Titlebook: International Handbook on Child Rights and School Psychology; Bonnie Kaul Nastasi,Stuart N. Hart,Shereen C. Nase Book 2020 Springer Nature

intrinsic

书目名称International Handbook on Child Rights and School Psychology影响因子(影响力)




书目名称International Handbook on Child Rights and School Psychology影响因子(影响力)学科排名




书目名称International Handbook on Child Rights and School Psychology网络公开度




书目名称International Handbook on Child Rights and School Psychology网络公开度学科排名




书目名称International Handbook on Child Rights and School Psychology被引频次




书目名称International Handbook on Child Rights and School Psychology被引频次学科排名




书目名称International Handbook on Child Rights and School Psychology年度引用




书目名称International Handbook on Child Rights and School Psychology年度引用学科排名




书目名称International Handbook on Child Rights and School Psychology读者反馈




书目名称International Handbook on Child Rights and School Psychology读者反馈学科排名

沉积物

Springer Nature Switzerland AG 2020

摇晃

自传

BACLE

avarice

Book 2020chool 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, partic

胶状

nvention on the Rights of the Child (CRC) in context of the .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 d

追踪

Child Rights and School Psychology: A Context of Meanings approach framed through exploring the related context of meaning, the historical pathway to children’s rights, the Convention on the Rights of the Child, the related responsibilities and opportunities for school psychology, and the footholds of promise revealed by appreciative inquiry.

cravat

键琴

Child Rights, Social Justice, and Professional Ethicsrameworks will be described, and then three case examples will be provided that highlight these frameworks in practice across many levels of intervention. This chapter closes with a call for continued development of and commitment to social justice, children’s rights, and professional ethics principles among school psychologists across the globe.