- Paperback / softback, 298 pages, 234 mm x 156 mm
- 1 Jul 2017
- Trentham Books
The inclusion of all children in the educational system still poses challenges, and psychologists have long been researching and facilitating effective practice with children who don’t adjust readily to school. This book collates the findings and practice of psychologists working in schools and educational settings in 13 European states, and will be essential reading for school psychologists, teachers and school leaders.
The authors present enlightening first-hand and up-to-date accounts of the debates, tensions and successes that concern this four-decade-long international movement to keep children in education. Each chapter opens with a table of key facts relating to inclusion in that country, to enable comparison. All are by leading practitioners, who represent their countries in the European Federation of Psychological Associations (EFPA) through the Standing Committee of Psychologists in Education.
Dr Christopher Arnold is an educational psychologist who has worked with vulnerable young people for more than thirty years.
Dr Jacqueline Horan is an educational psychologist working in schools in Dublin.
Dr Elfriede Amtmann works in Graz as a clinical and health psychologist with a focus on special needs.
Professor Sara Bahia is an assistant professor in the Faculty of Psychology at the University of Lisbon.
Arianna Bello is a psychologist and research fellow at the Department of Educational Sciences, Rome Tre University
Dr Veronika Bisaki is a doctoral student in the Faculty of Psychology at the Pan-European University, Bratislava.
Francine Corman is convenor and French representative on the Educational Psychology Committee of the European Federation of Psychologists' Associations (EFPA).
Professor Eva Gajdošová is head of the Institution for School and Work Psychology at the Pan-European University, Bratislava.
Professor Luise Hollerer is a clinical and health psychologist at University College KPH Graz.
Poul Skaarup Jensen
Poul Skaarup Jensen is leader of the School Psychologist Unit in Silkeborg.
Bohumíra Lazarová is a psychologist and an associate professor at the Department of Educational Sciences, Masaryk University, Brno.
Daniel Mellier is emeritus professor of child development psychology at Normandy University, Rouen.
Malin Öhman is a licensed psychologist specializing in educational psychology.
Paola Perucchini is professor of developmental and educational psychology at the University of Rome.
Ala Petrulytė is associate professor of eevelopmental and educational psychology at the Lithuanian University of Educational Sciences, Vilnius.
Elinor Schad is a licensed psychologist working at Lund University, Sweden, and is a past president of the National Association for Preschool and School Psychologists.
Klaus Seifried, retired, worked for 10 years as a teacher and 26 years as a school psychologist in Berlin.
Silvia Sodomova works as a school psychologist, and is a doctoral student in the Faculty of Psychology at the Pan-European University, Bratislava.
Dave Traxson has worked as an educational psychologist in the UK for more than thirty years.
Margreet Versteeg is a school psychologist in the Netherlands.
CONTENTS: Introduction, by Christopher Arnold; 1. Austria, by Luise Hollerer and Elfriede Amtmann; 2. Czech Republic, by Bohumíra Lazarová; 3. Denmark, by Poul Skaarup Jensen; 4. France, by Daniel Mellier and Francine Corman; 5. Germany, by Klaus Seifried; 6. Ireland, by Jacqueline Horan; 7. Italy, by Paola Perucchini and Arianna Bello; 8. Lithuania, by Ala Petrulyte; 9. The Netherlands, by Margreet Versteeg; 10. Portugal, by Sara Bahia; 11. Slovakia, by Eva Gajdošová, Veronika Bisaki and Silvia Sodomová; 12. Sweden, by Malin Öhman and Elinor Schad; 13. United Kingdom, by Dave Traxson; Index
'There is renewed interest and excitement about educational inclusion, stemming from its many proven benefits to children and young people – social, emotional, spiritual, practical and economic. This collection is a timely reflection by psychologists working with school students in different national systems. Their focus on the practical application of psychology for the promotion of successful inclusive practice makes the book a valuable resource for educationalists across Europe and beyond.'