Chryse (Sissy) Hatzichristou, Ph.D., is Professor of School Psychology, Director of the Graduate Program in School Psychology and Director of the Laboratory of School Psychology, Department of Psychology, National and Kapodistrian University of Athens, Greece. She was Chair of the Department of Psychology (2015-2020). Dr. Hatzichristou is Past President of the International School Psychology Association, elected member of the Committee for Global Psychology, American Psychology Association (APA) and member of the Executive Board of Trainers of School Psychologists, USA. She is a member of the Graduate Education Committee of the National Association of School Psychologists, USA. She has received the International School Psychology Distinguished Service Award, International School Psychology Association (2019), the Outstanding International Scholar Award, International School Psychology Association (2010) and the ISPA Presidential Citation Awards (2016 and 2017). She was a member of the Executive Committee of the Hellenic Psychological Society and co-Coordinator of the Division of School Psychology of the Hellenic Psychological Society. Her primary research interests and work include promotion of mental health and resilience in school communities, psychosocial adjustment and support of vulnerable and at-risk groups of students, crisis intervention, school-based consultation, evidence-based interventions in schools and cross-cultural and transnational issues in school psychology training and practice. She has numerous publications in Greek and international scientific journals and books. She has also participated in numerous international research projects, resulting in multiple conference presentations and publications with colleagues from different countries. She is the author of several books, co-editor of journal special issues regarding international approaches in school psychology training and practice and co-editor of the International Handbook of Consultation in Educational Settings (with Prof. Sylvia Rosenfield, 2017, Taylor & Francis).Bonnie Kaul Nastasi, Ph.D., Kent State University, 1986, is Professor of Psychology and Co-Director of the Trauma Specialization in the School Psychology PhD Program at Tulane University. Dr. Nastasi has engaged in mixed methods research and development (R&D) to inform culturally relevant assessment and intervention approaches for promoting psychological well-being and reducing health risks, within the US and internationally. From 1995-2015, she conducted projects in Sri Lanka on school-based programming to promote psychological well-being. From 2002-2013, she was a co-principal investigator of interdisciplinary public health research programs to prevent STIs among married men and women in the slums of Mumbai, India. From 2008-2013, she directed a 12-country research collaboration to study psychological well-being of children and adolescents. Since 2008, she has been engaged in R&D focused on school-based mental health programming in New Orleans, LA. Dr. Nastasi is also currently co-directing a 23-country research collaboration using mixed methods to study teacher well-being, with the goal of informing programs to promote the psychological well-being of teachers. Dr. Nastasi is active in the international promotion of child rights in School Psychology. She previously served as the American Psychological Association (APA) Council Representative for Division 16 and President of the International School Psychology Association (ISPA). She is currently serving as Co-Chair of the ISPA Child Rights and Well-Being Task Force. She is Fellow of APA Divisions 16 (School) and 52 (International). She received the 2019 Senior Scientist Award from APA’s Division 16.Shane R. Jimerson, Ph.D., NCSP, CPsychol, is a Professor in the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara.Dr. Jimerson’s international professional and scholarly activities aim to advance and promote science, practice, and policy relevant to education and school psychology, in an effort to benefit children, families, and communities throughout the world. His scholarship has received extensive funding focused on advancing justice, equity, diversity, and inclusion in mental health supports for children at school. Regarding his experience as an editor and author of books (400+ publications, including more than 30 books). Dr. Jimerson has chaired and served on numerous boards and advisory committees at the state, national, and international levels, including President of: the Society for the Study of School Psychology, the International School Psychology Association, and Division 16 (School Psychology) of the American Psychological Association. He currently serves as Editor for School Psychology Review, and was previously the Editor of School Psychology Quarterly, Editor of The Contemporary School Psychologist journal, and Senior Editor for International Science, for School Psychology Quarterly. He has also contributed over 350 presentations during the past 25 years to diverse audiences of students, scholars, and professionals across more than 30 countries. Dr. Jimerson has received numerous honors, including most recently he received the Tom Oakland Outstanding International Scholar Award from the International School Psychology Association, the Lifetime Contributions Award from the California Association of School Psychologists, an Honorary Doctorate from the University of Liege, Belgium, the Senior Scientist Award from the American Psychological Association, Division 16 (School Psychology), and the Lifetime Achievement Award from the National Association of School Psychologists.

