International Handbook on Child Rights and School Psychology

Table of Contents

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   Book Overview
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   Chapter 1 Child Rights and School Psychology: A Context of Meaning
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   Chapter 2 Conceptual Foundations for School Psychology and Child Rights Advocacy
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   Chapter 3 Child Rights, Social Justice, and Professional Ethics
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   Chapter 4 Status of Child Rights in the International Community
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   Chapter 5 The Roles and Responsibilities of the School Psychologist in Promoting Child Rights
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   Chapter 6 Promoting and Protecting Child Rights in the Daily Practice of School Psychology
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   Chapter 7 A Child Rights Framework for Educational System Reform
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   Chapter 8 Child Rights, Policy, and School Psychology
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    Chapter 9 Accountability for Child Rights by School Psychology
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    Chapter 10 Professional Development of School Psychologists as Child Rights Advocates
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    Chapter 11 Child Well-Being and Children’s Rights: Balancing Positive and Negative Indicators in Assessments
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    Chapter 12 Promoting Healthy Child Development: A Child Rights Perspective
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    Chapter 13 The Child’s Right to Physical Health
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    Chapter 14 Promoting Children’s Mental Health in Schools: A Child’s Rights Framework
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    Chapter 15 Child Protection: A Child Rights Approach for Schools
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    Chapter 16 Child Participation and Agency and School Psychology
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    Chapter 17 Preparing Children for Responsible Citizenship: The Role of Psychology and Education
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    Chapter 18 Influences and Opportunities of Culture
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    Chapter 19 The Child’s Right to a Spiritual Life
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    Chapter 20 The Child’s Right to Quality Education and the School Psychologist
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    Chapter 21 Article 31: Play, Leisure, and Recreation
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    Chapter 22 Child Rights and Economic Status
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    Chapter 23 The Promotion of Family Support
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    Chapter 24 Respecting the Rights of the Child in Sports: Not an Option
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    Chapter 25 Application of Child Rights to School-Based Consultation
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    Chapter 26 The Counseling Field and the Rights of the Children
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    Chapter 27 Convention on the Rights of the Child and School-Based Intervention Programming
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    Chapter 28 Combining Ecological Systems Theory and Child Rights to Improve Research and Evaluation
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    Chapter 29 Building School and Community Capacity for Development of the Rights of the Child
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    Chapter 30 Promoting Children’s Rights Through School Leadership: Implications for School Psychologists
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    Chapter 31 Child Rights Advocacy for School Psychologists
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    Chapter 32 Child Rights, Disability, School and Educational Psychology and Inclusive Education
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    Chapter 33 Role of School Psychology Professional Organizations in Promoting and Protecting Child Rights
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    Chapter 34 Toward a Preferred Future for School Psychology
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    Chapter 35 Promoting Child Rights Through Use of Technology in the Classroom
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    Chapter 36 Applying Child-Rights-Respecting Research to the Study of Psychological Well-Being: Global and Local Examples
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    Chapter 37 Child Rights and School Psychology: Concluding Thoughts