Abstract
This chapter examines the role of school psychology professional organizations in promoting and protecting the rights of the child. Although individual school psychologists have continuous opportunities to advocate for child rights within practice, research, training, and local policy, professional organizations have a critical role in advocacy and policy making on a broader level and are uniquely positioned to influence the regulation of school psychology and treatment of children at structural levels (local, national, regional, international). To illustrate the potential role of professional organizations that represent school psychologists, we asked leaders of the International School Psychology Association (ISPA), the School Psychology Division (Division 16) of the American Psychological Association (APA), and the National Association of School Psychologists (NASP) (We selected APA-Division 16 & NASP to illustrate work by national organizations, recognizing that they only represent efforts in one country. We encourage readers across the world to ask these same questions from the leaders of their respective national organizations) to address the following questions about their respective organizations: What is your organization’s vision as it relates to promoting and protecting child rights? Currently, how is your vision for child rights integrated and respected in the following aspects of your organization’s initiatives: Ethics; Research; Professional Development & Practice; Policy; and Training, Certification & Licensure? For the future, how do you envision strengthening your organization’s commitment and support for advancing child rights within your organization’s initiatives? Is there a strategy, condition or orientation worthy of consideration for advancing child rights in the profession through organizational approaches that you consider to be of catalytic or game-changing nature? How can your organization collaborate with other professional organizations, particularly those represented in this chapter, to advance child rights through school psychology?
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
We selected APA-Division 16 & NASP to illustrate work by national organizations, recognizing that they only represent efforts in one country. We encourage readers across the world to ask these same questions from the leaders of their respective national organizations.
- 2.
- 3.
A copy of the Training Manual based on these training materials is provided in the Handbook’s online resources; see also Nastasi & Naser, chapter “Child Rights and Professional Development of School Psychologists” of this volume.
- 4.
The training manual for administration of the curriculum is available as an online resource that accompanies this volume. The related self-study modules are available from Bonnie Nastasi, Tulane University, bnastasi@tulane.edu.
- 5.
Formerly School Psychology Quarterly (SPQ).
- 6.
A related training manual for the curriculum is available as an online resource accompanying this volume.
References
American Psychological Association (APA). (2001). APA resolution on UN convention on the rights of the child and the convention’s optional protocols. Available from: http://www.apa.org/about/policy/rights-child-2001.aspx
American Psychological Association (APA). (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57, 1060–1073.
American Psychological Association (APA). (2003). APA resolution on children’s mental health. Available from: http://www.apa.org/about/policy/child-mental-health.aspx
American Psychological Association (APA). (2010). 2010 Amendments to the 2002 ethical principles of psychologists and code of conduct. American Psychologist, 65, 493. https://doi.org/10.1037/a0020168
Borja, A., Nastasi, B. K., & Sarkar, S. (2017). Children’s voices about the function of their social supports: Multi-country perspectives. International Journal of School and Educational Psychology (official journal of the International School Psychology Association), 5(3), 152–166. https://doi.org/10.1080/21683603.2016.1276813
Division of School Psychology of the American Psychological Association. (2012). Division 16 bylaws. Available from: http://www.apadivisions.org/division-16/leadership/executive-committee/manual/bylaws-operations.pdf
International School Psychology Association (ISPA). (2010). The accreditation of professional training programs in school psychology. http://www.ispaweb.org/wp-content/uploads/2012/10/Accreditation-Standards-revised-2010.pdf
International School Psychology Association (ISPA). (2011a). ISPA Code of Ethics.http://www.ispaweb.org/wp-content/uploads/2013/01/The_ISPA_Code_of_Ethics_2011.pdf
International School Psychology Association (ISPA). (2011b). ISPA Constitution. http://www.ispaweb.org/wp-content/uploads/2017/10/ISPA-Constitution-and-Bylaws.pdf
International School Psychology Association (ISPA). (2018). International guidelines for the preparation of school psychologists. http://www.ispaweb.org/guidelines-for-the-preparation-of-school-psychologists/
International School Psychology Association (ISPA) & Child Rights Education for Professionals (CRED-PRO). (2010). Child rights for school psychologists and other school-based mental health professionals curriculum. (Developed for ISPA & CRED-PRO by B. K. Nastasi, S. Hart, B. Burch, R. M. Mulser, S. Naser, & M. Summerville.) Available: http://www.cred-pro.org/group/internationalschoolpsychologycurriculum
Jimerson, S. R. (2013). Advancing science, practice, and policy relevant to school psychology. School Psychology Quarterly, 28, 1–6. https://doi.org/10.1037/spq0000021
Lam, S.-f., Jimerson, S., Shin, H., Cefai, C., Veiga, F. H., Hatzichristou, C., … Zollneritsch, J. (2016). Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries. British Journal of Educational Psychology, 86, 137–153. https://doi.org/10.1111/bjep.12079
Lam, S.-f., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H., Veiga, F. H., … Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29, 213–232. https://doi.org/10.1016/j.jsp.2011.07.004
Nastasi, B. K., & Borja, A. (Eds.). (2016). International handbook of psychological well-being in children and adolescents: Bridging the gaps between theory, research, and practice. New York, NY: Springer Science+Business Media.
