Shane R. Jimerson, PhD is an Associate Professor of Counseling, Clinical, and School Psychology Program and Associate Professor of Child and Adolescent Development at the University of California, Santa Barbara.  Among over 100 professional publications, he is a co-author of a five-book grief support group curriculum series (The Mourning Child Grief Support Group Curriculum), a co-editor of Best Practices in School Crisis Prevention and Intervention, co-author of Identification, Assessment, and Treatment of Autism at School, and the lead editor of The Handbook of School Violence and School Safety. He serves as the Editor of The California School Psychologist journal, Associate Editor of the School Psychology Review journal, and is on the editorial boards of the Journal of School Psychology and School Psychology Quarterly. Dr. Jimerson has chaired and served on numerous boards and advisory committees at the state, national, and international levels. Dr. Jimerson received the Best Research Article of the year award from the Society for the Study of School Psychology, in 1998 and then again in 2000.  He also received the 2001 Outstanding Article of the Year Award from the National Association of School Psychologists’, School Psychology Review.  Dr. Jimerson’s scholarly efforts were also recognized by the American Educational Research Association with the 2002 Early Career Award in Human Development.  He and his UCSB research team received the 2003 and 2004 Outstanding Research Award from the California Association of School Psychologists.  Also during 2003, Dr. Jimerson received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association.  His scholarship continues to highlight the importance of early experiences on subsequent development and emphasize the importance of research informing professional practice to promote the social and cognitive competence of children.  Thomas D. Oakland, PhD is University of Florida Research Foundation Professor.  He is President of the International Foundation for Children’s Education and past-presidents of the International School Psychology Association and the International Test Commission. He has worked in more than 40 countries. Dr. Oakland has authored more than 180 chapters and articles, and five psychological tests. His authored, coauthored, and edited books include Auditory perception: Diagnosis and development for language and reading abilities, Assessing minority group children, Nonbiased assessment of minority group children. Psychological and educational assessment of minority children, Divorced fathers. International perspectives on psychology in the schools, Identification of gifted and talented students in Texas, International perspectives on assessment of academic achievement, Student Styles Questionnaire: Classroom Applications Booklet, and Standards for educational and psychological testing. He is a licensed psychologist and board certified in school psychology, neuropsychology, and as a forensic examiner.  He has an active clinical practice and testifies frequently. His interests center on psychological and educational characteristics of children and youth, test development and use, international issues, legal and professional issues, and professionalism. He is the recipient of Distinguished Service Awards from American Psychological Association’s Division of School Psychology and the International School Psychology Association and received the 2002 National Association of School Psychology’s Legend Award. Dr. Oakland received American Psychological Association’s 2003 Award for Distinguished Contributions to the Advancement of Psychology Internationally. Peter T. Farrell, PhD is the Sarah Fielden Professor of Special Needs and Educational Psychology in the School of Education, University of Manchester, England and President of the International School Psychology Association.  He is also a Fellow of the British Psychological Society.  He has extensive experience as a trainer of school psychologists in the United Kingdom and has worked with psychologists in seven countries giving advice on the development of psychological services.  He has also been the invited key-note speaker at 17 international conferences on issues related to international school psychology. He is the author (or co-author) of 7 books and has edited three others.  These include the following: Teaching Pupils with Learning Difficulties: Strategies and Solutions; Teaching Assistants: Practical Strategies for Effective Classroom Support, and Making Special Education Inclusive: From Research to Practice. He has published over 40 articles in academic peer reviewed journals and has written 15 book chapters. In addition, he has directed or co-directed 22 externally funded research projects. Throughout his career he has worked closely with the British Psychological Society on issues related to the development of psychological services the United Kingdom and, thorough his links with the International School Psychology Association and the European Federation of Professional Psychologists Association, he has been influential in helping to shape the development of psychological services in different countries.

"The Handbook has many strengths and will be useful to several groups of scholars, both within and outside of psychology. The Handbook also highlights context in a way that is often ignored in psychology. The Handbook fills an important niche in the literature on the practice of psychology in schools. It moves beyond the international surveys, which answer broad questions that are mostly demographic, to engaging individuals across the globe in conceptualizing the role that psychology does and should play in their specific context. As such, this Handbook is well worth reading by students and researchers interested in the diverse incarnations of school psychology around the world."

