Educational Psychology C83EDP 2nd semester 2008. 2 Purpose To introduce students to the professional practice of Educational Psychology by considering.

Educational Psychology

C83EDP

2nd semester 2008

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Purpose

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

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Lecturers:

• Prof Andy Miller - Group Director• Nathan Lambert - APT• Anthea Gulliford - DAEP Co-director• Victoria Lewis - APT • Neil Ryrie - APT• Nick Durbin - DAEP Co-director

All working as practitioner EPs in Local Authority settings.

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Office Hours

• Each lecturer will offer an office contact time, usually about 2 or 3 weeks after their lecture.

• Details will be posted on the website.

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Lectures1 21.1.08 The History and Development of the Educational

Psychologist RoleNFR

2 28.1.08 Working with Vulnerable Young People NFR

3 4.2.08 Working with Schools as Organisations AG

4 11.2.08 Psychology and inclusion NL

5 18.2.08 Challenging Behaviour in schools: thepsychological contribution.

AM

6 25.2.08 Working with Bullies – and the Bullied VH

7 3.3.08 Coping with Life by Coping with School AM

8 10.3.08 Educational Psychologists and Bilingual YoungPeople

AG

9 14.4.08 Responding to the impact of traumatic incidents inschools

ND

10 21.4.08 Revision Session

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Examination

• The module will be assessed by one two-hour examination at the end of the second semester.

• You will be asked to answer two questions out of six.

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General References • Frederickson & Cline (2002) Special

Educational Needs, Inclusion and Diversity. Buckingham: Open University Press

• Beaver, R (1996) Educational Psychology casework. London: Jessica Kingsley

• Frederickson, Miller & Cline (in press) Educational Psychology: Topics in Applied Psychology

• Journals:• Educational Psychology in Practice• Educational & Child Psychology• Journal of School Psychology

History and development of the role and function of the

educational psychologist

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Educational Psychology is …

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Terminology

Educational Psychology?

Or

School Psychology?

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Relevant theory?

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Domains of interest

• Problem-solving• Individual child• Whole class• Whole school• Local authority

DfEE 2000

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Historical landmarks

• Cyril Burt, the first EP (1913)– Assessment of children’s ability and

advice on the placement of children in special education

– Development of mental tests.– Researching into causes of learning

difficulties.

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Historical landmarks

• Summerfield Report (1968)– To consider role and training of EPs and to

advise on numbers• Individual diagnostic and therapeutic work with

children• No serious consideration of other possible

functions

• Central core of activities seen as: the identification and treatment of learning and adjustment difficulties.

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Historical landmarks

• The ‘Reconstructing’ developments (Gillham 1978)

• Challenged the central position of assessment of difficulties.

• Moved the focus onto alternative ways of working:

– Research and project work– Working with schools as systems

• Criticisms of the relevance of psychometrics

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Historical landmarks

• Special needs legislation (1981 & 1996)

• Gave EPs a statutory responsibility in the assessment and reviewing of children’s special educational needs

• Every child in receipt of special educational provision would have a ‘Statement’ of SEN based on formal ‘Advice’ from, inter alia, EPs.

• Gave EPs increasing involvement with Early Years and with parents

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Historical landmarks

• DfEE working party report (2000)– 4 levels of work:

• Individual child• Groups of children• Schools• LEAs

– Other agencies– Recommendations about service

delivery

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The future?

• Extended training

• ‘Every Child Matters’– Review of role and function (DfES

2006).

– Integrated Children’s Services

EPs and ‘Assessment’

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Debates in assessment?

• Assessment vs Testing?– Purpose– Informs action– Tests hypotheses– Rigour

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Over-riding principles

• Applied science

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Debates in assessment?

• Normative vs Ipsative?– Normative assessment:

• Compares a sample of behaviour with the same behaviour in a sample of the population.

• Generalises from that sample• Requires validity• Requires reliability• Issues about relevance & equity

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Debates in assessment?

• Normative vs Ipsative?– Normative assessment:

• In the UK, typically involves:– Wechsler Scales: WISC IV, WPPSI III– British Ability Scales (BAS)– A range of attainment tests

• Produces norm-referenced scores, typically IQ (or ‘Standard’) scores or percentile rankings

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Debates in assessment?

• Normative vs Ipsative?– Ipsative assessment:

• Compares a child with themselves• Can include normative assumptions• Can allow a focus on the learning /

behaviour issues themselves.

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Debates in assessment?

• Static vs ‘dynamic’?– Static assessment:

• Looks at what a child has achieved;• Analyses strengths and difficulties;• Deals in snap-shots of behaviour/learning• Emphasises reliability and validity

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Debates in assessment?

• Static vs ‘dynamic’?– dynamic assessment:

• Based on Vygotsky’s work, developed by Feuerstein;

• Looks at a child’s response to teaching• Focuses on modifiability and adaptability

- therefore looks at change

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Alternative methods

• Curriculum-based assessment – Ipsative by nature– Based on (social) learning theories– Looks at the child in context– Attempts to lead directly to action– Requires careful monitoring,

evaluation and review

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Challenges to practice

• Keep the psychology • To maintain relevance to teachers• To understand the difficulties in terms

of the interaction between the child and their environment.

• To maintain an objective stance• To collect data rigorously and to

transform that understanding of the child’s circumstances

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Further Reading• Anastasi, A. and Urbina, S. (1997). Psychological Testing

(7th Edn). Upper Saddle River, NJ., Prentice Hall.• Deno, S.L. (1989) Curriculum based measurement: the

emerging alternative. Exceptional Children, 52(3): 219-32

• Dessent, T. (1978). The historical development of School Psychological Services. In: Reconstructing Educational Psychology. B. Gillham. London, Croom Helm.

• DfEE (2000). Educational Psychology Services (England): Current Role, Good Practice and Future Directions. Nottingham: DfEE.

• DfES (2006). A Review of the Functions and Contributions of Educational Psychologists in the Light of ‘Every Child Matters: Change for Children’ Nottingham: DfES Research Report 792 http://www.dfes.gov.uk/research/data/uploadfiles/RR792.pdf

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Further Reading• Gersch, I. S. (2004). "Educational Psychology in an age

of uncertainty." The Psychologist 17(3): 142-145.• Gillham, B., (Ed.) (1978). Reconstructing Educational

Psychology. London, Croom Helm.• Leyden, G. (1999). "Time for change: the reformulation

of applied psychology for LEAs and schools." Educational Psychology in Practice 14(4): 222-228.

• Mellor, N. J. (1999). From exploring practice to exploring inquiry: a practitioner researcher’s experience. University of Northumbria at Newcastle. PhD. (Chapter 2) http://www.staff.ncl.ac.uk/nigel.mellor/thesis/chap2.html

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Further Reading• Miller, A. and Leyden, G. (1999). "A coherent framework

for the application of psychology in schools." British Educational Research Journal 25(3): 389-400.

• Solity, J. and Bull, S. (1987). Special Needs: Bridging the Curriculum Gap. Milton Keynes, Open University Press.

• Sternberg, R. J. and Grigorenko, E. L. (2002). "Difference scores in the identification of children with learning disabilities. It's time to use a different method." Journal of School Psychology 40(1): 65-83.