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The role and future directions of the educational psychology services are being re‐examined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher’s perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross‐system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other. 相似文献
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This paper describes an exploratory pilot research project, aimed at investigating occupational stress amongst educational psychologists. It investigated three areas: educational psychologists’ perceptions of their own stress levels, sources of stress and possible work conditions, which may reduce stress levels. Data was collected via questionnaires, which were distributed amongst four educational psychology services. The results indicate that 58% of educational psychologists in this study feel that their work as educational psychologists is at least moderately stressful or more. The biggest source of stress was cited as “amount of work” and in direct relation to this, having “more administration time” was identified as the most likely reducer of stress. 相似文献
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Aicha Isabel Thomson 《Educational Psychology in Practice》2007,23(3):273-282
Research consistently reports an educational disadvantage of being looked after. There is a lack of literature pertaining specifically to young people who are placed out of their local authority. The following research reports on an investigation of educational psychologists’ views on the educational implications of non‐local authority residential placements for 12 young people. The findings show that non‐local authority residential placements were usually precipitated by care crises and tended to have a negative impact on the extent to which educational needs were met. One non‐local authority residential placement which allowed continuation of the local authority educational placement had positive educational implications. Action implications for local authorities and educational psychology services are given regarding casework, working with other agencies, local commissioning of establishments and areas for further research. 相似文献
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Twelve educational psychologists in training on the M.Sc. course at the University of Strathclyde were provided with e-mail and on-line computer conferencing facilities with the aim of developing critical thinking and transferable information technology skills. A follow-up 6 months after the end of the course revealed that the use of computer-mediated conferencing increased the amount of and improved the structure of exchanges between educational psychologists in training, which helped them to bridge the gap between the course and the commencement of their probationary period. The findings from this case study highlight the importance of computer-mediated conferencing for the training of educational psychologists. The implications for educational psychology services are also discussed. 相似文献
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Carrie Yavuz 《Educational Psychology in Practice》2016,32(4):395-409
The area of gender variance appears to be more visible in both the media and everyday life. Within educational psychology literature gender variance remains underrepresented. The positioning of educational psychologists working across the three levels of child and family, school or establishment and education authority/council, means that they are well placed to support knowledge, understanding and practice in this area. The literature highlights the importance of the terminology around gender variance, the differing representations of gender variance and the potential impact upon young people. Three practice examples demonstrate potential roles for educational psychologists and together with the literature highlight possible implications for educational psychology practice. 相似文献
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Peter Love 《Educational Psychology in Practice》2009,25(1):3-8
Contemporary society’s expectations of educational psychology, and of a role for educational psychologists within these expectations, were major themes of, and subtexts to, many of the papers delivered at recent annual courses of the Association of Educational Psychologists (AEP). The distinctive contribution of educational psychology and a perceived “identity crisis” of its practitioners was the subject of examination in recent issues of Educational Psychology in Practice. Within this context it may be both salutary and heartening to review the aspirations of educational psychologists, during a period from the mid‐1960s to the late‐1980s, to shed their stereotype as psychometricians, and later as gatekeepers to special education, in favour of a supportive role to pupils, teachers and parents. Articles published in this journal and its predecessors are drawn upon to illustrate the earlier search by educational psychologists for a role and a status within the local government field. Reference is also made to the author’s experience of working as an educational psychologist from the early 1950s to the end of the 1980s. 相似文献
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Amanda Osborn 《Psychology in the schools》2012,49(9):876-882
