The present paper is concerned with processes of 'change' and 'continuity' and their application to educational psychology. It argues that educational psychologists (EPs) need to be aware of and re ect regularly about 'change' and 'continuity' in their profession as a means of evaluating their own short-and long-term development. Such examination includes assessing the impact of external changes on EP practice. In identifying conceptual features of 'change' and 'continuity', the paper claims that 'change' is 'learning', and suggests a list of prerequisites if change is considered. The paper also provides the foundation for the presentation of an exploratory research project into 'change ' and 'continuity' in educational psychology, discussed in Part II.
Solution-focused approaches are increasingly widely used in the practice of the applied educational psychologist (EP) (Ajmal and Rees, 2001; Durrant, 1993; Redpath and Harper, 1999; Rhodes and Ajmal, 1995). Based on a small-scale computer-mediated exploratory survey, this article examines the nature of such practice and investigates whether and how solution-focused practice is evaluated and contributes to EPs’ knowledge and skills base. The exploratory study is integrated into an overview of solution-focused therapy and a literature review of the application of solution-focused practice by EPs. Based on the review and analysis of the survey, the article proposes ways by which solution-focused practice can be evaluated by busy EP practitioners and therefore become potentially evidence-based.
Following almost two years' field practice, substantial study and discussion a cohort ofEducational Psychologists in Training (EPITs) (N = 11) shared their perspectives about the current challenges for EPs. Their written accounts were analysed by way of qualitative research methods which represented a discrete learning experience for the EPITs. Data analysis suggested that the 'challenge' for EPs and their services was to adopt an 'ecological' or'systemic' orientation to educational psychology with an emphasis on naturalistic practitioner-research methods. 'Challenges' and their 'barriers' were construed to be 'internally' and 'externally' determined leading, in theory, to either 'change' or 'status quo' in regard to EPs' practice. Legislation, educational and social policies were identified as external challenges which could be appropriately met by EPs' consensus on service aims, an agreed practice model, continued professional development, awareness and understanding of 'change' and how to manage it, and opportunities for professional exchanges through national networks of EPs. The limitations of the enquiry in terms of generalizability were considered. EP publications, both contemporary and historical, were found to provide converging evidence for the data.
This article considers processes of change and persistence in educational psychology within a historical context. The immediate impetus for such an exploratory investigation has come from the current local government reorganization in the UK which is of relevance to educational psychologists in relation to theories, paradigms and practice. Models for processes of change and continuance are discussed. Daring as it is to investigate the unknown, even more so it is to question the known. Kaspar
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