About the Book
This textbook assesses existing and emerging practice frameworks in educational psychology and their relation to theory.
Covering current frameworks, such as the Monsen et al. Problem-Solving Framework, the Integrated Problem Solving Framework for Practitioners and the Constructionist Model, as well as emerging approaches, such as Systemic Solution Focussed Models and Positive Psychology Frameworks, contributors explore how they support educational psychology. The editors consider how existing and emerging frameworks help address current demands for professional accountability, transparency and effectiveness. They conclude with an exploration of the complex methodology and highly integrated approach required by contemporary educational psychologists.
This textbook will be an invaluable resource for all practising educational psychologists, students, trainers, and educators.
Table of Contents:
Part One: Perspectives on Applying Educational Psychology. Chapter One: Frameworks for Practice in Educational Psychology: Coherent Perspectives for a Developing Profession. Barbara Kelly, Associate Tutor, Educational Psychology MSc and Doctorate Programmes, University of Strathclyde. Part Two: History, Ethics and the Law in Educational Psychology. Chapter Two: The Legislative Context and Shared Practice Models. James Boyle, Reader and Director of MSc, Educational Psychology, University of Strathclyde, Tommy MacKay, Co-Director of the Scottish Autism Centre, University of Strathclyde and Fraser Lauchlan, Associate Tutor, MSc and Doctoral Programmes in Educational Psychology, University of Strathclyde. Chapter Three: Ethics and Value Systems. Geoff Lindsay, Professor of Education, University of Warwick. Part Three: Executive Frameworks for Trainees and Practitioners. Chapter Four: The Monsen et al. Problem-Solving Model Ten Years On. Jeremy J. Monsen, Assistant Principal Educational Psychologist, Kent Educational Psychology Service, and Nora Frederickson, Director, Educational Psychology Group, Department of Psychology, University College London. Appendix to Chapter 4: The New, Re-worked, Six-phased 'Problem-Analysis' Cycle. Chapter Five: The Constructionist Model of Informed and Reasoned Action (COMOIRA). John Gameson and Gillian Rhydderch, Associate Tutors ,MSc Educational Psychology, School of Psychology, Cardiff University. Chapter Six: The Woolfson et al. Integrated Framework: An Executive Framework for Service-Wide Delivery. Lisa Woolfson, Reader in Psychology and Director of the Doctorate in Educational Psychology Programme, University of Strathclyde. Part Four: Framework for Practice with Therapeutic Roots. Chapter Seven: Consultation as a Framework for Practice. Patsy Wagner, Area Principal, NK Psychological Service, London. Chapter Eight: A Systemic Solution-Oriented Model. Ioan Rees, Sycol Foundation. Part Five Frameworks for Practice for Psychological Theory and Research. Chapter Nine: Positive Psychology as a Framework for Practice. Professor Stephen Joseph, Centre for Trauma Resilience and Growth, School of Sociology and Social Policy, University of Nottingham. Chapter Ten: Activity Theory and the Professional Practice of Educational Psychology. Jane Leadbetter, Associate Tutor, M.Ed Educational Psychology Programme, University of Birmingham. Chapter Eleven: Illuminative Evaluation. Professor Bob Burden, School of Education, University of Exeter. Part Six: Developing an Integrated Methodology for Training and Practice. Chapter Twelve: Developing a System of Complementary Frameworks. Barbara Kelly and Lisa Woolfson. Index.
About the Author :
Barbara Kelly is Associate Tutor on the MSc and Doctorate Programmes at the University of Strathclyde and Senior Educational Psychologist working for Glasgow City Council; Lisa Woolfson is Reader in the Department of Psychology and Director of the Doctorate in Educational Psychology Programme at the University of Strathclyde; James Boyle is Reader in Psychology and Course Director of the MSc in Educational Psychology at the University of Strathclyde.
Review :
Not since my trainee years in the 1980s, when Gillham et al.'s Reconstructing educational psychology (1978) was required reading, have I seen such an excellent attempt to address the current state of educational psychology practice... The authors, all from the University of Strathclyde, have provided both trainees and practising educational psychologists with an extremely useful resource that seems destined to become a core text.
`The editors have done the profession a considerable service by bringing together a range of different frameworks for practice in one volume. It answers a clear gap within the professional literature and will deservedly become a key text for trainee EPs and EPs seeking to reflect upon their practice. It will also assist services wishing to demonstrate the distinctive contribution of EPs within interdisciplinary teams against an increasing backdrop of evidenced-based practice, outcomes for children and families and value for money.
This excellent book is a timely contribution to the field of educational psychology... Every chapter makes a contribution, and this text would be simply as an interesting collection of papers outlining models such as the Constructionist Model of informed and Reasoned Action (COMOIRA), Six Phased Problem-Analysis Cycle (a meta-conceptual framework to guide thinking and action) as well as chapters on activity theory, positive of the editors in systematically presenting these approaches within an inclusive epistemological, theoretical and conceptual framework that provides pragmatic support for practitioners working with children, adults and organisations.
