The Role of Executive Problem-Solving Frameworks in Preparing for Effective Change in Educational Contexts

Monsen, Jeremy J.; Woolfson, Lisa

doi:10.1017/cbo9781139013949.012

Cited by 5 publications

(8 citation statements)

References 34 publications

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“…There is a common set of success factors across multiple data sets on intervention practice that appear to mediate for effectiveness: the targeting of specific populations; the degree of intensity; the reduced focus on behaviours; the adoption of an ecological perspective; and the maintenance of treatment/intervention integrity (Monsen & Woolfson, 2012).…”

Section: Educational Psychology In Practice 85mentioning

confidence: 99%

“…It is beyond the scope of this paper to present the problem-analysis methodology in detail and readers are referred to Monsen and Frederickson (2008) and Monsen and Woolfson (2012). However, to give a context to the illustrations detailed in the remaining sections of this paper each of the six phases will be briefly explained and then further iterations on each will be described.…”

Section: Introductionmentioning

confidence: 99%

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Further iterations on using the Problem-analysis Framework

Annan

Chua

Cole

et al. 2013

Educational Psychology in Practice

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2013) Further iterations on using the Problem-analysis Framework, Educational Psychology in Practice: theory, research and practice in educational psychology, 29:1, 79-95, A core component of applied educational and child psychology practice is the skilfulness with which practitioners are able to rigorously structure and conceptualise complex real world human problems. This is done in such a way that when they (with others) jointly work on them, there is an increased likelihood of positive outcomes being achieved for clients. The Problem-analysis Framework as discussed in this paper offers one way of working with such complexity which is grounded in a sound knowledge based in applied psychology. This paper provides further clarity on using the framework within applied practice. The authors were all trained in and use the Problem-analysis Framework and now work in many different types of applied settings within Australia, Iceland, New Zealand, Singapore and the United Kingdom. This paper illuminates important aspects of the problem-analysis approach itself for those currently learning it, as well as providing an aide-mémoire to those using it and those who want to develop their skills in this area.

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Section: Educational Psychology In Practice 85mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Further iterations on using the Problem-analysis Framework

Annan

Chua

Cole

et al. 2013

Educational Psychology in Practice

View full text Add to dashboard Cite

show abstract

“…The theoretical underpinnings of the SSS differ from those of Hanko (which are essentially psychodynamic) and can be seen to be positioned within a largely pragmatic problem-solving paradigm, influenced by the "Problem Analysis" framework (Monsen & Fredrickson, 2008;Monsen & Woolfson, 2012). It proposes a consultative model, as derived from Argyris (1993; cited from Monsen & Graham, 2002) and Wagner (1995; cited from Monsen & Graham, 2002) as a basis for problemsolving, and stresses the importance of having a structured and supportive mechanism whereby teachers can help each other.…”

Section: The Staff Sharing Scheme (Sss)mentioning

confidence: 99%

Using the Staff Sharing Scheme to support school staff in managing challenging behaviour more effectively

Jones¹,

Monsen

Franey

2013

Educational Psychology in Practice

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This paper explores how educational psychologists working in a training/consultative way can enable teachers to manage challenging pupil behaviour more effectively. It sets out a rationale which encourages schools to embrace a group based teacher peer-support system as part of regular school development. It then explores the usefulness of the Staff Sharing Scheme as an exemplar of such an approach from the perspective of school based participants. Through a casestudy approach, the current findings suggest that group based peer-support programmes help teachers reflect on the causes of disruptive behaviour holistically and subsequently to problem solve in a more coherent manner. This leads to changes in teacher behaviour within the classroom. Issues of time and trust were identified as important obstacles to the potential development of such a scheme within the school.

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“…A considerable financial investment has been made in extended education through social policies supporting the development of OST programs and in funding initiatives to generate new scientific knowledge concerning their effectiveness (Ecarius et al, 2013;Monsen & Woolfson, 2012;Tseng, 2012). Indeed, a large knowledge base has accumulated on the conditions under which participation in OST programs relates to various domains of youth development (e.g., Mahoney, Vandell, Simpkins, & Zarrett, 2009;Vandell, Larson, Mahoney, & Watts, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…However, despite the scientific evidence linking OST program participation to youth development, a limited investment has been made to ensure that this research is designed to be useful for the problems that practitioners face or whether the knowledge is accessible and interpretable by non-scientists (Coburn, Penuel, & Geil, 2013). Thus, although scientists and policymakers hope that research will be used to positively impact OST program practice, this may be the exception (Monsen & Woolfson, 2012).…”

Section: Introductionmentioning

confidence: 99%

Practitioners’ Use of Research in Decision Making about Organized Out-of-School Time Programs Serving Adolescents

Mahoney¹

2016

IJREE

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Research shows that adolescent participation in organized out-of-school time (OST) programs (e.g., after-school programs) is linked to positive developmental outcomes. However, whether OST program practitioners use this research to inform their decision making is unclear. Therefore, a scienceto-practice gap may exist in OST programs. To assess the use of research, 21 OST program directors from the United States were interviewed. Directors identified the components of their programs (i.e., goals and activities) and rationales for choosing each component. Direct questions about the use of research in making program decisions were asked. Findings revealed that use of empirical research was seldom mentioned. Practitioners referred to research in other terms including attending trainings, online searches, and learning from other programs. This suggests there is a science-to-practice gap in OST programs, but also points to several ways that researcher-practitioner partnerships may narrow the gap.

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The Role of Executive Problem-Solving Frameworks in Preparing for Effective Change in Educational Contexts

Cited by 5 publications

References 34 publications

Further iterations on using the Problem-analysis Framework

Further iterations on using the Problem-analysis Framework

Using the Staff Sharing Scheme to support school staff in managing challenging behaviour more effectively

Practitioners’ Use of Research in Decision Making about Organized Out-of-School Time Programs Serving Adolescents

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