Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-27T03:22:25.091Z Has data issue: false hasContentIssue false
  • English
  • Français

Understanding the Profession of Educational Psychology in England: Now and in the Future

Published online by Cambridge University Press:  05 June 2013

Brahm Norwich
Brahm Norwich*
Affiliation:
Graduate School of Education, University of Exeter, United Kingdom
*
Address for correspondence: Brahm Norwich, College of Social Sciences & International Studies, St Luke's, St Luke's Campus, United Kingdom, Devon UK EX4 4SB. Email: [email protected]
Get access

Abstract

This article analyses current and future issues about the distinctive contribution of professional educational psychologists in a changing English service context. This is about the context of greater inter-professional and multi-agency working, but also the moves towards more quasi-market systems of service delivery. I examine the identity and service focus dilemmas that educational psychologists have to address. This raises questions about the distinction between basic and applied psychology, the nature of applying psychology and whether applying psychology requires professional educational psychologists. One of the main arguments is that how we think about applying psychology is crucial for the future in a changing context. The task is for professional psychologists to be innovative in service terms to ensure a continuing and valued position in the service network. The significance of this analysis of educational psychology in an English context for other countries is also discussed.

Keywords

professional educational psychologybasic and applied psychologyinter-professional workingmarket systemsdilemmasfuture scenarios
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 30 , Issue 1: Educational Psychology: Looking to the Future , July 2013 , pp. 36 - 53
Copyright
Copyright © Australian Psychological Society Ltd 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Association of Educational Psychologists (AEP). (2011). The delivery of educational psychology services (position paper of the Association of Educational Psychologists). Durham, UK: Author.Google Scholar
Arnold, C., & Hardy, J. (Eds.) (2013). British educational psychology: The first hundred years (1913–2013) Leicester, UK: British Psychological Society.Google Scholar
Bell, W. (2001). Future studies comes of age 25 years after the ‘Limits to Growth’. Futures 33 (1), 73–86.CrossRefGoogle Scholar
Benjamin, L.T., & Baker, D.B. (2000). History of psychology: The Boulder Conference. American Psychologist, 55, 233–236.CrossRefGoogle Scholar
Breckler, S.J. (2006). Embracing the many applications of psychology (Vol. 37, No. 4). Retrieved from http://www.apa.org/monitor/apr06/sd.aspxGoogle Scholar
British Psychological Society (BPS). (2013). Psychology and the public. Retrieved from http://www.bps.org.uk/psychology-public/introduction-psychology/introduction-psychologyGoogle Scholar
Bryant, P., & Bradley, L. (1985). Children's reading problems. Oxford: Blackwell Publishers.Google Scholar
Cameron, R.J. (2007). Educational psychology: The distinctive contribution. Educational Psychology in Practice, 22 (4), 289–304.CrossRefGoogle Scholar
Campion, J. (1985). The child in context: Family systems theory in educational psychology. London, Methuen.Google Scholar
Caplan, G., & Caplan, R.B. (1983). Mental health collaboration and consultation. London: Josey-Bass Publishers.Google Scholar
Caspari, I. (1976) Troublesome children in class. London: Routledge & Kegan Paul.Google Scholar
Checkland, P., & Scholes, J. (1993). Soft systems methodology in action. London: Wiley.Google Scholar
De Vos, J. (2008). From panopticon to pan-psychologisation or, Why do so many women study psychology? International Journal of Zizek Studies, 4 (3), 1–20.Google Scholar
Department for Education (DfE). (2011). Support and aspiration: A new approach to special educational needs and disability. London: Author.Google Scholar
Department for Education (DfE). (2012). Teachers standards. London: Author.Google Scholar
Department for Education and Employment (DFEE). (2000). Educational psychology services (England): Current roles, good practice and futures directions (Report of the working group). London: Author.Google Scholar
Facer, K.. & Sandford, R. (2010). The next 25 years? Future scenarios and future directions for education and technology. Journal of Computer Assisted Learning, 26 (1), 70–93.CrossRefGoogle Scholar
Farrell, P., Woods, K., Lewis, S., Rooney, S., Squires, G., & O'Connor, M. (2006). A review of the functions and contribution of educational psychologists in England and Wales in light of ‘Every Child Matters; change for children’. Annesley, UK: DfES Publications.Google Scholar
Fox, M. (2003). Opening Pandora's Box: Evidence-based practice for educational psychologists. Educational Psychology in Practice, 19 (2), 91–102.CrossRefGoogle Scholar
Fox, M. (2009). Working with systems and thinking systemically — Disentangling the crossed wires. Educational Psychology in Practice, 25 (3), 247–258.CrossRefGoogle Scholar