• Chapter 1. School Psychology in the Global Context. Transnational Advances to Support Children, Families and School Communities.- Chapter 2.Beyond the Boundaries of Multicultural School Psychology: Towards Continued Culturally Responsive Practices.- Chapter 3. Social Justice and School Psychology.- Chapter 4. Provision of Services, Professional Roles andAccreditation of School Psychologists Internationally.- Chapter 5. Test Development and Adaptation in a Global, Educational Context.- Chapter 6. Assessment of Complete Social Emotional Wellness: An International School Psychology Perspective .- Chapter 7. Provision of Inclusive Education and the role of school psychologists across national boundaries: existing facilitators and barriers and possible ways forward.- Chapter 8. A Global Perspective on School Consultation Services:A Long and Winding Road.- Chapter 9. Multicultural Consultation: A Global Lens for Examining Cultural Factors in Consultation .- Chapter 10. Consultation in Educational Settings with Second Language Learners.- Chapter 11. Applying a Participatory Culture-Specific Consultation Model to Facilitate the Creation of Positive School Environments to Support Child Health and Well-Being   .- Chapter 12. A Global Perspective on Promotion and Prevention Efforts in Children’s Mental Health.- Chapter 13. Resilient Classrooms: An international perspective.- Chapter 14. Evidence-based Interventions: An International Perspective.- Chapter 15. The Evolution of a Transnational Approach for Addressing Cultural Challenges and Promoting Well-being in the School Community.- Chapter 16. Multicultural and Multinational Considerations in School Crisis Intervention.- Chapter 17. Crisis Interventions in Different Countries: Cultural and Contextual Variations.- Chapter 18. An International Research Collaboration on Student Engagement.- Chapter 19. Using the Ecomap to Identify Markers of Child and Adolescent Well-Being in Culturally Underrepresented Communities .- Chapter 20. Application of Mixed Methods for International and Cross-Cultural Research.- Chapter 21. Research and Publication in International School and Educational Psychology: Editorial Perspectives from the International Journal of School and Educational Psychology.- Chapter 22. School and Educational Psychology Training: Cultural Considerations, Issues and Future Directions.- Chapter 23. Multicultural and International Training in School Psychology Programs: A Global Perspective.- Chapter 24. Integrating Transnational Competencies in Supervision: Educating for a Global Society.- Chapter 25. Poverty During Childhood and its Implications for School Psychologists.- Chapter 26. Psychological Adaptation of Refugee Children and Adolescents: Promoting Resilience and Well-being in the School Setting.- Chapter 27. School Psychological Services in International Schools.- Chapter 28. Child Rights Advocacy:  The Role of School Psychology in the Context of International Policy.

Chryse (Sissy) Hatzichristou, Ph.D., is Professor of School Psychology, Director of the Graduate Program in School Psychology and Director of the Laboratory of School Psychology, Department of Psychology, National and Kapodistrian University of Athens, Greece. She was Chair of the Department of Psychology (2015-2020). Dr. Hatzichristou is Past President of the International School Psychology Association, elected member of the Committee for Global Psychology, American Psychology Association (APA) and member of the Executive Board of Trainers of School Psychologists, USA. She is a member of the Graduate Education Committee of the National Association of School Psychologists, USA. She has received the International School Psychology Distinguished Service Award, International School Psychology Association (2019), the Outstanding International Scholar Award, International School Psychology Association (2010) and the ISPA Presidential Citation Awards (2016 and 2017). She was a member of the Executive Committee of the Hellenic Psychological Society and co-Coordinator of the Division of School Psychology of the Hellenic Psychological Society. Her primary research interests and work include promotion of mental health and resilience in school communities, psychosocial adjustment and support of vulnerable and at-risk groups of students, crisis intervention, school-based consultation, evidence-based interventions in schools and cross-cultural and transnational issues in school psychology training and practice. She has numerous publications in Greek and international scientific journals and books. She has also participated in numerous international research projects, resulting in multiple conference presentations and publications with colleagues from different countries. She is the author of several books, co-editor of journal special issues regarding international approaches in school psychology training and practice and co-editor of the International Handbook of Consultation in Educational Settings (with Prof. Sylvia Rosenfield, 2017, Taylor & Francis).Bonnie Kaul Nastasi, Ph.D., Kent State University, 1986, is Professor of Psychology and Co-Director of the Trauma Specialization in the School Psychology PhD Program at Tulane University. Dr. Nastasi has engaged in mixed methods research and development (R&D) to inform culturally relevant assessment and intervention approaches for promoting psychological well-being and reducing health risks, within the US and internationally. From 1995-2015, she conducted projects in Sri Lanka on school-based programming to promote psychological well-being. From 2002-2013, she was a co-principal investigator of interdisciplinary public health research programs to prevent STIs among married men and women in the slums of Mumbai, India. From 2008-2013, she directed a 