Rural communities often contain unique features that separate them from more urban communities. Although a body of research is devoted to ethical considerations for psychologists working in rural communities as a whole, much less current research is focused on working in rural schools. This paper specifically highlights ethical considerations regarding competence, multiple relationships, and confidentiality. Given that access to services within the community may be limited, school psychologists may encounter cases that are outside of their area of competence. Furthermore, due to the interconnectedness present in many rural communities, psychologists frequently have multiple relationships with those whom they have professional contact. Confidentiality may be compromised when families and school personnel also have multiple relationships. These factors must be considered by psychologists working in rural schools, and steps must be taken at the outset of practice to ensure ethical compliance. More specific means of obtaining this compliance are discussed in this paper. 相似文献
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Norah Frederickson 《Educational Psychology in Practice》2003,19(4):303-315
This paper reports an investigation of the factors that educational psychologists in training (EPiTs) look for when applying for jobs in educational psychology services. Relevant literature on ‘job attraction’ is reviewed and a three-stage research process employed. This involved a focus group approach to questionnaire generation followed by questionnaire studies involving 87 EPiTs and 22 recently qualified educational psychologists. Results identify key aspects of service and staff development as crucial in recruitment. These are discussed within the broader context of psychological theory on job satisfaction in considering implications for both recruitment and retention. 相似文献
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Cathy Atkinson Sandra Dunsmuir Jane Lang Sarah Wright 《Educational Psychology in Practice》2015,31(2):159-173
The Children and Families Act (2014) extends statutory protections for young people with special educational needs and disabilities until age 25. Consequently the core curriculum for trainee educational psychologists (TEPs) needs to be developed beyond the current focus of work with early years and school-age children. In order to define requisite professional competencies for working with young people aged 16–25 with learning difficulties and disabilities, and mental health needs, the Delphi Technique was employed to obtain consensus amongst an expert reference group. Two rounds of an online questionnaire and a face-to-face meeting with educational psychologists (EPs) reporting expertise in working with post-16 learners enabled the identification of areas to be added to, or extended within, existing training curricula. A competency framework for EPs working with young people aged 16–25 is proposed and implications for both TEPs and practitioner EPs explored. 相似文献
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Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe 
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下载免费PDF全文 This article focuses on a phenomenological study of trainee/educational psychologists’ lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In‐depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three administrative offices and three experts on inclusion from three universities) and data was transcribed verbatim and thematically analyzed. Monthly/annual reports from trainee/educational psychologists were used as reference material. Three major themes emerged from the support roles: (1) diverse views on inclusion; (2) critical roles, successful and unsuccessful experiences in implementing inclusive education; and (3) impact of experiences on rendering support services. Key findings indicate that advocacy and consultation, assessment and placement, and in‐service training were viewed as critical and successful experiences, whereas negative teacher attitudes and limited resources were viewed as barriers toward the implementation of inclusive education practices. The impact of experiences indicates inadequacy in the provision of support services. Annual reports of trainee/educational psychologists indicated inadequate ongoing training on inclusive education practices. These findings are discussed in relation to the inclusive education literature. 相似文献
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A follow‐up cross‐sectional survey of the involvement of educational psychologists in pupil support in mainstream primary and secondary schools was conducted using questionnaires employed in a study carried out 10 years previously. The questionnaires were sent to the head teachers of 112 primaries and 24 secondaries in four education authorities. Ninety‐one of the primaries (81%) and 21 of the secondaries (87%) responded. The findings reveal significantly higher levels of satisfaction with the current contributions of educational psychologists compared with the earlier surveys, with over 70% of head teachers valuing the input of their school’s psychologist. While schools value, and the majority of psychologists offer, the traditional role of individual assessment, the findings also indicate changes in psychologists’ practice and in schools’ expectations, with significant and highly‐valued increases in the number of educational psychologists involved at strategic level in primary and secondary schools and in research and development in primaries over the last 10 years. Implications for schools and for psychological services are considered. 相似文献
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Mary Nugent Dr Valerie Jones Deirdre McElroy Mary Peelo Teresa Thornton Theresa Tierney 《Educational Psychology in Practice》2014,30(3):255-271