• Introduction to The Handbook of International School Psychology - Shane R. Jimerson, Thomas D. Oakland, and Peter T. FarrellSection I. Country ChaptersSchool Psychology in Albania - Gladiola MusabelliuSchool Psychology in Australia - Michael FaulknerSchool Psychology in Brazil - Raquel S. L. Guzzo, Albertina Mitjans Martinez, and Herculano CamposSchool Psychology in Canada - Donald H. Saklofske, Vicki L. Schwean, Gina L. Harrison, and Juanita MureikaSchool Psychology in China - Hongwu ZhouSchool Psychology in Cyprus - Ernestina PapacostaSchool Psychology in Denmark - Anders PoulsenEducational Psychology in England and Wales - Garry Squires and Peter T. FarrellSchool Psychology in Estonia - Eve KikasSchool Psychology in Finland - Pirjo Laaksonen, Kristiina Laitinen, and Minna SalmiSchool Psychology in France - Jean-Claude GuillemardSchool Psychology in Germany - Lothar DunkelSchool Psychology in Greece - Chryse Hatzichristou, Fotini Polychroni, and Georgios GeorgouleasSchool Psychology in Hong Kong - Shui-fong LamSchool Psychology in Hungary - Nora KatonaSchool Psychology in India - Vijaya DuttSchool Psychology in Ireland - Peadar P. CrowleySchool Psychology in Israel - Bernie SteinThe Service of School Psychology in Italy - Julia Coyne and Carlo TrombettaSchool Psychology in Jamaica - Orlean Brown-EarleSchool Psychology in Japan - Toshinori Ishikuma, Yoshinori Shinohara, and Taketo NakaoSchool Psychology in Lithuania - Grazina GintilieneSchool Psychology in Malta - Paul A. Bartolo and Victor MartinelliPsychologists in Education in the Netherlands - Helen Bakker and Frida van DoornEducational Psychology in New Zealand - Terence Edwards, Jean Annan, and Ken RybaSchool Psychology in Nigeria - Andrew A. MogajiSchool Psychology in Norway - Roald Anthun and Terje MangerSchool Psychology in Pakistan - Shahid Waheed Qamar School of Psychology in Peru - César Merino Soto, Maritza Díaz Casapía, Luis Zapata Ponce, and Luis Benites MoralesSchool Psychology in Puerto Rico - Frances Boulon-Díaz and Irma Roca de TorresSchool Psychology in Romania - Margareta Dinca, Irina Holdevici, Luminita Monica Vlad, and Aurora FrunzaPsychology in Education in the Russian Federation - Sergei B. Malykh, Daria A. Kutuzova, and Svetlana V. Alyokhina Professional Educational Psychology in Scotland - Keith J. Topping, Elaine Smith, Wilma Barrow, Elizabeth Hannah, and Claire KerrSchool Psychology in Slovak Republic - Eva Gajdosová and Gabriela HerényiováSchool Psychology in South Africa - Berenice Daniels, Lynette Collair, Nadeen Moolla, and Sandy LazarusSchool Psychology in South Korea - Hyunhee Chung and Hyeonsook ShinSchool Psychology in Spain - José Carlos Núñez and Julio Antonio González-PiendaSchool Psychology in Switzerland - Lukas Scherer, Heinz Bosch, and Paul ZeberliPsychological Services in the Schools in Turkey - Nevin Dolek and Z. Hande SartSchool Psychology in the United Arab Emirates - Mohammad Adnan AlghoraniSchool Psychology in the United States - Shane R. Jimerson and Thomas D. OaklandSchool Psychology in Venezuela - Carmen León, Silvana Campagnaro, and Milena MatosSchool Psychology in Zimbabwe - Elias Mpofu, Magen M. Mutepfa, Regis Chireshe, and Joseph M. KasayiraSection II. Synthesis ChaptersSchool Psychology Internationally - Thomas D. Oakland and Shane R. JimersonCentripetal and Centrifugal Trends Influencing School Psychology’s International Development - Jacqueline L. CunninghamThe International School Psychological Association: Its Formation, Accomplishments, and Future Missions - Thomas D. OaklandThe International School Psychology Survey: Insights From School Psychologists Around the World - Shane R. Jimerson, Kelly Graydon, Michael Curtis, and Rene StaskalSummary and Synthesis of International School Psychology - Peter T. Farrell, Shane R. Jimerson, and Thomas D. Oakland

Shane R. Jimerson, PhD is an Associate Professor of Counseling, Clinical, and School Psychology Program and Associate Professor of Child and Adolescent Development at the University of California, Santa Barbara.  Among over 100 professional publications, he is a co-author of a five-book grief support group curriculum series (The Mourning Child Grief Support Group Curriculum), a co-editor of Best Practices in School Crisis Prevention and Intervention, co-author of Identification, Assessment, and Treatment of Autism at School, and the lead editor of The Handbook of School Violence and School Safety. He serves as the Editor of The California School Psychologist journal, Associate Editor of the School Psychology Review journal, and is on the editorial boards of the Journal of School Psychology and School Psychology Quarterly. Dr. Jimerson has chaired and served on numerous boards and advisory committees at the state, national, and international levels. Dr. Jimerson received the Best Research Article of the year award from the Society for the Study of School Psychology, in 1998 and then again in 2000.  