Processes of 'Change' and 'Continuity' in Educational Psychology--Part I

Stobie, Ingeborg

doi:10.1080/0266736022000010249

Cited by 23 publications

(10 citation statements)

References 22 publications

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“…This contrasts with what Stobie(2002) describes as the 'defunct traditional model', where 'problems' are viewed as within-childandEPs are seen as assessors of need and gatekeepers to resources. There has been a move away from this model towards a reconciliation of the pragmatic and the scientific through the conceptualisation of EPs role as that of "scientist-practitioner" (Lane & Corrie, 2006).…”

Section: Introductionmentioning

confidence: 88%

Is there a role for educational psychologists in facilitating managed moves?

Bagley

Hallam

2017

Educational Psychology in Practice

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The current research aimed to explore the extent to which school professionals and Local Authority staff perceived that there was a role for Educational Psychologists in the processes involved in implementing, monitoring and offering support to young people for whom a managed move was being arranged. The study was conducted in one English Local Authority where eleven school staff and five Local Authority staff were interviewed using a thematic analysis methodology. The emerging themes were: lack of role clarity; variability between schools; reactive in relation to crisis; capacity; and possibilities for further involvement including transition, preventative work and accurate assessment of needs.

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Section: Introductionmentioning

confidence: 88%

Is there a role for educational psychologists in facilitating managed moves?

Bagley

Hallam

2017

Educational Psychology in Practice

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“…Fox (2009) explores EPs' traditions of working with systems and proposes that management and organisational psychology were key in the move away from seeing individual children. Stobie (2002) discusses the processes of change and continuity and how they apply to educational psychology. Stobie (2002) noted that 'systems are bound together by their history, culture, shared beliefs, values, assumptions and work habits that influence the way people perceive, think and behave' (p.207).…”

Section: What Factors Influence Change In Organisations?mentioning

confidence: 99%

“…Stobie (2002) discusses the processes of change and continuity and how they apply to educational psychology. Stobie (2002) noted that 'systems are bound together by their history, culture, shared beliefs, values, assumptions and work habits that influence the way people perceive, think and behave' (p.207). Stobie (2002) identifies that if organisations (e.g.…”

Section: What Factors Influence Change In Organisations?mentioning

confidence: 99%

Exploring the development of critical incident response teams

Lockhart

Woods

2016

International Journal of School & Educational Psychology

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Chapter 1: Introduction Chapter 2: Literature review 2.1 Introduction 2.1.1 History of Critical Incidents within the literature 2.1.2 Literature on Critical Incidents from 1970s 2.1.3 Literature on Critical Incidents from 1980s 2.1.4 Literature on Critical Incidents from 1990s 2.1.5 Literature on Critical Incidents from 2000 to the present 2.1.6 Summary of Literature on Critical Incidents from 1970s to the present day 2.2 Post-traumatic Stress Disorder 2.3 Prevalence of Critical Incident Response within Educational Psychology Services 2.4 How do Educational Psychology Services Respond to Critical Incidents? 2.4.1 Educational Psychology Service response within the UK 2.4.1.1 Content analysis of leaflets 2.4.2 Educational Psychology Service response within USA and Israel 2.5 Interventions 2.6 How are Local Authority Critical Incident Response Services Set Up? 2.7 What Factors Influence Change in Organisations? 2.8 How are Critical Incident Services Evaluated?

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“…Similarly, Forlin (2010) suggested inclusion required that school psychologists make systemic analyses, considering the government agencies and funding systems that support children and determine the conditions under which psychologists can offer support. To ensure competent advocacy, school psychologists were advised to continually review and update their knowledge of relevant systems (Forlin, 2010;Stobie, 2002).…”

Section: The Value Of Inclusion: Respect For Diversitymentioning

confidence: 99%

A contemporary story of school psychology

Annan

Priestley

2011

School Psychology International

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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

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Processes of 'Change' and 'Continuity' in Educational Psychology--Part I

Cited by 23 publications

References 22 publications

Is there a role for educational psychologists in facilitating managed moves?

Is there a role for educational psychologists in facilitating managed moves?

Exploring the development of critical incident response teams

A contemporary story of school psychology

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