychology education in various nations and regions. Co-edited by five distinguished, international academics, the thirty-five chapters represent each major geographic region of the world, with authors based in nations in Africa, Asia, Australia and New Zealand, Europe, Latin America, the Middle East and North America. Instructors of cross cultural, cultural, and international psychology and of multicultural education will be especially interested in the book, as will program evaluators, policy makers, and university administrators.
This book unites the latest research in diversity, inclusion, and positive organizational scholarship (POS), to investigate diversity and inclusion dynamics in social systems. Comprised of succinct chapters from thought leaders in the field, this book covers both micro- and macro-levels of analysis, covering topics such as authenticity, mentorship, intersectional identity work, positive deviance, resilience, resource cultivation and utilization, boundary-spanning leadership, strengths-based development, positive workplace interventions to promote well-being, inclusive strategic planning, and the role of diversity in innovation.
Explores the relations between global wealth and poverty, American and European elites and Third World indigenous societies and the role schools play in the destruction of cultures. This book examines how the dark underside of capitalism, called neoliberalism, is using schools to destroy an American generation.
Cultural competence is more than an admirable goal: it is an essential skill set for mental health professionals working in a diverse global society marked by crisis and trauma. It is essential for clinicians to understand the intricate mix of history and self-concept, identity and tradition that are central not only for ameliorating psychological problems but to foster psychological health and well-being. As the definition of culture takes on broader meanings-at once embracing multiple identities and increasing globalization- Cultural Competency Training in a Global Society brings a vital perspective and practical understanding to clinical, counseling, and school psychologists, as well as to graduate students entering these fields. By describing a comprehensive training model for professional education and practice in the United States with ethnic minority groups, indigenous populations, immigrants, and refugees, this book has relevance for other multicultural societies because the implications are multidisciplinary in focus and potentially international in scope. The existing and emergent global multicultural populations described in this book represent the neglected human faces of economic globalization. Among the topics covered: Requirements for professional training in cultural competency. Research basis for cultural competency training. International resources and their usage in training and practice. Multicultural assessment in the service of intervention. Evaluating cultural competency training.
Positive Psychology has experienced extraordinary growth over the past decade. Emerging research in this area is suggesting new strategies for improving everyday life, healthcare, education systems, organizations and work life, and societies across the globe. This book will be of interest to all applied psychologists, applied researchers, social and organizational psychologists, and anyone interested in applying the science of positive psychology to improvement of the human condition.
This handbook examines the meanings, implications, and transformative potential of a child-rights approach for school psychology. It focuses on the school community, in which psychology is committed to promoting well-being, learning, and development of all children. The handbook begins with an overview of the 1989 United Nations Committee on the Rights of the Child (CRC) and explores main themes such as, survival, protection, development, participation, and nondiscrimination. Chapters provide guidance in promoting and protecting child rights when dealing with critical issues relevant to the school community, including well-being, freedom from violence, and access to high quality education. In addition, chapters analyze and offer recommendations for child rights applications within the roles and responsibilities of school psychologists. The handbook concludes with future directions for achieving a child-rights approach for school psychology. Topics featured in this handbook include: The current status of child rights in the international community. Accountability for child rights by school psychology. Collaborative home, school, and community practices aimed at promoting family support. Protecting child rights within the realm of competitive sports. CRC and school-based intervention programming. Promoting child rights through school leadership. Applying child rights-respecting research to the study of psychological well-being. The International Handbook on Child Rights and School Psychology is a must-have resource for researchers, scientist-practitioners, clinicians, and graduate students in child and school psychology, educational policy and politics, social work, public health, and other school-based or child-serving mental health disciplines.
Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society is a collection of brief, personal, original essays, ranging in length from 2500 to 3500 words, in which leading academic psychologists describe what their area of research has contributed to society. The authors are true stars in the field of psychology. Some of their work (for example, Elizabeth Loftus’s studies of false memories, Paul Ekman’s research on facial expression, and Eliot Aronson’s “jigsaw,” or cooperative, classroom studies) is well known to the public. The research of others is less familiar to nonspecialists, but no less fascinating. The book is unique the world of textbook ancillaries in that it does not reprint writings. Rather, innovative psychological scientists clearly and entertainingly tell readers why their research matters and how their line of inquiry developed. The concept for the book came from the FABBS Foundation, a nonprofit educational foundation that supports the work of 22 scholarly societies that span the cognitive, psychological, behavioral, and brain sciences. The authors have volunteered their contributions. These authors have agreed that all grants, advances, and royalties and other financial earnings from this volume will go to the FABBS Foundation to support their educational mission.