12-country research collaboration to study psychological well-being of children and adolescents. Since 2008, she has been engaged in R&D focused on school-based mental health programming in New Orleans, LA. Dr. Nastasi is also currently co-directing a 23-country research collaboration using mixed methods to study teacher well-being, with the goal of informing programs to promote the psychological well-being of teachers. Dr. Nastasi is active in the international promotion of child rights in School Psychology. She previously served as the American Psychological Association (APA) Council Representative for Division 16 and President of the International School Psychology Association (ISPA). She is currently serving as Co-Chair of the ISPA Child Rights and Well-Being Task Force. She is Fellow of APA Divisions 16 (School) and 52 (International). She received the 2019 Senior Scientist Award from APA’s Division 16.Shane R. Jimerson, Ph.D., NCSP, CPsychol, is a Professor in the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara.Dr. Jimerson’s international professional and scholarly activities aim to advance and promote science, practice, and policy relevant to education and school psychology, in an effort to benefit children, families, and communities throughout the world. His scholarship has received extensive funding focused on advancing justice, equity, diversity, and inclusion in mental health supports for children at school. Regarding his experience as an editor and author of books (400+ publications, including more than 30 books). Dr. Jimerson has chaired and served on numerous boards and advisory committees at the state, national, and international levels, including President of: the Society for the Study of School Psychology, the International School Psychology Association, and Division 16 (School Psychology) of the American Psychological Association. He currently serves as Editor for School Psychology Review, and was previously the Editor of School Psychology Quarterly, Editor of The Contemporary School Psychologist journal, and Senior Editor for International Science, for School Psychology Quarterly. He has also contributed over 350 presentations during the past 25 years to diverse audiences of students, scholars, and professionals across more than 30 countries. Dr. Jimerson has received numerous honors, including most recently he received the Tom Oakland Outstanding International Scholar Award from the International School Psychology Association, the Lifetime Contributions Award from the California Association of School Psychologists, an Honorary Doctorate from the University of Liege, Belgium, the Senior Scientist Award from the American Psychological Association, Division 16 (School Psychology), and the Lifetime Achievement Award from the National Association of School Psychologists.

• Chapter 1. School Psychology in the Global Context. Transnational Advances to Support Children, Families and School Communities.- Chapter 2.Beyond the Boundaries of Multicultural School Psychology: Towards Continued Culturally Responsive Practices.- Chapter 3. Social Justice and School Psychology.- Chapter 4. Provision of Services, Professional Roles andAccreditation of School Psychologists Internationally.- Chapter 5. Test Development and Adaptation in a Global, Educational Context.- Chapter 6. Assessment of Complete Social Emotional Wellness: An International School Psychology Perspective .- Chapter 7. Provision of Inclusive Education and the role of school psychologists across national boundaries: existing facilitators and barriers and possible ways forward.- Chapter 8. A Global Perspective on School Consultation Services:A Long and Winding Road.- Chapter 9. Multicultural Consultation: A Global Lens for Examining Cultural Factors in Consultation .- Chapter 10. Consultation in Educational Settings with Second Language Learners.- Chapter 11. Applying a Participatory Culture-Specific Consultation Model to Facilitate the Creation of Positive School Environments to Support Child Health and Well-Being   .- Chapter 12. A Global Perspective on Promotion and Prevention Efforts in Children’s Mental Health.- Chapter 13. Resilient Classrooms: An international perspective.- Chapter 14. Evidence-based Interventions: An International Perspective.- Chapter 15. The Evolution of a Transnational Approach for Addressing Cultural Challenges and Promoting Well-being in the School Community.- Chapter 16. Multicultural and Multinational Considerations in School Crisis Intervention.- Chapter 17. Crisis Interventions in Different Countries: Cultural and Contextual Variations.- Chapter 18. An International Research Collaboration on Student Engagement.- Chapter 19. Using the Ecomap to Identify Markers of Child and Adolescent Well-Being in Culturally Underrepresented Communities .- Chapter 20. Application of Mixed Methods for International and Cross-Cultural Research.- Chapter 21. Research and Publication in International School and Educational Psychology: Editorial Perspectives from the International Journal of School and Educational Psychology.- Chapter 22. School and Educational Psychology Training: Cultural Considerations, Issues and Future Directions.- Chapter 23. Multicultural and International Training in School Psychology Programs: A Global Perspective.- Chapter 24. Integrating Transnational Competencies in Supervision: Educating for a Global Society.- Chapter 25. Poverty During Childhood and its Implications for School Psychologists.- Chapter 26. Psychological Adaptation of Refugee Children and Adolescents: Promoting Resilience and Well-being in the School Setting.- Chapter 27. School Psychological Services in International Schools.- Chapter 28. Child Rights Advocacy:  The Role of School Psychology in the Context of International Policy.