"The Handbook of International School Psychology will be THE major resource on the profession and its various applications in different countries. It is a ′must read′ for school psychologists and professionals from related disciplines who wish to understand, monitor, and shape the field of school psychology." --Scott Huebner, NCSP, University of South Carolina "This book is a very important contribution . . . The authors are all the most well known and respected in their countries, with many years of international experience within the field. The reader gets a firsthand impression of both the vast differences and the many common aspects within the school psychological domain. The broad range of countries . . . also shows how trends in school psychology--and special education--over years play an important role in cross-national implementation strategies." --Niels Egelund, Institute of Educational Psychology, The Danish University of Education. The Handbook of International School Psychology provides a description of the specialty of psychology devoted to the global provision of services to children and youth, their teachers, and parents. Editors Shane R. Jimerson, Thomas D. Oakland, and Peter T. Farrell have brought together prominent authors from 43 countries to provide valuable information and insights regarding the numerous facets of school psychology. Key Features: Offers a comprehensive overview of key areas: This Handbook addresses the context of school psychology; its origin, history, and current status; and the infrastructure of school psychology. In addition, contributors examine the preparation of school psychologists; their roles, functions, and responsibilities; and current issues impacting the field. Provides a balance of breadth and depth: Internationally renowned authors offer insight on the work of school psychologists around the world, such as assessing children who display cognitive, emotional, social, or behavioral difficulties; developing and implementing intervention programs; consulting with teachers, parents, and other relevant professionals; and conducting research. Reviews key trends in the field: Trends influencing school psychology′s international development are examined. The past, present, and future of the International School Psychology Association (ISPA) are discussed, as are findings from the International School Psychology Survey that examines the characteristics and responsibilities of school psychologists. Intended Audience: The Handbook of International School Psychology is the foremost international resource regarding school psychology. It is ideal for scholars, practitioners, and graduate students interested in acquiring an international view of school psychology.

Originally published in 1986, the volume is organized into three parts: Basic Issues, Models and Settings, and Evaluation and Development. The Editors begin with a description of the major conceptual dimensions and the fundamental questions that affect the practice of school psychology. Part 2 focuses on psychological service delivery issues as they are affected by particular models of service delivery and the settings in which a service is provided. Part 3 consists of various evaluation and development issues that influence school psychology. Taken together, the chapters provide a comprehensive view of major service delivery issues within school psychology. In addition, virtually all of the chapters offer suggestions about needed directions for the field and many identify avenues by which these new directions can be accomplished.

Despite the marked increase in anxiety, depression, and suicidal behaviour among school-aged youth, millions of children with mental health needs never receive treatment. Too many are overlooked by "refer-test-place" approaches that only consider evidence of psychopathology without examining students' psychological well-being (or lack of well-being). Consequently, many vulnerable students slip through the cracks without receiving interventions. Fostering the Emotional Well-Being of Our Youth provides an alternative--a dual-factor model of students' mental health that integrates wellness and pathology into a single multi-tier system of mental health support. Philip J. Lazarus, Shannon M. Suldo, and Beth Doll, with foremost scholars in the field, explain what this paradigm shift means for school mental health professionals: why the promotion of well-being is important; how practitioners' day-to-day practices will change; and what the outcomes will be. This volume provides the tools to advocate for and implement supports that foster students' complete mental health.