共查询到20条相似文献，搜索用时 15 毫秒
1.
《Support for Learning》2006,21(1):33-39
The work of educational psychologists (EPs) is often focused on those children identified as having special educational needs. This focus may restrict opportunities for EPs to become involved in the wider application of psychology within education. This article explores ways in which EPs can make an effective contribution to the enhancement of learning opportunities for all children by working collaboratively with teachers. As a group of EPs working in the same local education authority (LEA), we undertook a small‐scale action research project with teachers in order to explore ways to promote children's thinking and learning skills. The study involved us working with Year 5 class teachers in three mainstream primary schools over a six‐week period, with the aim of developing materials which helped pupils develop an awareness of their own learning techniques (metacognition) and a positive and confident approach to learning (self‐efficacy). Some of the benefits of and barriers to joint research are considered, as well as implications for future collaborative work between teachers and EPs. 相似文献
2.
Cath Lowther 《Educational Psychology in Practice》2013,29(3):243-257
Evaluation is a central feature of educational psychologists’ (EPs) work. Different evaluation tools have been used in the published literature but a consistent approach is yet to emerge. Informed by Interpretative Phenomenological Analysis, this research asks what information EPs find meaningful when they evaluate their work. Six EPs working in a local authority educational psychology service were interviewed about their experiences of their work and how they knew they had made an impact. A diverse range of information drawn upon as evidence that there had been change was described. It is thus proposed that a tool which enables EPs to collate different types of information from a number of sources may be useful when evaluating their practice. 相似文献
3.
Robert Hart 《Educational Psychology in Practice》2011,27(2):155-174
There are manifold benefits of parental involvement in a child’s education, but there is evidence of gender imbalances in parental involvement. This article describes research into fathers’ involvement with educational psychologists (EPs) working with children undergoing statutory assessment. A content analysis of children’s files from one educational psychology service was conducted to assess the level of paternal involvement in EPs’ work, and semi‐structured interviews with eight fathers were used to identify factors that affected their involvement with EPs’ work. Fathers were less involved than mothers, and a number of factors affecting fathers’ involvement was identified. The discussion of findings is informed by Community Psychology, Ecosystemic Theory and the Theory of Planned Behaviour, and strategies to promote paternal involvement are identified. 相似文献
4.
Dario W. Pellegrini 《Educational Psychology in Practice》2009,25(3):271-286
This article reflects on the potential benefits of applying systemic theory to the work of educational psychologists (EPs). It reviews developments in systemic thinking over time, and discusses the differences between more directive “first order” versus collaborative “second order” approaches. It considers systemic theories and illustrates their application in educational psychology practice through a case study. It assesses current engagement of EPs with systemic thinking, based on published literature. It hypothesises about barriers that EPs may encounter when attempting to use systemic approaches in their work, as well as possible solutions and their implications. 相似文献
5.
Mark Adams 《Educational Psychology in Practice》2016,32(3):231-244
Coaching psychology is a distinct sub-discipline of academic and applied psychology that focuses on the enhancement of performance, development and well-being in the broader population. Applied in educational contexts, the practice of coaching psychology has the potential to have a positive impact by supporting children and adults to achieve enhanced standards of functioning and well-being. It therefore represents a way in which educational psychologists (EPs) might elect to diversify their practice. However, EPs are disproportionately under-represented in the development of this emerging field. This article charts the birth and evolution of contemporary coaching psychology, and presents a case study illustrating the application of this methodology in a school context. Suggestions are given regarding professional development activities that might be undertaken by EPs seeking to develop coaching psychology as a strand of their practice. 相似文献
6.
Over the last five years the radicalisation of children and young people to extreme ideologies is fast developing as a new and important safeguarding issue for Local Authorities. Despite many high profile cases, there has yet to be a response from the educational psychology profession. This article seeks to explore the possible role for educational psychologists (EPs) in this area. This article sets out the findings of a recent literature review in which the authors propose Reactive Approach Motivation theory as a possible way in which EPs might formulate their understanding and response to this issue. Insights derived from the review are then discussed in light of the EP role in this new domain. Particular attention is paid to the PREVENT Agenda and some of the ethical considerations facing EPs seeking to undertake work in this area. 相似文献
7.
Alexandra Sewell 《Educational Psychology in Practice》2016,32(1):1-12
There has been brief but important discussion regarding the concepts of “oppression” and “anti-oppression” in the educational psychology professional practice literature. This article aims to both further and focus this discussion. In particular, the concept of “epistemological oppression” is introduced and the significance it has for the meaning-making and knowledge construction activities of educational psychology practice is explored. A conceptual application of two predominant theories of epistemological oppression, Standpoint Theory and the Three Levels of Epistemological Oppression theory, is made with regard to the psychological assessment of special educational needs (SEN). It is posited that as psychological assessment of SEN is fundamentally an epistemological endeavour these two theories provide a crucial framework through which educational psychologist (EPs) may base reflective practice in order to realise and ameliorate potential oppression. It is concluded that EPs have a responsibility to orient themselves toward the potential for epistemological oppression in their work and help towards its amelioration. 相似文献
8.
