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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書目名稱International Handbook on Child Rights and School Psychology影響因子(影響力)




書目名稱International Handbook on Child Rights and School Psychology影響因子(影響力)學科排名




書目名稱International Handbook on Child Rights and School Psychology網(wǎng)絡公開度




書目名稱International Handbook on Child Rights and School Psychology網(wǎng)絡公開度學科排名




書目名稱International Handbook on Child Rights and School Psychology被引頻次




書目名稱International Handbook on Child Rights and School Psychology被引頻次學科排名




書目名稱International Handbook on Child Rights and School Psychology年度引用




書目名稱International Handbook on Child Rights and School Psychology年度引用學科排名




書目名稱International Handbook on Child Rights and School Psychology讀者反饋




書目名稱International Handbook on Child Rights and School Psychology讀者反饋學科排名

沉積物

Springer Nature Switzerland AG 2020

搖晃

自傳

BACLE

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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

膠狀

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

追蹤

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.

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鍵琴

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.