International Handbook on Child Rights and School Psychology

SECTION 1: FOUNDATIONS.- Chapter 1. Child Rights and School Psychology: A Context of Meaning.- Chapter 2. Conceptual Foundations for School Psychology & Child Rights Advocacy.- Chapter 3. Child Rights, Social Justice, and Professional Ethics.- Chapter 4. The Status of Child Rights in the International Community.- SECTION 2: CHILD RIGHTS AND SCHOOL PSYCHOLOGY.- Chapter 5. The Roles and Responsibilities of the School Psychologist in Promoting Child Rights.- Chapter 6. Promoting and Protecting Child Rights in the Daily Practice of School Psychology.- Chapter 7. A Child Rights Framework for Educational System Reform.- Chapter 8. Child Rights, Policy, & School Psychology.- Chapter 9. Accountability for Child Rights by School Psychology.- Chapter 10. Professional Development of School Psychologists as Child Rights Advocates.- SECTION 3. MAJOR PURPOSES AND ISSUES IN PROMOTING AND PROTECTING CHILD RIGHTS IN THE SCHOOL COMMUNITY.- Chapter 11. Child Well Being and Children's Rights: Balancing Positive and Negative Indicators in Assessments.- Chapter 12. Promoting Healthy Child Development: A Child Rights Perspective.- Chapter 13. The Child's Rights to Physical Health.- Chapter 14. Promoting Children's Mental Health in Schools: A Child's Rights Framework.- Chapter 15. Child Protection: A Child Rights Approach for Schools.- Chapter 16. Child Participation and Agency and School Psychology.- Chapter 17. Preparing Children for Responsible Citizenship: The Role of Psychology and Education.- Chapter 18. Influences and Opportunities of Culture.- Chapter 19. The Child's Right to a Spiritual Life.- Chapter 20. The Child's Right to Quality Education and the School Psychologist.- Chapter 21. Article 31: Play, Leisure, & Recreation.- Chapter 22. Child Rights & Economic Status.- Chapter 23. The Promotion of Family Support.- Chapter 24. Respecting the Rights of the Child in Sports: Not an Option.- 

Bonnie Kaul Nastasi, Ph.D., (Kent State University, 1986, School Psychology & Early Childhood Education) is a Professor in the Department of Psychology, School of Science and Engineering, at Tulane University. Dr. Nastasi co-directs a trauma specialization in the School Psychology PhD Program at Tulane. Dr. Nastasi's research focuses on the use of mixed methods designs to develop and evaluate culturally appropriate assessment and intervention approaches for promoting mental health and reducing health risks such as sexually transmitted infections (STIs) and HIV, both within the US and internationally. She has worked in Sri Lanka since 1995 on development of school-based programs to promote psychological well-being and directed a multi-country study of psychological well-being of children and adolescents with research partners in 12 countries from 2008-2013. She was one of the principal investigators of an interdisciplinary public health research program to prevent STIs among married men and women living in the slums of Mumbai, India from 2002-2013. She is active in promotion of child rights and social justice within the profession of school psychology and has directed the development of a curriculum for training school psychologists internationally on child rights, a joint effort of International School Psychology Association (ISPA), International Institute of Child Rights & Development (IICRD), School Psychology Division (16) of the American Psychological Association (APA), Tulane University's School Psychology Program, and Cleveland State University's School Psychology Program. She is past president of Division 16 and past co-chair of APA's Committee for International Relations in Psychology (CIRP). Currently, Dr. Nastasi is APA Council Representative for Division 16 and Past-President of ISPA. She is a Fellow of APA Divisions 16 (School) and 52 (International). Dr. Nastasi received the 2019 Senior Scientist Award from APA's Division 16.

"The richly theorised and practice-based chapters will resonate with educators and specialists working in education. ... The editors ... have created a timely handbook with an impressive range of substantive chapters, where the authors address children's rights within a broadly social justice framework. ... It is a refreshing and compelling read, and an invaluable resource in school psychology and educational psychology training programmes. ... an important resource for teachers, educational leaders, policy makers and researchers across education and child rights." (Roseanna Bourke, The International Journal of Children's Rights, Vol. 30, 2022)