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Educational Psychology Practice

A New Theoretical Framework

  • Thomas Szulevicz
  • Lene Tanggaard

Part of the Cultural Psychology of Education book series (CPED, volume 4)

Table of contents

  1. Front Matter
    Pages i-xvii
  2. Introduction to Part I: Educational Psychology Practice as It Stands Today

    1. Front Matter
      Pages 1-1
    2. Thomas Szulevicz, Lene Tanggaard
      Pages 3-13
    3. Thomas Szulevicz, Lene Tanggaard
      Pages 15-34
    4. Thomas Szulevicz, Lene Tanggaard
      Pages 35-48
    5. Thomas Szulevicz, Lene Tanggaard
      Pages 49-71
  3. Introduction to Part II: Educational Psychology Practice 2.0

    1. Front Matter
      Pages 73-73
    2. Thomas Szulevicz, Lene Tanggaard
      Pages 75-85
    3. Thomas Szulevicz, Lene Tanggaard
      Pages 87-101
    4. Thomas Szulevicz, Lene Tanggaard
      Pages 103-125
    5. Thomas Szulevicz, Lene Tanggaard
      Pages 127-139

About this book

Introduction

This book sets out a proposal for applying psychological and educational psychology concepts to improve work with children and young people. It also suggests how some of the criticism aimed at pedagogical-psychology practice can be answered.

In several respects educational psychology practice seems to be in a transition phase and could even be said to be suffering an identity crisis: educational establishments and education policy alike are looking for different skills than those the psychology profession traditionally provides, and people are generally questioning the relevance and applicability of pedagogical-psychological counseling. The book is based on the fundamental premise that good professional practice is contingent upon circumstances that allow practitioners to apply their knowledge, experience and skills in the specific encounter with a specific task. This means that the ability to act pragmatically and creatively is, and will increasingly be, an important skill not only for educational psychologists, but also for psychologists in general. In other words, psychologists must be able to contribute to tasks in new ways and new contexts when required.

Intended primarily for students of psychology, school psychologists and other professional groups that provide counseling in schools, the book is also a valuable resource for the various groups that use pedagogical-psychology tools and insights in their work with children and young people.

Keywords

History of Educational psychology practice Consultation influences by new educational and social trends Shaping learning environments Role of psychology in educational psychology practice Psychologists role to shaping learning environments in schools Description and definition of educational psychology practice Analysis of educational psychology Frameworks in educational psychology Psychometric framework Consultative/context sensitive framework Pragmatic-consultative approach to educational psychology Dichotomies in educational psychology practice The future of educational psychology practice Creativity in educational psychology practice Innovation in educational psychology practice

Authors and affiliations

  • Thomas Szulevicz
    • 1
  • Lene Tanggaard
    • 2
  1. 1.Aalborg UniversityAalborgDenmark
  2. 2.Department of Communication & PsychologyAalborg UniversityAalborgDenmark

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-44266-2
  • Copyright Information Springer International Publishing Switzerland 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-44265-5
  • Online ISBN 978-3-319-44266-2
  • Series Print ISSN 2364-6780
  • Series Online ISSN 2364-6799
  • Buy this book on publisher's site