Training Educational Psychologists Research Articles

ПОДХОДЫ К ОРГАНИЗАЦИИ ПСИХОЛОГОПЕДАГОГИЧЕСКОГО ВЗАИМОДЕЙСТВИЯ ДЛЯ СОЗДАНИЯ «РАЗВИВАЮЩЕГО И РАЗВИВАЮЩЕГОСЯ ОБРАЗОВАТЕЛЬНОГО ПРОСТРАНСТВА»

The article characterizes interaction areas of school psychologists and teachers when implementing creative project-based activities. The emphasis is placed on the need of training educational psychologists to be experts in characterizing the ways teaching, focused on the achievements of the modern educational psychology, is organized. There are presented the kinds of cooperation at all stages of the project-based strategy, focused on the support of teachers as active participants of programming and scenario planning of educational and bringing-up situations, responding to the principles of developmental teaching.

UM GAME PARA A PSICOLOGIA ESCOLAR: PROPOSIÇÕES TEÓRICO-METODOLÓGICAS PARA A CONSTRUÇÃO DE UM ARTEFATO LÚDICO-EDUCATIVO

Este artigo apresenta proposições teórico-metodológicas para o desenvolvimento e o uso de um jogo eletrônico educativo no âmbito da formação do psicólogo escolar, como objeto de uma investigação na área da Informática na Educação. Como mais um instrumento de aprendizagem, o jogo poderá mediar negociações com a Psicologia Escolar, estabelecendo uma porta de entrada para esse campo de estudos. Articulando as orientações da Teoria Ator-Rede, a Teoria da Enação e da Autopoiese, tecemos considerações sobre como a aprendizagem mediada por um game poderá dissolver dicotomias como aluno-professor, sujeito-objeto no ato de aprender e ensinar. No intuito de passar ao largo da prescrição didática no desenvolvimento de um software educativo, refletimos sobre a manutenção de uma posição simétrica para o ato de conhecer com base na proposta de uma epistemologia política para o ensino e a pesquisa.

Resolving the crises in training educational psychologists in England

Resolving the crises in training educational psychologists in England

RESEARCH SECTION: A qualitative comparison of perceived stress and coping in adolescents with and without autistic spectrum disorders as they approach leaving school

During the research reported in this article, differences in perceived stress and coping between adolescents with and without autistic spectrum disorders (ASD) were examined by a series of interviews. Emphasis was placed on examining the issue with regard to the prospective transition at the point of leaving secondary education. Ten pupils with autism and seven without any identified disorder were interviewed. The participants with ASD indicated worry about specific objects and social relations; demonstrated a lack of external expression of their stress; and indicated a reliance on self, rather than others, for help. Those with ASD also indicated more concerns regarding items not affecting their education and were self‐admittedly poor at dealing with both current and future stress. Participants without a disorder were far more concerned with their education and outlined different methods of stress management. James Browning, an Educational Psychologist in training, Dr Lisa A. Osborne, a Research Fellow in the Learning and Adaptive Behaviour Group, in the Department of Psychology at Swansea University, and Professor Phil Reed, the Director of the Learning and Adaptive Behaviour Group, in the Department of Psychology at Swansea University, suggest that these differences should be addressed and argue that the further incorporation of techniques to improve coping with stress may ease the transition from school for students with ASD.

Improving children's behaviour and attendance through the use of parenting programmes: an examination of practice in five case study local authorities

In this article, Professor Susan Hallam, of the Institute of Education, University of London, Lynne Rogers, lecturer in psychology at the Open University, and Jacqueline Shaw, music teacher, researcher and educational psychologist in training, report the key outcomes of their recent research into parenting programmes. The survey suggested that most local authorities in England were at a relatively early stage in their preparations for meeting demand for programmes focused on developing parenting skills in order to improve the attendance and behaviour of children in school. Here the authors present case studies of five local authorities that had well-developed provision based on contrasting approaches. Two of these authorities used existing programmes available through alternative providers or early years provision; the others offered programmes in schools, one based on established and internationally-available material and two that used content developed within the local authority. Longer term needs relating to parenting programmes are considered in relation to these case studies and the implications for schools, that may be actively encouraged to take on responsibility for these programmes, are explored.

