The present research investigates how explanations for sex `work', and constructions of it as a market exchange just like any other, function to reinforce and perpetuate the current shape of the sex industry in New Zealand. It also examines how key themes in feminist theories of sex work are used by participants to account for their experiences in the job. The data were from semi-structured interviews with 19 people who were working, or who had worked, in the sex industry. The sample was diverse in terms of gender and sexuality identifications. There was also diversity in the areas of sex work that had been experienced. The analysis takes a feminist discursive psychology approach that investigates the contradictions and dilemmas raised by different constructions of social objects. Insights that emerged from the analysis include that the construction of sex work as a service industry relies, in part, on the notion of an uncontrollable male sex drive; that the idea of sex work as an ordinary market exchange both highlights and hides important features of the sex industry; and that participants could account for both the violent and liberatory aspects of sex work that feature in feminist explanations.

A review of recent school psychology publications was conducted to discover the espoused theory of contemporary school psychology, as distinct from school psychology practice. We considered that identification of the espoused theory of school psychology, the story of school psychology, would support professional reflection and the identification of factors that mediate theory and practice. To distinguish the espoused story of school psychology from practice we considered what school psychologists said about professional practice, rather than what they did or said they did. The findings suggested that contemporary school psychology endorses practices that are relevant to and effective in a rapidly changing world. The profession has built on strong foundations to construct models of practice that consider, value, and benefit from the multiplicity of an increasingly globally-connected community. Recurrent themes were identified that, together, formed an espoused story. This story of contemporary school psychology comprised recognition of the interactive context of child development, ecological analysis, multi-systemic approaches to practice, inclusion, and respect for diversity, positive psychology and evidence-based, theoretically driven practice.Keywords contemporary school psychology, diversity, ecological analysis, espoused theory, evidence-based practice, inclusion, interactive perspective, multi-systemic approach, positive psychologyReflecting on the practices of school psychologists in the 39 countries represented in the Handbook of international school psychology (Jimerson, Oakland, & Farrell, 2007), Hart (2007) suggested that the diversity and debate currently existing within the profession reflected incompleteness of its establishment. (School psychologist

This article suggests that while educational psychology espouses an ecological view of human development, the implementation of practices that reflect this perspective has often been obstructed. In many circumstances, practices that attribute problems to individuals, or groups of individuals, continue. These contrast with ecological practices that position problems in the interaction between people with various needs and their particular worlds. The article suggests that many educational and community systems operate to maintain individual-centred practices and that many tools currently available to educational psychologists were developed for more traditional approaches. Narrative inquiry is recommended in this article as one available toolthat supports ecological practice. The article, presented in two parts, discusses the shared theoretical foundations of ecological practice and narrative inquiry. It illustrates one way in which narrative inquiry integrates with familiar patterns of practice in educational psychology. The narrative approach to psychology is presented here as a way of thinking and talking about practice rather than as a therapy or a method of scientific research.