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' ...a magnificent resource which illuminates, and provides a cogent rationale for contemporary practice. I would anticipate that it will form a core text recommended on reading lists for prospective EPs, trainee EPs and for EP Service libraries, in addition to forming a very useful reference resource for colleagues working in Children's Services and in higher education institutions.' - Extract from the Foreword by Sue Morris, Educational Psychology Programme Director, University of Birmingham. This textbook assesses existing and emerging practice frameworks in educational psychology and their relation to theory. Covering current frameworks, such as the Monsen et al. Problem-Solving Framework, the Integrated Problem Solving Framework for Practitioners and the Constructionist Model, as well as emerging approaches, such as Systemic Solution Focussed Models and Positive Psychology Frameworks, contributors explore how they support educational psychology. The editors consider how existing and emerging frameworks help address current demands for professional accountability, transparency and effectiveness. They conclude with an exploration of the complex methodology and highly integrated approach required by contemporary educational psychologists. This textbook will be an invaluable resource for all practising educational psychologists, students, trainers, and educators.

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Book Details

ISBN: 9781843106005
ISBN-10: 1843106000
Format: Paperback
(234mm x 156mm x 14mm)
Pages: 256
Imprint: Jessica Kingsley Publishers
Publisher: Jessica Kingsley Publishers
Publish Date: 15-Aug-2008
Country of Publication: United Kingdom

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Author Biography - Barbara Kelly

Barbara Kelly is Associate Tutor on the MSc and Doctorate Programmes at the University of Strathclyde and Senior Educational Psychologist working for Glasgow City Council; Lisa Woolfson is Reader in the Department of Psychology and Director of the Doctorate in Educational Psychology Programme at the University of Strathclyde; James Boyle is Reader in Psychology and Course Director of the MSc in Educational Psychology at the University of Strathclyde.

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