Educational Psychology

1
Educational Psychology

• revision session
• 21.4.2008

2
Todays plan

• Review the module
• Plan for exams
• Consider professional training

3
Purpose

• To introduce students to the professional
  practice of Educational Psychology by considering
  a range of relevant theoretical and practical
  issues

4
Lectures
5
History and development of EP role

• History of the role/profession
• EPs and assessment
• Forms of assessment

6
Working with vulnerable young people

• The concept of vulnerability
• Contributory factors that heighten vulnerability
• Coping
• EP interventions

7
Educational Psychologists and Bilingual Young
People

• Knowledge and understanding of
• Models of bilingualism relevant to educational
  psychology
• Key questions and considerations for educational
  psychologists working with bilingual learners
• Effective approaches to assessment and
  intervention with bilingual learners

8
Educational Psychology and Inclusion

• To explore definitions of Inclusion
• To examine the reasons behind the move towards
  inclusive education
• To review research into the efficacy of inclusive
  education
• To consider the contribution that psychological
  theory has made, and could make, to inclusive
  education

9
Challenging Behaviour in Schools The
Psychological Contribution

• What is challenging behaviour (in schools)?
• and
• What is Applied Behaviour Analysis?

10
Bullying A Perspective from Educational
Psychology

• To consider definitions of bullying and the
  prevalence of bullying in schools
• To consider bullying as a social phenomenon
• To consider potential implications of bullying in
  schools
• To consider the role of educational psychologists
  in facilitating anti-bullying interventions in
  schools

11
Coping with Life by Coping with School?

• Describe the major theoretical formulations that
  have attempted to account for chronic non-school
  attendance
• Explain the link between major theoretical
  formulations and the intervention approaches that
  derive from them
• Identify those aspects of case presentations that
  have significant implications for assessment and
  intervention with school refusers
• Justify the selection of components of effective
  intervention plans for school refusers

12
Working with Schools as Organisations

• Why? Understand the rationale for an EP working
  with organisations as an external agent of change
• What? Examples of EP work at systems level
• How? Know some aspects of psychology and
  organisational psychology EPs may draw upon
• Systems theory
• Organisational culture
• Change processes

13
Responding to Traumatic Incidents in Schools

• Develop awareness and knowledge of the
  psychosocial impact of traumatic incidents on
  children and schools
• Examine current theory and the evidence base for
  practice
• Explore what is known to support those affected
  by traumatic incidents in schools
• Develop your understanding of how educational
  psychologists work as a part of a team to plan
  for, and support those affected by traumatic
  incidents

14
Approaching the exam

• Answer the question
• i.e. work out what knowledge/understanding I am
  being asked to demonstrate.
• Faithfully reproducing lecture notes?
• Show evidence of wider reading
• Make links across the topics or to the wider
  themes
• Show evidence of creative thinking
• Links across the area

15
Sample exam questions

• How might an understanding of the work of Cummins
  (1984 etc) support the work of an educational
  psychologist with bilingual learners?
• School improvement work allows an educational
  psychologist to draw upon a range of theoretical
  considerations. Outline and discuss these.
• How can psychology contribute to the reduction of
  bullying behaviour in schools?
• How can educational psychologists contribute to
  group work in schools?
• A Director of Childrens Services asks you to
  brief her so that she can reply to a local
  politician anxious about the possible detrimental
  consequences of using applied behaviour
  analysis in the Local Authority. Outline for her
  major considerations in terms of efficacy,
  application and ethics and offer your advice on
  future policy development.
• Can educational psychologists use attribution
  theory to help them in their work around
  challenging behaviour in schools?