Nastasi, B. K., & Hitchcock, J. H. (2016). Mixed methods research and culture-specific interventions: Program design and evaluation. Thousand Oaks, CA: Sage.
Nastasi, B. K., & Naser, S. (2014). Child rights as a framework for advancing professional standards for practice, ethics, and professional development in school psychology. School Psychology International, 35, 36–49. https://doi.org/10.1177/0143034313512409
Nastasi, B. K., & Varjas, K. (2011). International development of school psychology. In M. A. Bray & T. J. Kehle (Eds.), Oxford handbook of school psychology (pp. 810–828). New York, NY: Oxford University Press.
National Association of School Psychologists. (2010a). Model for comprehensive and integrated school psychological services. Bethesda, MD: Author. Retrieved from http://www.nasponline.org/standards-and-certification/nasp-practice-model/implementation-and-promotion-resources
National Association of School Psychologists. (2010b). Principles for professional ethics. Bethesda, MD: Author. Retrieved from http://www.nasponline.org/standards-and-certification/professional-ethics
National Association of School Psychologists. (2010c). Standards for graduate preparation of school psychologists. Bethesda, MD: Author. Retrieved from http://www.nasponline.org/standards-and-certification/graduate-program-approval
National Association of School Psychologists. (2010d). Standards for the credentialing of school psychologists. Bethesda, MD: Author. Retrieved from https://www.nasponline.org/assets/Documents/Standards%20and%20Certification/Standards/2_Credentialing_Standards.pdf
National Association of School Psychologists. (2012a). Child rights [Position statement]. Bethesda, MD: Author. Retrieved from http://www.nasponline.org/research-and-policy/professional-positions/position-statements
National Association of School Psychologists. (2012b, July). Vision, mission, core values, and priorities. Bethesda, MD: Author. Retrieved from http://www.nasponline.org/assets/Documents/About%20School%20Psychology/2014_strategicplan.pdf.
National Association of School Psychologists. (2015, October). Current law and policy priorities. Retrieved from: http://www.nasponline.org/research-and-policy/current-law-and-policy-priorities
Tulane University Child Rights Team (TUCRT). (2013). Online self-study curriculum on child rights for school-based mental health professionals. New Orleans, LA: School Psychology Program, Tulane University. Available: Bonnie Nastasi, Tulane University, bnastasi@tulane.edu.
UNICEF. (2006). Child friendly schools manual. New York, NY: UNICEF. https://www.unicef.org
UNICEF. (2011). Rights under the Convention on the Rights of the Child. Available: http://www.unicef.org/crc/index_30177.html
United Nations (UN). (1989). Convention on the Rights of the Child. Available: http://www2.ohchr.org/english/law/crc.htm
United Nations (UN). (2015) Transforming our world: The 2030 Agenda for Sustainable Development. Available: https://sustainabledevelopment.un.org/post2015/transformingourworld
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Nastasi, B.K., DiPerna, J.C., Strobach, K.V., Rossen, E., Brock, S.E. (2020). Role of School Psychology Professional Organizations in Promoting and Protecting Child Rights. In: Nastasi, B.K., Hart, S.N., Naser, S.C. (eds) International Handbook on Child Rights and School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-030-37119-7_33
Download citation
DOI: https://doi.org/10.1007/978-3-030-37119-7_33
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-37117-3
Online ISBN: 978-3-030-37119-7
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)