CRED-PRO

Child Rights Education for Professionals

International School Psychology Curriculum

Information

International School Psychology Curriculum

ISPA-Tulane-CRED-PRO group developing children's rights curriculum for school psychologists & school based mental health professionals

Location: New Orleans, LA, USA
Members: 17
Latest Activity: Oct 17, 2012

SCHOOL PSYCHOLOGY TAKES A MAJOR STEP FORWARD TO FULFILL ITS COMMITMENTS TO CHILDREN’S RIGHTS

A CHILD RIGHTS FOR SCHOOL PSYCHOLOGISTS CURRICULUM is under development and available for review, revision, and piloting.

This is a joint project of the School Psychology Program of Tulane University, the international program Child Rights Education for Professionals (CRED-PRO), and the International School Psychology Association’s (ISPA) Professional Standards and Practices and Child Well-Being and Advocacy Committees.

You are invited to review each module of the curriculum, and to make suggestions regarding any and all aspects. We encourage the contributions and collaboration of all psychologists to make this curriculum worthy of application and to assure it significantly advances the best interests of children, our societies, and our profession.

Once you have viewed the module, you can submit questions, comments and suggestions via the discussion forum associated with the module, or by emailing the development team at bnastasi@tulane.edu.

The curriculum is organized into 8 modules:

Module 1 The Child: Development, Needs and Rights within an Ecological Framework - addresses the relationship between child's development, needs, potentials and rights within an ecological framework.

Module 2 UN Convention on the Rights of the Child: Foundation for a Child Rights Approach - introduces the Convention and a strength-based culturally grounded developmental approach to realize the rights of children.

Module 3 Child Rights and the School Psychologist – considers the values, roles and responsibilities of the school psychologist in protecting and promoting child rights within an ecological perspective.

Module 4 Respecting Child Rights in Practice: Role of the individual Professional and Practitioner - considers the school psychologist’s role in protecting and promoting the rights of the child within his/her practice as an individual
professional.

Module 5 Respecting Child Rights in Systems of Practice: Promoting Well-being, Learning, and Development in Schools - examines the role of the school psychologist in protecting and promoting the rights of the child within the school setting from a systems perspective. It considers existing practices and policies, and seeks to identify strategies to build on existing strengths of the organizational system to further realize child rights.

Module 6 The School Psychologist as Child Rights Advocate - considers the social, cultural, and political determinants of well-being, learning, and development, and the role of the school psychologist as an advocate in creating an environment conducive to respect for the rights and well-being of children.

 

Module 7 Supporting Children within a Social Justice Framework - implied in this module is the belief that, regardless of the country or context in which school psychology is being practiced, school psychologists share a common goal of supporting children so that they are in the best possible position to achieve their full learning and personal potential, including being able to participate fully in the opportunities that their society has to offer.

Module 8  Accountability: Monitoring and Evaluating Impact of Social Justice and Child Rights Services


The draft curriculum course presented here for your consideration is intended to be progressively applied in the education and training, standards, policy and practices of school psychologists and school psychology throughout the world. It introduces participants to the UN Convention on the Rights of the Child, its principles, scope, status, and implications. It examines the relationship between needs and rights, explores how knowledge of children’s rights can promote children’s well-being, learning, and development, and provides guidance toward applying a pervading child rights approach to individual practices, systems practices, and advocacy.

 

The curriculum is meant for use at both professional preparatory and continuing education stages.

Background

The Convention on the Rights of the Child provides a comprehensive universal framework which acknowledges children and young people as subjects of rights. While significant steps have been taken around the world in behalf of these rights, full realization is far from being a reality. Throughout the world children and young people continue to have their needs, potentials and voices ignored and to experience abuse, neglect and exploitation, and to be subject to HIV/AIDS, conflict, natural disasters and other factors which affect their development and also violate opportunities to exercise their rights.

The relevance and importance of children’s rights to the well-being, learning and development of children cannot be overstated. The demography of children and childhood is changing rapidly. The social epidemiology of poverty, lack of access to universal education, gender inequities, and the marginalization of children have added to the traditional causes of childhood psychological and learning problems. Globalization, increasing transiency, cyberspace communication and shifts to virtual learning and relationships, and other societal transitions demand a new context for conceptualizing the well-being, learning, and development of children. They demand a radical shift in the roles and functions of school psychologists and other school-based mental health professionals if they and their disciplines are to remain viable and relevant to the well-being of children, their families, and societies. The application of a rights-based approach to well-being, learning, and development provides such a conceptual framework, as well as tangible strategies and opportunities for child rights knowledge and skills that can be applied by school psychologists to the delivery of school-based mental health services and child advocacy.

Discussion Forum

New Social Justice Module Launched for Feedback 4 Replies

David Shriberg and his wonderful team from the School Psychology Program at Loyola University in Chicago have released a new module on Social Justice. They are keen to hear what you think.  Says…Continue

Started by Nancy Taylor. Last reply by Gregory Moy Aug 2, 2011.

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