Delivering Educational Psychology

Imich, André

doi:10.1080/0266736990150110

Cited by 14 publications

(9 citation statements)

References 15 publications

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“…Questions about the distinctiveness of school psychologists' work have featured in the literature on school psychology services for many years (see Imich, 1999;Leyden, 1999;MacKay, 2002;Thomson, 1996). Given the school and community context in which they work, and the fact that other professionals also work in these contexts, it is understandable that people might question the distinctive contribution that the school psychologist brings.…”

Section: The Shortage Of School Psychologists and Implications For Prmentioning

confidence: 96%

School psychology: Learning lessons from history and moving forward

Farrell

2010

School Psychology International

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At a time when, in most countries, the profession of school psychology is experiencing a period of growth and expansion, many problems still remain. The origins of these problems are linked to the historical development of the profession which has provided school psychologists with a unique and distinctive role in administering IQ tests and using the results to make decisions about special educational provision for children with learning difficulties. This article reviews recent research that is heavily critical of the relevance of IQ testing and the associated medical model of working, and then considers some of the barriers which prevent school psychologists from changing their practices. It concludes with suggestions as to how the profession can move forward with confidence, knowing that it can make a distinctive contribution to supporting vulnerable children, schools and communities around the world.

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Section: The Shortage Of School Psychologists and Implications For Prmentioning

confidence: 96%

School psychology: Learning lessons from history and moving forward

Farrell

2010

School Psychology International

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“…Responses highlighted the success of the model. For EPs, the overall outcome was greater job satisfaction generally which was linked to many factors but included the 'elastic' that came The extant findings indicate that previous systems for delivering EP services had limits because of factors such as lack of flexibility (Imich 1999), a dearth of opportunities for innovative work that is so often desperately needed to help systems and services to move forward (Mackay 2002) and an over-emphasis on consultation which restricted the autonomy of the EP to offer the most appropriate service for a CYP in a particular situation (Imich 1999).…”

Section: Discussionmentioning

confidence: 99%

A developing educational psychology service work-allocation model

Marsh¹,

Higgins

2018

Educational Psychology in Practice

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As UK Governments continue with the economic policy of deficit reduction from 2010, many Local Authorities' (LAs) Educational Psychology Services (EPSs) have begun to develop 'traded' models of service delivery in order to maintain jobs and secure services. Nevertheless, EPSs still provide a core service delivery to schools, settings and patches for statutory and prestatutory work which need to be equitably distributed within the team to apportion demands and workloads. This article will provide a detailed description of how a work allocation model has developed in recent years, with reference to case studies from three diverse LAs.

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“…These gures compare with the situation reported by the Department for Education and Science (1990) who identi ed few services as having staff appraisal schemes, although many were said to be on the point of introducing them. Imich (1999), in a small-scale study of 10 educational psychology services, found that nine out of 10 had appraisal schemes. The Association of Educational Psychologists (1988) produced a list of guidance for members on the introduction of appraisal schemes written from the perspective of a trade union/professional association.…”

Section: Appraisal and Educational Psychologistsmentioning

confidence: 97%

The Appraisal of Educational Psychologists: A very private affair

Webster¹

2001

Educational Psychology in Practice

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This paper presents the results of a survey into the use of appraisal in educational psychology services within Local Education Authorities in England and Wales. Based on the ndings of the study, the current range of appraisal schemes in use within the educational psychology service are described. The way in which such schemes link with appraisal in the wider local authority context is considered, and an attempt is made to identify whether appraisal schemes used with educational psychologists have distinctive features and, if so, what those features are.

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Delivering Educational Psychology

Cited by 14 publications

References 15 publications

School psychology: Learning lessons from history and moving forward

School psychology: Learning lessons from history and moving forward

A developing educational psychology service work-allocation model

The Appraisal of Educational Psychologists: A very private affair

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