Abstract
This chapter provides an overview and conclusions for the handbook. Readers are reminded that child rights advocacy can be accomplished through the work of professional organizations at international and national levels, as well as individual school and educational psychologists, as they engage in research, practice, training, and policy at the local level. Reflecting the words of Malala Yousafzia (I am Malala. Little Brown, New York, NY, 2013), the authors remind school psychologists of their key role as a “mesosystem” for promoting and protecting child rights through their connections with key stakeholders (e.g., parents, teachers, community members, and children themselves) across the child’s ecological systems.
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Notes
- 1.
And an accompanying online resource that provides a training manual for implementing a curriculum for preparing school psychologists in child rights advocacy.
References
United Nations (UN). (1989). Convention on the rights of the child Available: http://www2.ohchr.org/english/law/crc.htm
Yousafzia, M. (2013). I am Malala. New York, NY: Little Brown.
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Nastasi, B.K., Hart, S.N., Naser, S.C. (2020). Child Rights and School Psychology: Concluding Thoughts. 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_37
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DOI: https://doi.org/10.1007/978-3-030-37119-7_37
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