Educational Psychology: The distinctive contribution

Cameron, R. J.

doi:10.1080/02667360600999393

Cited by 73 publications

(24 citation statements)

References 31 publications

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“…Finally, it is suggested that this research represents some kind of approximation toward what educational psychologists (EPs) could be doing to bring about positive change for children and young people in schools: the operationalisation of theoretically sound and systematically evaluated intervention (Cameron, 2006;Lindsay, 1998;Webster & Beveridge, 1997). Much has been made of the lack of empirically evaluated approaches to address national attainment issues in the recent past (for example, Solity, 2003;Solity, Deavers, Kerfoot, Crane, & Cannon, 2000).…”

Section: Conclusion and Implications For Professional Educational Psymentioning

confidence: 98%

Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists

Roberts

Norwich

2010

Educational Psychology in Practice

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This article describes an investigation into the outcomes of a school-based initiative to improve the word reading skills of a group of secondary school students (n = 77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves received ongoing training and support throughout the project. Using a quasi-experimental design the research points to the contribution of this approach to PT in promoting basic reading skills. This was achieved through elaborating on the formative aspects of PT and increased structure to intervention delivery and the continuous development of staff skills. As a venture networking schools, a local authority educational psychology service and a university department, it is suggested this research reflects a description of how contemporary educational psychology services might operate.

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Section: Conclusion and Implications For Professional Educational Psymentioning

confidence: 98%

Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists

Roberts

Norwich

2010

Educational Psychology in Practice

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“…A combination of clinical psychologists, other mental health workers and specialist pedagogues could take over much of what professional educational psychologists currently do. But, that does not detract at all from the contribution that professional educational psychologists have made and can continue to make to children and young peoples' broad education and wellbeing (Cameron, 2007). Though I have argued that recognising the dilemmas in sustaining a profession of applied or practical psychology highlights the precarious role of professional educational psychologists, this does not detract from the critical importance of psychological knowledge and approaches for children and young peoples' wellbeing.…”

Section: Figurementioning

confidence: 95%

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

Norwich

2013

The Australian Educational and Developmental Psychologist

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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.

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“…Finally, rather than sole reliance on individual casework (Atkinson, Regan, & Williams, 2006;Cameron, 2006), educational psychologists working collaboratively with teachers and school staff to develop their critical understanding of the psychological processes underpinning their work could potentially benefit the greatest number of children and young people. The approaches described in this paper are potential interventions to achieve this aim but all need to develop a much more robust evidence base before they can be developed any further.…”

Section: Final Commentsmentioning

confidence: 99%

A critical appraisal of four approaches which support teachers’ problem‐solving within educational settings

Bennett¹,

Monsen²

2011

Educational Psychology in Practice

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This paper critically appraises four problem-solving approaches, based on a range of theoretical perspectives and procedures, which are currently used in educational settings to support adults to find solutions to complex problems that arise within classrooms and the wider school community. The four approaches are: Circles of Adults; Teacher Coaching; Collaborative Problem-solving Groups; the Staff Sharing Scheme. The principle aim of all of these interventions is to enable school staff to generate solutions to problems so that children and young people who are causing concern are perceived in ways which lead to more constructive actions and outcomes. A second aim is to build the capacity of those working in schools by developing their skills and self confidence as problem-solvers and decisionmakers; the assumption being that they will be more able to solve similar problems in the future largely on their own, without the need for extensive external support. The paper then considers the relative strengths and limitations of each approach in relation to practice.

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Educational Psychology: The distinctive contribution

Cited by 73 publications

References 31 publications

Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists

Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists

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

A critical appraisal of four approaches which support teachers’ problem‐solving within educational settings

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