The school community in its optimal form is organized and designed to promote child development and learning in ways that wil serve the child and the community. In the general case worldwide, the expectations, goals, and processes of the school community fall significantly short of appreciation of the nature of children and the human condition. School psychology has incorporated that context of limited view and accomplishment. This book proposes a child rights approach infused into all aspects of school psychology as a primary force toward achieving the full realization of school psychology’s potentials to respect and serve the best interests of children and their societies. This chapter presents the rationale and context for a child rights approach framed through exploring the related context of meaning, the historical pathway to children’s rights, the Convention on the Rights of the Child, the related responsibilities and opportunities for school psychology, and the footholds of promise revealed by appreciative inquiry
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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