The aims of this study were to examine the extent and nature of educational psychologist (EP) work related to children in care in five local authority educational psychology services in the south‐west region. The study involved an initial internet‐based questionnaire for the 107 EPs in these services (86% response rate), followed up by in‐depth semi‐structured interviews with four EPs in each service. This paper reports some of the findings from this study that show the range of EP work and their roles in regard to children in care. It also examines the kinds of issues and tensions experienced by EPs in their multi‐agency work with regards to children in care. The paper concludes with a brief summary of relevant recommendations arising from the findings. 相似文献
9.
Fiona MacLeod 《British Journal of Special Education》2001,28(4):191-194
Finding ways of successfully including pupils with emotional and behavioural difficulties in mainstream schools remains a significant challenge as we move towards a more inclusive future. In this article, Fiona MacLeod, Upper School Co-ordinator at Willow Grove School, a special school for pupils with emotional and behavioural difficulties in Wigan, describes a pilot project designed to promote the reintegration of pupils at transfer to the secondary phase of their education.
She reports on a series of successful placements and discusses the factors that may have helped to sustain the inclusion of some of the pupils in her pilot group. The work described in this article was undertaken as part of the author's MA (special educational needs) programme at Lancaster University. 相似文献
She reports on a series of successful placements and discusses the factors that may have helped to sustain the inclusion of some of the pupils in her pilot group. The work described in this article was undertaken as part of the author's MA (special educational needs) programme at Lancaster University. 相似文献
10.
Behavioural difficulties, whether externalising or internalising, concern educational policy makers, practitioners and educational psychologists (EPs). The present configurative systematic literature review (SLR) aims to explore EPs’ representations of their behaviour management practices and application of psychology within behaviour work, in peer-reviewed studies published between 2000 and 2017. Four research databases, Google Scholar and a University Online Library were systematically searched. A total of 29 papers were found, 12 of which met the study inclusion criteria and were deemed to be of at least medium methodological quality and relevance. A synthesis of the studies’ accounts and outcomes revealed a range of EP practices at individual, group and organisational levels, exemplifying the core functions of the role. EPs draw upon single or multiple integrated psychological paradigms and commonly adopt a social constructionist and relational approach to their work, which can be seen to empirically validate existing models of EP professional practice. Links to EP practice and implications for further research are considered. 相似文献
11.
Following consistently high demands for educational psychology services (EPSs) and recent influences upon the delivery of EPSs, the contribution of assistant educational psychologists (EPs) was explored via a multiple case study design. Participants included assistant psychologists, EPs and senior/principal psychologists from two local authority EPSs in England. Recorded focus groups and interviews were transcribed and a thematic analysis was conducted to produce a cross case analysis. It was found that the assistant EP role emerged from EP recruitment difficulties and that assistants work in diverse ways to enhance and extend the EPS offer to schools to improve outcomes for children; however, the role did not reduce EP workloads. Challenges to the successful deployment of assistant EPs were highlighted along with implications for their practice and future research. Benefits for the assistants themselves included career progression experience. 相似文献
12.
Jean Murray 《Gender and education》2006,18(4):381-397
This article investigates the professionalism of a group of women teacher educators working on initial teacher education (ITE) courses for intending primary school teachers in England. The article draws on data from an empirical study in the education departments of two universities. At the time of the research, these universities had just undergone major changes to the ways in which their ITE courses were organized and taught. The data show how the women teacher educators challenged these changes to their established ways of working and the implied threats to their constructions of caring professionalism. The article analyses how and why the changes affected the women’s senses of professionalism, drawing on Davies’ concept of gendered inclusion in professional life. It also discusses how and why these women’s form of professionalism developed within these institutional settings by identifying a cumulative convergence of discourses within the field of primary ITE. 相似文献
13.
Paul Michael Greenhouse 《Educational Psychology in Practice》2013,29(4):404-415
This article discusses the quality of professional relationships between educational psychologists (EPs) and other professionals who work around children, young people and their families as part of a multi-agency team (MAT). The perceived barriers to, and facilitators of, effective multi-agency working are explored in relation to their potential impact upon the process of engaging service users in change. The actions that take place within a MAT are analysed from the systemic perspective of sociocultural activity theory (AT), and supported by examples drawn from behaviour and education support teams (BESTs). The implications for professional practice are discussed. 相似文献
14.