He also received the 2001 Outstanding Article of the Year Award from the National Association of School Psychologists’, School Psychology Review.  Dr. Jimerson’s scholarly efforts were also recognized by the American Educational Research Association with the 2002 Early Career Award in Human Development.  He and his UCSB research team received the 2003 and 2004 Outstanding Research Award from the California Association of School Psychologists.  Also during 2003, Dr. Jimerson received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association.  His scholarship continues to highlight the importance of early experiences on subsequent development and emphasize the importance of research informing professional practice to promote the social and cognitive competence of children.  Thomas D. Oakland, PhD is University of Florida Research Foundation Professor.  He is President of the International Foundation for Children’s Education and past-presidents of the International School Psychology Association and the International Test Commission. He has worked in more than 40 countries. Dr. Oakland has authored more than 180 chapters and articles, and five psychological tests. His authored, coauthored, and edited books include Auditory perception: Diagnosis and development for language and reading abilities, Assessing minority group children, Nonbiased assessment of minority group children. Psychological and educational assessment of minority children, Divorced fathers. International perspectives on psychology in the schools, Identification of gifted and talented students in Texas, International perspectives on assessment of academic achievement, Student Styles Questionnaire: Classroom Applications Booklet, and Standards for educational and psychological testing. He is a licensed psychologist and board certified in school psychology, neuropsychology, and as a forensic examiner.  He has an active clinical practice and testifies frequently. His interests center on psychological and educational characteristics of children and youth, test development and use, international issues, legal and professional issues, and professionalism. He is the recipient of Distinguished Service Awards from American Psychological Association’s Division of School Psychology and the International School Psychology Association and received the 2002 National Association of School Psychology’s Legend Award. Dr. Oakland received American Psychological Association’s 2003 Award for Distinguished Contributions to the Advancement of Psychology Internationally. Peter T. Farrell, PhD is the Sarah Fielden Professor of Special Needs and Educational Psychology in the School of Education, University of Manchester, England and President of the International School Psychology Association.  He is also a Fellow of the British Psychological Society.  He has extensive experience as a trainer of school psychologists in the United Kingdom and has worked with psychologists in seven countries giving advice on the development of psychological services.  He has also been the invited key-note speaker at 17 international conferences on issues related to international school psychology. He is the author (or co-author) of 7 books and has edited three others.  These include the following: Teaching Pupils with Learning Difficulties: Strategies and Solutions; Teaching Assistants: Practical Strategies for Effective Classroom Support, and Making Special Education Inclusive: From Research to Practice. He has published over 40 articles in academic peer reviewed journals and has written 15 book chapters. In addition, he has directed or co-directed 22 externally funded research projects. Throughout his career he has worked closely with the British Psychological Society on issues related to the development of psychological services the United Kingdom and, thorough his links with the International School Psychology Association and the European Federation of Professional Psychologists Association, he has been influential in helping to shape the development of psychological services in different countries.

"The Handbook has many strengths and will be useful to several groups of scholars, both within and outside of psychology. The Handbook also highlights context in a way that is often ignored in psychology. The Handbook fills an important niche in the literature on the practice of psychology in schools. It moves beyond the international surveys, which answer broad questions that are mostly demographic, to engaging individuals across the globe in conceptualizing the role that psychology does and should play in their specific context. As such, this Handbook is well worth reading by students and researchers interested in the diverse incarnations of school psychology around the world."

