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

by Barbara Kelly (Editor), Lisa Marks Woolfson (Editor), James Boyle (Editor), Tommy MacKay (Contribution by), Fraser Lauchlan (Contribution by)

Overview

Now in its second edition, this comprehensive textbook presents a rich overview of approaches to educational psychology, through an in-depth exploration of both existing and emerging practice frameworks.

Covering established techniques such as the Monsen et al. Problem-Solving Framework and the Constructionist Model of Informed and Reasoned Action, the book sets out new material on innovative methods and approaches such as Implementation Science and a Problem-Solving - Solution Focussed integrated model for service delivery. Accessible summaries are accompanied by perceptive assessments of how these frameworks meet modern needs for accountable, transparent and effective practice.

Providing a definitive, up-to-date view of educational psychology, the book explains the complex, integrated methodology necessary to succeed in the field today. Thoughtful and clear, this textbook will be an invaluable resource for all practicing educational psychologists, students, trainers and educators.

Product Details

ISBN-13:	9781785920073
Publisher:	Kingsley, Jessica Publishers
Publication date:	12/21/2016
Edition description:	2nd ed.
Pages:	360
Product dimensions:	6.00(w) x 8.90(h) x 0.90(d)

About the Author

Dr Tommy Mackay is Director of Psychology Consultancy Services and Visiting Professor of Autism Studies, University of Strathclyde. He has over 40 years' experience in working with children and young people with ASD and other difficulties. His work has won many national awards as an 'outstanding and original contribution to psychology'. He has been described by former UK Prime Minister Gordon Brown as 'an inspiration and a visionary'.

Table of Contents

Part I. Perspectives on Applying Educational Psychology. 1. Frameworks for Practice in Educational Psychology: Coherent Perspectives for a Developing Profession. Dr Barbara Kelly, Deputy Director, Educational Psychology, University of Strathclyde. 2. The Role of Evidence. Professor James Boyle, Director, MSc Educational Psychology, University of Strathclyde and Dr Barbara Kelly, Deputy Director, Educational Psychology, University of Strathclyde. Part II. History, Ethics and the Law in Educational Psychology. 3. The Legislative Context and Shared Practice Models. Professor James Boyle, Director, MSc, Educational Psychology, University of Strathclyde, Professor Tommy MacKay, Director, Psychology Consultancy Services and Founding Director, National Centre for Autism Studies, University of Strathclyde and Dr Fraser Lauchlan, Fraser Lauchlan Associates. 4. Ethics and Value Systems. Geoff Lindsay, Professor of Education, University of Warwick. Part III: Executive Frameworks for Trainees and Practitioners. 5. Implementation Science: Applying the Evidence of Effectiveness in Real World Contexts. Dr Barbara Kelly, Deputy Director, Educational Psychology, University of Strathclyde. 6. The Monsen Problem Solving Model - problem-analysis as a guide to decision making, problem-solving and action within applied psychological practice. Dr Jeremy J. Monsen, Principal Psychologist, Tri-borough Educational Psychology Service (Hammersmith & Fulham, Kensington & Chelsea, and Westminster) Education Services and Professor Norah Frederickson, Department of Clinical, Educational and Health Psychology, University College London. 7. The Constructionist Model of Informed and Reasoned Action (COMOIRA). John Gameson and Gillian Rhydderch, Associate Tutors, MSc in Educational Psychology, School of Psychology, Cardiff University. 8. The Woolfson et al. Integrated Framework: An Executive Framework for Service-Wide Delivery. Professor Lisa Woolfson, School of Psychology and Health, University of Strathclyde. 9. Solution Oriented Educational Psychology Practice. Michael E. Harker Principal Educational Psychologist, Renfrewshire Psychology Service, Scotland, Susan Dean, Principal Educational Psychologist, Morayshire, Scotland and Dr Jeremy J. Monsen, Principal Psychologist, Tri-borough Educational Psychology Service (Hammersmith & Fulham, Kensington & Chelsea, and Westminster) Education Services. Part IV: Frameworks for Practice with Therapeutic Roots. 10. Consultation as a Framework for Practice. Patsy Wagner, Area Principal, NK Psychological Service, London. 11. A Systemic Solution-Oriented Model. Ioan Rees, Sycol Foundation. Part V: Frameworks for Practice for Psychological Theory and Research. 12. Organisational Psychology as a Framework for Practice in Educational Psychology. Dr Andrew Richards, Programme Director: DEdPsych Educational, Child & Community Psychology, University of Exeter. 13. Activity Theory and the Professional Practice of Educational Psychology. Dr Jane Leadbetter, Academic and Professional Tutor in Educational Psychology, School of Education, University of Birmingham, United Kingdom. 14. Positive Psychology as a Framework for Practice. Professor Stephen Joseph, Centre for Trauma Resilience and Growth, School of Education, University of Nottingham. 15 Illuminative Evaluation. Professor Bob Burden, School of Education, University of Exeter. Appendix: The SPARE Wheel Model. 16. A Framework for Promoting Child Mental Health in Schools. Dr Sandra Dunsmuir, Educational Psychology Group, Division of Psychology and Language Sciences, University College London. Part VI. Developing an Integrated Methodology for Training and Practice. 17. Developing a System of Complementary Frameworks for Training and Practice. Barbara Kelly Deputy Director, Educational Psychology, University of Strathclyde and Professor Lisa Woolfson, School of Psychology and Health, University of Strathclyde.

Editorial Reviews

Frameworks for Practice in Educational Psychology is an essential resource for both graduate students and practicing professionals. The contributors provide valuable information to inform conceptual, research, ethical, and legislative foundations important for educational psychologists. The second edition includes chapters addressing important topics such as solution oriented practice, proactive problem solving models, positive psychology, consultation, implementation science, and promoting children's mental health in schools. Drawing upon the expertise of scholars and practitioners, Frameworks for Practice in Educational Psychology highlights contemporary conceptual and empirical knowledge to inform current and future educational psychology practice.

Shane R. Jimerson

Barbara Kelly and her colleagues have done a magnificent job. This 2nd edition provides a lucid and critical overview of the history and development of Educational Psychology Practice in the UK. This is a valuable contribution to training and professional development that accurately sets 'Frameworks' in context. Frameworks for Practice in Educational Psychology will appeal to both trainees and qualified psychologists. It provides a touchstone and way-marker for the future and should thus also inform policy makers and commissioners of educational psychology services.

Dr Simon Gibbs