Educational psychology practice: a new theoretical framework
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
[Cham, Switzerland]
Springer
2017
|
| Schriftenreihe: | Cultural psychology of education
volume 4 |
| Schlagworte: | |
| Online-Zugang: | Inhaltstext http://www.springer.com/ Inhaltsverzeichnis Klappentext |
| Beschreibung: | xvii, 147 Seiten |
| ISBN: | 9783319442655 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text |
Part I Introduction to Part I: Educational Psychology Practice
as It Stands Today
1 What Is Educational Psychology Practice?. 3
Introduction. 3
Educational Psychology Practice in a Time of Upheaval. 5
The Status of Psychologists in the Educational Psychology
Field Practice. 7
Early Educational Psychology Practice. 8
Prevention and Counselling Practice. 10
Summary. 12
References. 12
2 Approaches and Methods Used in Educational
Psychology Practice. 15
Introduction. 15
The Service Approach. 16
The Consultation Approach. 18
Consultation. 19
The Origins of Consultation Theory. 22
System Theory. 22
The Question of the Expert’s Role. 23
Facilitation and a Different Type of Knowledge. 25
Circularity. 28
Social Constructionism and the Significance of Language. 29
Prevalence of the Consultation Approach. 30
Models of PPC Practice. 32
Summary. 33
References. 34
3 Inclusion as a (New) Priority for Educational Psychology?. 35
Introduction. 35
From Integration to Inclusion. 36
Is the Curve Broken?. 38
The New Discourse of Powerlessness?. 39
Inclusion Manifests Many Paradoxes. 43
Educational Psychologists and Inclusion. 45
Summary. 47
References. 48
4 Educational Psychology - Background Factors. 49
Introduction. 49
Pathologisation and Psychiatric Diagnosis. 50
Tendencies to Individualise. 54
Individualising Technologies?. 56
New Public Management in Education. 59
Increased Demand Management. 65
Increased Conceptualisation of Pedagogical Practice. 67
Summary. 69
References. 69
Part II Introduction to Part II: Educational Psychology Practice 2,0
5 A Pragmatic Consultation Approach. 75
Introduction. 75
Is Consultation Perhaps Not the (Only) Answer to the Challenges?. 76
Uncertainty About Consultation. 77
The Educational Psychologist as Handyman and Pragmatist. 78
A Pragmatic Concept of Truth. 80
A Pragmatic Consultation Approach. 82
Conclusion. 85
References. 85
6 Educational Psychology Practice - A Divided Field. 87
Introduction. 87
Dualism in Educational Psychology. 88
The Four Obvious Pairs of Opposing Elements. 90
Freedom of Method as Opposed to Prescribed Method. 93
Didactisation as Against Psychologisation. 95
Psychologised Pedagogics. 97
Shared Didactics. 98
Summary. 99
References. 100
7 The Educational Psychologist as Everyday Researcher. 103
Introduction. 103
The Case of Lea. 104
Pragmatic Educational Psychology. 105
Situational Analysis. 106
Why Use Situational Analysis in Educational Psychology Practice?. 110
Observation as a Means of Being Closer to Practice. Ill
Why Observe?. 112
Observation Gives Access to People’s Everyday Lives. 113
Observation Yields a Better Understanding
of the Individual’s Participation in Social Communities. 114
Observation Reveals a Child’s Perspective. 115
Observation Allows for New Understandings of an Issue. 116
Observation Challenges. 117
Observation Is Time-Consuming. 117
We Observe Simply to Please Teachers. 118
Observation Rarely Leads to New Awareness. 118
Observation Is Diffuse and Has Little Legitimacy. 119
Breakdown and Abduction as Inspiration for Educational
Psychology Practice. 120
Why Use Abduction in Educational Psychology Practice?. 122
Concluding Discussion of the Educational Psychologist
as Everyday Researcher. 123
References. 123
8 Innovative and Creative Forms of PPC Practice. 127
Introduction. 127
Why Is Creativity Needed at an Educational Psychology
Service Centre?. 127
Intensified Requirements. 128
A Psychological Approach to Creativity. 129
How and When Are We Creative?. 131
Psychology Work as a Creative Undertaking. 133
The Organisational Preconditions for Creativity and Innovation. 135
Summary. 138
References. 138
9 Concluding Thoughts on the Past, Present and Future
of Educational Psychology. 141
Introduction. 141
A Look at the Past (and a Glance at the Future). 142
Educational Psychology Practice in the Future. 143
At the End of the Road. 145
References. 147
This book sets out a proposal for applying psychological and educational psychology
concepts to improve work with children and young people. It also suggests how some
of the criticism aimed at pedagogical-psychology practice can be answered.
In several respects educational psychology practice seems to be in a transition phase
and could even be said to be suffering an identity crisis: educational establishments
and education policy alike are looking for different skills than those the psychology
profession traditionally provides, and people are generally questioning the relevance
and applicability of pedagogical-psychological counseling. The book is based on the
fundamental premise that good professional practice is contingent upon circumstances
that allow practitioners to apply their knowledge, experience and skills in the specific
encounter with a specific task. This means that the ability to act pragmatically and
creatively is, and will increasingly be, an important skill not only for educational
psychologists, but also for psychologists in general. In other words, psychologists must
be able to contribute to tasks in new ways and new contexts when required.
Intended primarily for students of psychology, school psychologists and other
professional groups that provide counseling in schools, the book is also a valuable
resource for the various groups that use pedagogical-psychology tools and insights in
their work with children and young people. |
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| dewey-search | 150 |
| dewey-sort | 3150 |
| dewey-tens | 150 - Psychology |
| discipline | Psychologie |
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| title | Educational psychology practice a new theoretical framework |
| title_auth | Educational psychology practice a new theoretical framework |
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| title_full | Educational psychology practice a new theoretical framework Thomas Szulevicz, Lene Tanggaard |
| title_fullStr | Educational psychology practice a new theoretical framework Thomas Szulevicz, Lene Tanggaard |
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| title_short | Educational psychology practice |
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