Child Rights Symposium: Part II. A Child-Rights Empowered School Psychology—Application to Practice

 

Submission type

Symposium

Scheduled

Room 114, 10-07-2019, 13:30 - 15:00

Keywords

child rights, professional school psychology, disabilities, inclusion, leadership, technology

Summary of Symposium

 

This two-part symposium highlights the work of chapter authors from the 2019 International Handbook on Child Rights and School Psychology. Part II focuses on integrating child rights with school psychology practice and the implications of child rights advocacy for building school and community capacity, assuming roles in school leadership, addressing the needs of students with disabilities, and the use of technology. This second part of the child rights symposium is expected to highlight the implications of child rights advocacy for the practice of school psychologists. The session concludes with interactive presenter-audience discussion facilitated by Discussant Professor Bonnie Nastasi.

 

 

Auteurs

The Role of Technology in the Protection and Promotion of Child Rights

Naser, S C (Shereen)
Cleveland State University, 2121 Euclid Avenue, 44115, Cleveland

 

Abstract ID

-4

Submission type

Oral only

Keywords

technology, child rights, school psychologist

Summary

 

 

As the quantity of technological instruments exponentially rises in the next decades, the application of these tools in promoting and protecting child rights is only limited by our own creativity and willingness to engage with technological advances. This presentation provides a framework for thinking about the role of technology in school-based work, particularly in helping to realize the child's right to information, education, and the development of their full health. This presentation also delves into practical technological tools such as mobile applications that school psychologists might use in their daily practice to individualize care and increase access to care for all students. 

 

 

Auteurs

Child Rights, Disability, School & Educational Psychology, and Inclusive Education

Muscutt, J (Janet)
Manchester Metropolitan University, 8 Thelwall New Road., WA4 2JF, Warrington

 

Abstract ID

-3

Submission type

Oral only

Keywords

child rights, disability, inclusion, school psychologist, educational psychologist

Summary

 

This contribution to the symposium briefly overviews the impact of Article 23 of the United Nations Convention on the Rights of the Child, as recorded in the literature, focusing specifically on the progress to ‘fully’ include children with disabilities in mainstream schools. As child rights, disabilities and inclusive education are inextricably linked themes, the ways in which each has prompted and informed the other to assist in the move from an ideological position to practical reality are raised. Although focusing primarily on progress towards Article 23 in the UK context, reference is also made to progress in other countries, when considering the barriers and enablers to including children and young people in mainstream classrooms and further education establishments. The current role of the School and Educational Psychologists, both in terms of practice and research, is discussed in assisting in the actualisation of Article 23 with particular reference to supporting the voice of the young person to be heard, leading in missing elements in initial and continuing teacher education and actively working with parents and carers to fully understand Article 23 in confusing legislative contexts.

 

Auteurs

Promoting Children’s Rights through School Leadership: Implications for School Psychologists

Meyers, J (Joel)¹, Perkins, C A (Catherine)¹, Meyers, A B (Adena)^2
1Georgia State University, 33 Gilmer Street, 30303, Atlanta
²Illinois State University, Mail Code 4620 Department of Psychology, 61790, Normal

 

Abstract ID

-2

Submission type

Oral only

Keywords

child rights, school psychologists, leadership, educational reform

Summary

 

The U. N. Convention on the Rights of the Child includes principles that promote the welfare of children and have implications for educational policies and practices. School psychologists can advance children’s rights by working with administrators to encourage leadership styles and educational practices that promote these rights and they can also work as administrators to exercise these leadership styles and emphasize children’s rights. This presentation illustrates how school psychologists can affect school culture by highlighting participatory leadership styles that help to transform education. Included is discussion of how program-centered and consultee-centered administrative consultation can be used by school psychologists to facilitate administrators’ efforts to promote children’s rights. We identify four themes related to children’s rights that are particularly important: (1) Child-Centered, Nondiscriminatory Education; (2) Childcare and Protection; (3) Culture, Leisure, and Play; and (4) Respect for Children’s Views. Examples are provided about how school psychologists can promote children’s rights (i.e., strategies for responding to the theme of “Childcare and Protection”; and strategies for responding to the theme of “Child-Centered, Nondiscriminatory Education” focused on school discipline). Recommendations are made about the roles of school psychologists in promoting children’s rights as practitioners, administrators, and researchers.

 

Auteurs

Building School and Community Capacity for Development of the Rights of the Child

Harding, E (Emma)
University of Manchester, United Kingdom, Room A5.16 Ellen Wilkinson Building, Oxford Road, M13 9PL, Manchester

 

Abstract ID

-1

Submission type

Oral only

Keywords

community building, child rights, professional school psychology

Summary

 

 This presentation reviews the place of the UN Convention on the Rights of the Child within school psychology and, against that background, evaluates three UK-based approaches to school and community capacity building work by UK school psychologists. Key aspects of process and outcomes of each capacity building activity are identified, with particular reference to the contribution to the promotion of the provisions of the Convention. The implications of the evaluations for the work of school psychologists internationally within school and community contexts beyond the UK are addressed.

 

Auteurs