Frameworks for Practice in Educational Psychology
Andrew Richard | Jey Monsen | Ioan Rees | Gillian Rhydderch | Barbara Kelly | Robert Burden | Stephen Joseph | Norah Frederickson | John Gameson | Fraser Lauchlan | James Boyle | Tommy MacKay | Lisa Woolfson | Geoff Lindsay | Jane Leadbetter | Patsy Wagner
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.
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.
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.
Child and Adolescent Mental Health
`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.
Debate, Paul Riddick, Senior Educational Psychologist, Leicester City
Table of Contents
|FRONT COVER||front cover|
|Frameworks for Practice in Educational Psychology:\rA Textbook for Trainees and Practitioners||3|
|Part One: Perspectives on Applying Educational Psychology||13|
|1 Frameworks for Practice in Educational Psychology: Coherent\rPerspectives for a Developing Profession||15|
|Part Two: History, Ethics and the Law\rin Educational Psychology||31|
|2 The Legislative Context and Shared Practice Models||33|
|3 Ethics and Value Systems||52|
|Part Three: Executive Frameworks for\rTrainees and Practitioners||67|
|4 The Monsen et al. Problem-Solving Model Ten Years On||69|
|Appendix to Chapter 4: The New, Re-worked, Six-phased\r‘Problem-Analysis’ Cycle||87|
|5 The Constructionist Model of Informed and\rReasoned Action (COMOIRA)||94|
|6 The Woolfson et al. Integrated Framework: An Executive\rFramework for Service-Wide Delivery||121|
|Part Four: Frameworks for Practice with Therapeutic Roots||137|
|7 Consultation as a Framework for Practice||139|
|8 A Systemic Solution-Oriented Model||162|
|Part Five: Frameworks for Practice for Psychological Theory\rand Research||183|
|9 Positive Psychology as a Framework For Practice||185|
|10 Activity Theory and the Professional Practice of Educational\rPsychology||197|
|11 Illuminative Evaluation||218|
|Appendix to Chapter 11: The SPARE Wheel Model||231|
|Part Six: Developing an Integrated Methodology for\rTraining and Practice||235|
|12 Developing a System of Complementary Frameworks||237|