David Buck 《Educational Psychology in Practice》2015,31(3):221-234
The dynamic between theoretical underpinnings and practical demands of the educational psychologists’ (EPs’) profession is explored with regard to the contrasting explanation of problems along the ‘within child’ to ‘context of child’ dimension. Reference is made to earlier work which provided a paradigm shift away from individual diagnostic and therapeutic work towards EPs’ involvement in research, projects and working with schools as systems. This change has not been closely reflected in the content of educational psychology reports submitted for Statutory Assessments. The opportunity has arisen for a profound review of the content of statutory educational psychology reports via the relevant sections of the Children and Families Act 2014 (Part 3) and the associated Education, Care and Health Plans which replaced Statements of Special Educational Needs. A case is made for the use of references within statutory educational psychology reports to psychological theory including the basis of more holistic conceptualisations. 相似文献
15.
《Distance Education》2012,33(2):151-164
This article discusses the role of open and distance learning to widen participation and promote social inclusion within Australian higher education, as well as the benefits that open educational resources (OER) could bring to that context. It also explores some of the most relevant social inclusion policies and related initiatives developed in Australia over the past two decades and their implications for OER. The article then reports the findings of an environmental scan of the use of OER across the higher education sector in Australia as part of a centrally funded research project. The research identifies a number of misconceptions within the higher education community about the nature of OER and reveals the lack of awareness regarding the potential of OER to close the gap between formal and informal education in Australia. Despite the strong evidence of the educational possibilities of OER, they are yet to play a significant role in promoting social inclusion Down Under. 相似文献
16.
Mark Fox 《Educational Psychology in Practice》2009,25(3):247-258
This article explores two separate traditions that educational psychologists (EPs) in the UK have for working with systems. One of these is “systems work” with organisations such as schools. The other is “systemic thinking” for working with families. Over the years these two traditions, systems work and systemic thinking, have become crossed and intertwined. This article clarifies the connections between them by providing a historical overview, largely based on articles published by Educational Psychology in Practice and the thinking of R. Dallos and R. Draper on Family Therapy, of how they have developed. Opportunities for EPs working in Children Services to use systemic thinking and systems work are highlighted. 相似文献
17.
This article describes the experiences of an Educational Psychologist (EP) attached to a school placed in Special Measures following its OFSTED Inspection in October 1997. Requests for increased EP time were met with a specific piece of project work looking at the ethos of the school and relationships within it. The article draws out the strengths that EPs can bring to working with schools in Special Measures. These include a psychological knowledge base, skills in systems analysis and project evaluation, the delivery of training and working within a multi-agency setting. The article suggests that this is an important area of work to which EPs can make a contribution. 相似文献
18.
The role of educational psychologists in supporting post-16 transition: findings from the literature
Rachel Morris 《Educational Psychology in Practice》2018,34(2):131-149
The Children and Families Act (2014) has seen the extension of the role of educational psychologists (EPs) to cover the age range from birth to 25 years. EPs have had to develop and extend their practice to meet the needs of post-16 young people with special educational needs and disabilities. Research on transition from compulsory education to further education, employment or training has highlighted significant variability in practice. A systematic review of contemporary literature was undertaken to explore the potential role and contributions of EPs in supporting post-school transition to further education, employment or training. Seven studies met inclusion criteria and data were reported using PRISMA guidelines. Although predominantly speculative, the data highlight a number of roles for EPs in supporting post-16 transition, encompassing work at individual, group and systemic levels and incorporating core functions of educational psychology practice. 相似文献
19.
Suzanne Bradbury 《Educational Psychology in Practice》2004,20(4):303-318
This small‐scale study explored some aspects of the use of Pastoral Support Programmes, which were introduced by the DfEE in 1999 to promote social inclusion by reducing school exclusions. Issues explored were the level of involvement of educational psychologists (EPs), pupils, parents and other agencies, the conceptualisations of Pastoral Support Programmes held by senior school staff, and the factors that EPs associated with successful outcomes. The results revealed a wide degree of variation across all aspects investigated and the study recommends further research on determining and disseminating best practice in this area, and especially the role that EPs should play in the process. 相似文献
20.
Mary-Lynn Yates 《Educational Psychology in Practice》2018,34(3):300-314
This article explores the experiences of eight Educational Psychologists (EPs) in the UK who acted as expert witnesses at Special Educational Needs and Disability Tribunals (SENDIST) hearings in the last 12 months on behalf of their employing Local Authority (LA). A thematic analysis of semi-structured interviews with all eight EPs indicated two super-ordinate themes related to process and professional role. This included challenges with the quality of instructions, information sharing and a failure of mediation. An overarching theme suggested a sense of dissonance related to EPs’ perceived professional role as co-constructors of solutions, and the demands placed upon them by the adversarial appeals process. This paper explores possible ways in which to refocus the EP role in tribunals in order to support LAs to manage the appeals process more effectively. Furthermore, it is suggested that Educational Psychology Services should consider developing a formal commissioned role with LAs that positions mediation at the heart of EP tribunal work. 相似文献