Frederickson, N., Morris, S., Osborne, L., & Reed, P. (2000). Averting a recruitment crisis in educational psychology services: an investigation of psychology undergraduate perspectives on the profession. Educational Psychology in Practice, 16 (4), 405–429.CrossRefGoogle Scholar
Gillham, B. (1978). Reconstructing educational psychology. London: Croom Helm.Google Scholar
Gray, J. (2013). The slence of animals: On progress and other modern myths. London: Allen Lane.Google Scholar
Greenberg, M.T., Kusche, C.A., Cook, E.T., & Quamma, J.P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS Curriculum. Development and Psychopathology, 7, 117–136.CrossRefGoogle Scholar
Gersch, I. (2004). Educational psychology in an age of uncertainty. The Psychologist, 17 (3), 142–145.Google Scholar
Gersch, I. (2009). A positive future for educational psychology — if the profession gets it right. Educational Psychology in Practice, 25 (1), 9–19.CrossRefGoogle Scholar
Gutkin, T.B., & Conoley, J.C. (1990). Reconceptualizing school psychology from a service delivery perspective: Implications for practice, training, and research. Journal of School Psychology, 28 (3), 203–233.CrossRefGoogle Scholar
Habermas, J. (1978). Knowledge and human interests. London: Polity Press.Google Scholar
Hampshire Educational Psychology Service. (2013). Helping children to succeed. Retrieved from http://www3.hants.gov.uk/childrens-services/childrenandyoungpeople/educational-psychology.htmGoogle Scholar
Hearnshaw, L.S. (1987). The shaping of modern psychology. London: Methuen.Google Scholar
Henriques, G.R. (2004). Psychology defined. Journal of Clinical Psychology, 60 (12), 1207–1221.CrossRefGoogle ScholarPubMed
Hollenweger, J. (2011). Development of an ICF-based eligibility procedure for education in Switzerland. BMC Public Health, 11(Suppl. 5), 1–8.CrossRefGoogle ScholarPubMed
Hohwy, J., & Frith, C. (2004). Can neuroscience explain consciousness? Journal of Consciousness Studies, 11 (7–8), 180–198.Google Scholar
Kinderman, P. (2005). The applied psychology revolution. The Psychologist, 18, 744–746.Google Scholar
King, E., & Kellock, I. (2002). Creating a solution-focused counselling team. Educational Psychology in Practice, 18 (2), 103–111.CrossRefGoogle Scholar
Leadbetter, J. (2005). Activity theory as a conceptual framework and analytical tool within the practice of educational psychology. Educational and Child Psychology, 22 (1), 18–28.CrossRefGoogle Scholar
Miller, G. (1969). Psychology as a means of promoting human welfare. American Psychologist, 24, 1063–1075.CrossRefGoogle Scholar
Nevid, J.S. (2013). Psychology concepts and applications (4th ed.) Belmont, CA: Wadsworth.Google Scholar
Norwich, B. (2000). Education and psychology in interaction: Working with uncertainty in interconnected fields. London: Routledge.Google Scholar
Norwich, B. (2005). Future direction for professional educational psychology. School Psychology International, 26 (4), 387–397.CrossRefGoogle Scholar
Rose, J. (2011). Dilemmas of inter-professional collaboration: Can they be resolved? Children and Society, 25, 151–163.CrossRefGoogle Scholar
College of Speech and Language Therapists. (2013). What is a speech therapist? Retrieved from http://www.rcslt.org/speech_and_language_therapy/what_is_an_sltRoyalGoogle Scholar
Schonpflug, W. (1993). Applied psychology; the newcomer with a long tradition. International Journal of Applied Psychology, 42 (1), 5–30.CrossRefGoogle Scholar
Schwieso, J.J. (1993). Educational psychology and its failings: A reply to Ollsen. Educational Psychology, 13 (2), 173–181.CrossRefGoogle Scholar
Sharp, S., Smith, P.K., & Smith, P. (2002). School bullying: Insights and perspectives. London: RoutledgeCrossRefGoogle Scholar
Sternberg, R. (2010). WICS: A new model for school psychology. School Psychology International, 31 (6), 599–616.CrossRefGoogle Scholar
Stokes, D.E. (1997). Pasteur's quadrant — Basic science and technological innovation. Washington, DC: Brookings Institution Press.Google Scholar
Sutherland, G. (1984). Ability, merit and measurement. Oxford: Oxford University Press.Google Scholar
Tallis, R. (2011). Aping mankind: Neuromania, Darwinitis and the misrepresentation of humanity. London: Acumen.CrossRefGoogle Scholar
Thomas, J.B. (1996). The beginnings of educational psychology in the universities of England and Wales. Educational Psychology, 16 (3), 229–244.CrossRefGoogle Scholar
Titchener, E.B. (1921). Wilhelm Wundt. The American Journal of Psychology, 32 (2), 597–598.CrossRefGoogle Scholar
Wack, P. (1985). Scenarios, uncharted waters ahead. Harvard Business Review, 63 (5), 72–89.Google Scholar
Webster-Stratton, C., & Reid, M.J. (2008). Adapting the incredible yearschild dinosaur social, emotional and problem-solving intervention to address co-morbid diagnoses. Journal of Children's Services, 3 (3), 17–30.CrossRefGoogle Scholar
Ylonen, A., & Norwich, B. (2012). Using Lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: Teachers’ concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education, 27 (3), 301–317.CrossRefGoogle Scholar