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:
TheInternational Handbook on Child Rights and School Psychologyis 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.
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