• Introduction to The Handbook of International School Psychology - Shane R. Jimerson, Thomas D. Oakland, and Peter T. FarrellSection I. Country ChaptersSchool Psychology in Albania - Gladiola MusabelliuSchool Psychology in Australia - Michael FaulknerSchool Psychology in Brazil - Raquel S. L. Guzzo, Albertina Mitjans Martinez, and Herculano CamposSchool Psychology in Canada - Donald H. Saklofske, Vicki L. Schwean, Gina L. Harrison, and Juanita MureikaSchool Psychology in China - Hongwu ZhouSchool Psychology in Cyprus - Ernestina PapacostaSchool Psychology in Denmark - Anders PoulsenEducational Psychology in England and Wales - Garry Squires and Peter T. FarrellSchool Psychology in Estonia - Eve KikasSchool Psychology in Finland - Pirjo Laaksonen, Kristiina Laitinen, and Minna SalmiSchool Psychology in France - Jean-Claude GuillemardSchool Psychology in Germany - Lothar DunkelSchool Psychology in Greece - Chryse Hatzichristou, Fotini Polychroni, and Georgios GeorgouleasSchool Psychology in Hong Kong - Shui-fong LamSchool Psychology in Hungary - Nora KatonaSchool Psychology in India - Vijaya DuttSchool Psychology in Ireland - Peadar P. CrowleySchool Psychology in Israel - Bernie SteinThe Service of School Psychology in Italy - Julia Coyne and Carlo TrombettaSchool Psychology in Jamaica - Orlean Brown-EarleSchool Psychology in Japan - Toshinori Ishikuma, Yoshinori Shinohara, and Taketo NakaoSchool Psychology in Lithuania - Grazina GintilieneSchool Psychology in Malta - Paul A. Bartolo and Victor MartinelliPsychologists in Education in the Netherlands - Helen Bakker and Frida van DoornEducational Psychology in New Zealand - Terence Edwards, Jean Annan, and Ken RybaSchool Psychology in Nigeria - Andrew A. MogajiSchool Psychology in Norway - Roald Anthun and Terje MangerSchool Psychology in Pakistan - Shahid Waheed Qamar School of Psychology in Peru - César Merino Soto, Maritza Díaz Casapía, Luis Zapata Ponce, and Luis Benites MoralesSchool Psychology in Puerto Rico - Frances Boulon-Díaz and Irma Roca de TorresSchool Psychology in Romania - Margareta Dinca, Irina Holdevici, Luminita Monica Vlad, and Aurora FrunzaPsychology in Education in the Russian Federation - Sergei B. Malykh, Daria A. Kutuzova, and Svetlana V. Alyokhina Professional Educational Psychology in Scotland - Keith J. Topping, Elaine Smith, Wilma Barrow, Elizabeth Hannah, and Claire KerrSchool Psychology in Slovak Republic - Eva Gajdosová and Gabriela HerényiováSchool Psychology in South Africa - Berenice Daniels, Lynette Collair, Nadeen Moolla, and Sandy LazarusSchool Psychology in South Korea - Hyunhee Chung and Hyeonsook ShinSchool Psychology in Spain - José Carlos Núñez and Julio Antonio González-PiendaSchool Psychology in Switzerland - Lukas Scherer, Heinz Bosch, and Paul ZeberliPsychological Services in the Schools in Turkey - Nevin Dolek and Z. Hande SartSchool Psychology in the United Arab Emirates - Mohammad Adnan AlghoraniSchool Psychology in the United States - Shane R. Jimerson and Thomas D. OaklandSchool Psychology in Venezuela - Carmen León, Silvana Campagnaro, and Milena MatosSchool Psychology in Zimbabwe - Elias Mpofu, Magen M. Mutepfa, Regis Chireshe, and Joseph M. KasayiraSection II. Synthesis ChaptersSchool Psychology Internationally - Thomas D. Oakland and Shane R. JimersonCentripetal and Centrifugal Trends Influencing School Psychology’s International Development - Jacqueline L. CunninghamThe International School Psychological Association: Its Formation, Accomplishments, and Future Missions - Thomas D. OaklandThe International School Psychology Survey: Insights From School Psychologists Around the World - Shane R. Jimerson, Kelly Graydon, Michael Curtis, and Rene StaskalSummary and Synthesis of International School Psychology - Peter T. Farrell, Shane R. Jimerson, and Thomas D. Oakland