This article reports on a two year project in which educational psychologists offered consultation to groups of teachers, to help them find solutions to school-based problems. Teachers were drawn from within individual schools and from across a number of schools. Typically, teachers were trained by educational psychologists in group consultation processes. Group consultation sessions were usually offered on a termly basis (three times per year). The group consultation sessions were facilitated by two psychologists. A formal process was followed, using a problem-solving structure. A pilot project ran for two years and was evaluated using quantitative and qualitative methods. Data were collected from teachers, school principals and psychologists. Findings indicate that group consultation is an effective method of service delivery, particularly for clusters of small, rural schools. The evaluation considers aspects of group consultation that could be further developed and new directions for this model of working. 相似文献
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This article provides an account of a small-scale pilot study of the cost and perceived benefits of the educational psychology services in two comparably small local authorities in England. This study is preparatory to a more detailed examination of the costs and likely benefits of state provision of educational psychology services in England. The work is contextualised by acknowledgement of the growing pressure on local authority services to trade and for schools to directly commission the services of educational psychologists. Provisional findings indicate significant differences between the impact of the two services that participated. The authors offer speculation on the effects for local authorities and schools, and ways in which the study might be developed to provide more satisfactory answers to the questions of “what is the value of educational psychology in practice” and “how best to deploy educational psychology services?” 相似文献
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A growing body of literature surrounds the development of effective supervisory practices for practitioner and trainee educational psychologists. To date, none of this has addressed supervision for managers of UK educational psychology services, despite evidence that they may be under increasing pressure to make difficult decisions, respond to changing economic and political contexts and experience greater scrutiny in relation to service performance. In this study, 10 principal educational psychologists (PEPs) took part in a focus group to explore the supervisory needs and experiences of service leaders. Emergent key themes revealed differential patterns of entitlement and support, with PEPs often reporting innovative practice in order to access supervision. Supervision often had a duality of purpose, with PEPs advocating and promoting service delivery, rather than seeking personal support, potentially eroding the notion of supervision as a “safe space.” Implications for future practice are discussed and a potentially supportive leadership supervision framework proposed. 相似文献
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Enabling children and young people to act as researchers is increasingly viewed as useful in supporting their increased “participation” within settings where they live, work or receive services. This paper reports upon a project conducted by two educational psychologists (EPs) with two primary school class groups, in which the children and their teachers were provided with direct teaching and guidance to develop and undertake their own school‐based research projects. The work of each class group produced significant developments of educational provision across the whole school, showing that the EPs’ work had directly enabled the children to “make a positive contribution”. In addition, teachers and psychologists observed several social, cognitive and personal benefits to the children brought about by their engagement in the processes of questioning, data gathering, analysis, knowledge generation, and dissemination. The authors emphasise the potentially valuable contribution of EPs in promoting children and young people’s understanding and application of research skills, and in working directly alongside teachers within the classroom. Furthermore, the project represents a successful example of EPs and teachers engaging in joint direct work with children. 相似文献
18.
Mark Fox 《Educational Psychology in Practice》2003,19(2):91-102
Over the past few years evidence-based practice has become of central concern to health and social services in this country. The fundamental tenant is that there must be a clear link between professional practice and its research base. This paper outlines the concept of evidence-based practice and how it rests on the concept of good quality research -- defined as randomised controlled trials. Some of the arguments against evidence practice are outlined; in particular, the importance of educational psychologists' epistemological position. A framework is described that helps to explain how educational psychologists may use their experience to construct explanations for their clients' difficulties. The tension between those educational psychologists who wish to base their professional practice on subjective experience and self-reflection, and those who wish to base it on a more objective base is explored. It is suggested that how this tension is resolved will be the key factor in the continued public and political credibility of the profession. 相似文献
19.
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
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This article discusses a cooperative effort between developmental optometrists and school psychologists in meeting the total needs of children with learning problems. The private practice of the developmental optometrist would provide the applied psychologist a setting for providing community-based preventive psychology. The role of the applied psychologist in providing psychological and educational assessment, consultation services, direct psychological interventions, and coordination of services is discussed. 相似文献