Frameworks for Practice in Educational Psychology

Frameworks for Practice in Educational Psychology : A Textbook for Trainees and Practitioners

Edited by Barbara Kelly , Edited by Lisa Marks Woolfson , Edited by James Boyle , Contributions by Jey Monsen , Contributions by Ioan Rees , Contributions by Gillian Rhydderch , Contributions by Robert Burden , Contributions by Stephen Joseph , Contributions by Norah Frederickson , Contributions by John Gameson

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' ...a magnificent resource which illuminates, and provides a cogent rationale for contemporary practice. I would anticipate that it will form a core text recommended on reading lists for prospective EPs, trainee EPs and for EP Service libraries, in addition to forming a very useful reference resource for colleagues working in Children's Services and in higher education institutions.' - Extract from the Foreword by Sue Morris, Educational Psychology Programme Director, University of Birmingham. 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.

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  • Paperback | 256 pages
  • 150 x 230 x 18mm | 399.16g
  • 15 Aug 2008
  • JESSICA KINGSLEY PUBLISHERS
  • London
  • English
  • black & white illustrations
  • 1843106000
  • 9781843106005
  • 242,617

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Author Information

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.

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Review quote

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 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. -- The Psychologist

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