Supervision as a reciprocal learning process

Within educational psychology, as in other professions, there is a pervasive view of supervision as a one‐way learning process, with knowledge and skills being passed from supervisor to supervisee in a linear fashion. It is proposed that we need to shift our perspective in order to acknowledge the rich learning opportunities for both participants involved. This view is illustrated by an analysis of the author's own learning gains while supervising an Educational Psychologist in Training. It is suggested that viewing supervision as a reciprocal learning process has potential benefits for supervisors, supervisees and the profession as a whole.

“Community Psychology is All Theory and No Practice”: Training Educational Psychologists in Community Practice within the South African Context

Community psychology is often viewed as the answer to many of the social and psychological problems that exist in South Africa. However, there appears to be a gap in terms of how it should be integrated in the training of psychologists. A qualitative research design was used in this study to explore how this gap can be bridged by describing the training of educational psychologists in community psychology at a university in Gauteng. Data were collected through in-depth interviews and focus group discussions with qualified and trainee educational psychologists. The interviews were transcribed and analysed for recurrent themes. The findings were demarcated into three distinctive thematic categories. In the first category, the principle of exclusion emerged as a consistent theme. In the second category, there were two major findings, namely that there was very little exposure to community psychology during the training and that most of the participants were actually self-taught in community psychology. The final category explores several recommendations made by the participants to improve the training of educational psychologists.

An Evaluation of Educational Psychologists' Interventions at Stage 3 of the Code of Practice

The present self-evaluation, carried out by an educational psychologist in training and an inner-city Educational Psychology Service, used quantitative criterion-based measures of performance and qualitative 'thick description'. The study found that Stage 3 interventions were considered to be successful by both educational psychologists and teachers, and this success can be understood in terms of the priority given to establishing good relationships, facilitating dialogue, clarifying problems and encouraging teachers to own the processes of change. The study also found that this combination of quantitative and qualitative techniques could address the requirements for accountability and continuous service improvement.

Supporting Children when a Parent is Physically Ill

Summary This article explores teachers’ views on supporting children at school when a parent is seriously ill. Drawing on work with families referred to a mental health clinic, it outlines a research project exploring teachers’ views on how to respond to the class and child facing parental illness; what support teachers may need in such cases; and how the topic of illness can be addressed at school. Implications for the role of educational psychologist in training (EPiT), policy development and liaison are considered.

The Future of Professional Training in Educational Psychology

Summary In this article we review some of the problems with the current system of training educational psychologists (EPs) and discuss four possible options for radically overhauling the current system. Common to all options is the recommendation that the qualification should be raised to that of a taught professional Doctorate and that the length of the one year Masters course should be increased to three years. Other suggestions, in particular removing the requirement for a teaching qualification and experience and the possibility of developing generic training courses in applied psychology, are also considered but do not feature in all of the options. However, the implementation of any of these proposals should strengthen links between training courses and the field; this can only work effectively if the services themselves are fully behind the proposed changes. Informal discussions have already taken place among the course tutors, the Division of Educational and Child Psychology (DECP) and its Trainin...

So You're Going to Supervise an Educational Psychologist in Training?

So You're Going to Supervise an Educational Psychologist in Training?

Early Research in Educational Psychology

Twenty-one schools active in training educational psychologists early in the century have been identified. Three major journals publishing educational psychology research between 1910 and 1925 were studied to determine the nature and extent of research performed in the institutions. Productivity ranged from high to low, with about one third of studies devoted to intelligence and its measurement, and one third devoted to other aspects of measurement. Educational psychologists professed to be concerned primarily with learning, but only about 10% of their research focused on learning. Examination of textbooks of the period revealed that authors' sources of evidence primarily came from traditional education (mostly methods) books, secondarily from traditional general psychology books, and very little from educational psychology research. However described, early educational psychologists were primarily psychometrists, depending on traditional education and psychology for the data they espoused.