Szulevicz / Tanggaard Educational Psychology Practice

A New Theoretical Framework
1. Auflage 2017
ISBN: 978-3-319-44266-2
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 4, 157 Seiten

Reihe: Cultural Psychology of Education

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. 

Autoren/Hrsg.

Szulevicz, Thomas

Tanggaard, Lene

Inhaltsverzeichnis

1;Preface of the Series Editor;6
1.1;Practice Encapsulates Theory, While Theory Illuminates Practice;6
1.2;References;8
2;Contents;10
3;Introduction;14
3.1;Chapters;16
3.2;References;18
4;Part I: Introduction to Part I: Educational Psychology Practice as It Stands Today;19
4.1;Chapter 1: What Is Educational Psychology Practice?;20
4.1.1; Introduction;20
4.1.2; Educational Psychology Practice in a Time of Upheaval;22
4.1.3; The Status of Psychologists in the Educational Psychology Field Practice;24
4.1.4; Early Educational Psychology Practice;25
4.1.5; Prevention and Counselling Practice;27
4.1.6; Summary;29
4.1.7;References;29
4.2;Chapter 2: Approaches and Methods Used in Educational Psychology Practice;31
4.2.1; Introduction;31
4.2.2; The Service Approach;32
4.2.3; The Consultation Approach;34
4.2.4; Consultation;35
4.2.5; The Origins of Consultation Theory;38
4.2.6; System Theory;38
4.2.7; The Question of the Expert’s Role;39
4.2.8; Facilitation and a Different Type of Knowledge;41
4.2.9; Circularity;44
4.2.10; Social Constructionism and the Significance of Language;45
4.2.11; Prevalence of the Consultation Approach;46
4.2.12; Models of PPC Practice;48
4.2.13; Summary;49
4.2.14;References;50
4.3;Chapter 3: Inclusion as a (New) Priority for Educational Psychology?;51
4.3.1; Introduction;51
4.3.2; From Integration to Inclusion;52
4.3.3; Is the Curve Broken?;54
4.3.4; The New Discourse of Powerlessness?;55
4.3.5; Inclusion Manifests Many Paradoxes;59
4.3.6; Educational Psychologists and Inclusion;61
4.3.7; Summary;63
4.3.8;References;64
4.4;Chapter 4: Educational Psychology – Background Factors;65
4.4.1; Introduction;65
4.4.2; Pathologisation and Psychiatric Diagnosis;66
4.4.3; Tendencies to Individualise;70
4.4.4; Individualising Technologies?;72
4.4.5; New Public Management in Education;75
4.4.6; Increased Demand Management;81
4.4.7; Increased Conceptualisation of Pedagogical Practice;83
4.4.8; Summary;85
4.4.9;References;85
5;Part II: Introduction to Part II: Educational Psychology Practice 2.0;88
5.1;Chapter 5: A Pragmatic Consultation Approach;89
5.1.1; Introduction;89
5.1.2; Is Consultation Perhaps Not the (Only) Answer to the Challenges?;90
5.1.3; Uncertainty About Consultation;91
5.1.4; The Educational Psychologist as Handyman and Pragmatist;92
5.1.5; A Pragmatic Concept of Truth;94
5.1.6; A Pragmatic Consultation Approach;96
5.1.7; Conclusion;99
5.1.8;References;99
5.2;Chapter 6: Educational Psychology Practice – A Divided Field;100
5.2.1; Introduction;100
5.2.2; Dualism in Educational Psychology;101
5.2.3; The Four Obvious Pairs of Opposing Elements;103
5.2.4; Freedom of Method as Opposed to Prescribed Method;106
5.2.5; Didactisation as Against Psychologisation;108
5.2.5.1; Psychologised Pedagogics;110
5.2.5.2; Shared Didactics;111
5.2.6; Summary;112
5.2.7;References;113
5.3;Chapter 7: The Educational Psychologist as Everyday Researcher;115
5.3.1; Introduction;115
5.3.2; The Case of Lea;116
5.3.3; Pragmatic Educational Psychology;117
5.3.4; Situational Analysis;118
5.3.5; Why Use Situational Analysis in Educational Psychology Practice?;122
5.3.6; Observation as a Means of Being Closer to Practice;123
5.3.7; Why Observe?;124
5.3.7.1; Observation Gives Access to People’s Everyday Lives;125
5.3.7.2; Observation Yields a Better Understanding of the Individual’s Participation in Social Communities;126
5.3.7.3; Observation Reveals a Child’s Perspective;127
5.3.7.4; Observation Allows for New Understandings of an Issue;128
5.3.8; Observation Challenges;129
5.3.8.1; Observation Is Time-Consuming;129
5.3.8.2; We Observe Simply to Please Teachers;130
5.3.8.3; Observation Rarely Leads to New Awareness;130
5.3.8.4; Observation Is Diffuse and Has Little Legitimacy;131
5.3.9; Breakdown and Abduction as Inspiration for Educational Psychology Practice;132
5.3.10; Why Use Abduction in Educational Psychology Practice?;134
5.3.11; Concluding Discussion of the Educational Psychologist as Everyday Researcher;135
5.3.12;References;135
5.4;Chapter 8: Innovative and Creative Forms of PPC Practice;138
5.4.1; Introduction;138
5.4.2; Why Is Creativity Needed at an Educational Psychology Service Centre?;138
5.4.3; Intensified Requirements;139
5.4.4; A Psychological Approach to Creativity;140
5.4.5; How and When Are We Creative?;142
5.4.6; Psychology Work as a Creative Undertaking;144
5.4.7; The Organisational Preconditions for Creativity and Innovation;146
5.4.8; Summary;149
5.4.9;References;149
5.5;Chapter 9: Concluding Thoughts on the Past, Present and Future of Educational Psychology;151
5.5.1; Introduction;151
5.5.2; A Look at the Past (and a Glance at the Future);152
5.5.3; Educational Psychology Practice in the Future;153
5.5.4; At the End of the Road;155
5.5.5;References;157