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

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

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Edited by Barbara Kelly, Edited by Lisa Marks Woolfson, Edited by James Boyle

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  • Publisher: JESSICA KINGSLEY PUBLISHERS
  • Format: Paperback | 256 pages
  • Dimensions: 150mm x 230mm x 18mm | 399g
  • Publication date: 15 August 2008
  • Publication City/Country: London
  • ISBN 10: 1843106000
  • ISBN 13: 9781843106005
  • Illustrations note: black & white illustrations
  • Sales rank: 176,577

Product description

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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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.

Review quote

' ...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.

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.