Child Rights as a Framework for Advancing Professional Standards for Practice, Ethics, and Professional Development in School Psychology

Autor/inn/en	Nastasi, Bonnie Kaul; Naser, Shereen
Titel	Child Rights as a Framework for Advancing Professional Standards for Practice, Ethics, and Professional Development in School Psychology
Quelle	In: School Psychology International, 35 (2014) 1, S. 36-49Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034313512409
Schlagwörter	Forschungsbericht; Childrens Rights; School Psychologists; School Psychology; Ethics; Standards; Well Being; Professional Associations; Models; Counselor Training; Child Welfare; Counselor Role; Curriculum; Civil Rights Legislation + Suchen Sie Ihr Suchwort? 'Children''s rights'; Kindesrecht; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Ethik; Standard; Well-being; Wellness; Wohlbefinden; Analogiemodell; Kindeswohl; Curricula; Lehrplan; Rahmenplan; Private law; Bürgerliches Recht
Abstract	The United Nations (1989) Convention on the Rights of the Child was designed to promote and protect the survival, development, and well-being of children, thus extending human rights to individuals from birth to age 18. This article examines the consistency of the Articles of the Convention with the professional standards for school psychology, as articulated by the major organizations representing the profession in the USA--American Psychological Association, International School Psychology Association, and National Association of School Psychologists. Although the standards for ethics, practice, and training of these organizations are generally consistent with the UN Convention, the standards lack the specificity provided by the Convention's 54 Articles. To facilitate the application of child rights' principles in school psychology practice, we propose a model for integrating the professional standards with the Articles of the Convention. In addition, we describe a curriculum for training of school psychologists, developed through a partnership of several organizations, which is consistent with the model. In the curriculum, the school psychologist is regarded as the mesosystem in the child's ecology, to characterize the psychologist's central role in ensuring the promotion and protection of child rights within school, family, community, and society. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10