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

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Child Rights and School Psychology: A Context of Meaning community. In the general case worldwide, the expectations, goals, and processes of the school community fall significantly short of appreciation of the nature of children and the human condition. School psychology has incorporated that context of limited view and accomplishment. This book proposes

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The Roles and Responsibilities of the School Psychologist in Promoting Child Rightsal and system levels. The school psychologist’s roles that are explored include assessment, individual and group intervention, consultation, research and evaluation, and advocacy. Furthermore, the chapter highlights the school psychologists’ unique position as advocates for child rights in education

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A Child Rights Framework for Educational System Reformdevelopment of social and emotional competence, personal ambition, and academic skills (Doll & Cummings, Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children. Corwin Press, Thousand Oaks, CA, 2008). The promotion of psychologica

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Child Rights, Policy, and School Psychologyould be. Nearly all States parties have ratified this treaty, agreeing to provide for and protect those rights. However, while strides have been made regarding legislative reforms, challenges remain in aligning federal and regional policies with the articles of the Convention. The current chapter hi

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Professional Development of School Psychologists as Child Rights Advocatesionals individually and collectively and that individual professionals have the knowledge, values, beliefs, and skills for engaging in child advocacy. To accomplish this necessitates review and possible reconceptualization or extension of professional preparation and development. The purpose of this