Now in its third edition, Educational Psychology offers a comprehensive overview of how key advances in social, developmental and cognitive psychology impact upon the role of educational psychologists working today. Written by leading researchers, the book also explores controversies and dilemmas in both research and practice, providing students with a balanced and cutting-edge introduction to both the field and the profession.
Fully revised throughout, and with a new chapter exploring how educational psychologists work with schools to support children and young people’s mental health, this third edition aims to encourage students to integrate their understanding of core psychological disciplines, as well as to consider what ‘evidence-informed practice' really means. Organised into two broad sections related to learning and to social, emotional and mental health, the book features a selection of vignettes from educational psychologists working in a range of contexts, as well as tasks and scenarios to support a problem-orientated approach to study.
By integrating both research and everyday practice, the book is unique in engaging a critical appreciation of both the possibilities and limitations of educational psychology. lt is the ideal book for any student wishing to engage with this important and evolving field of study.
Author(s): Tony Cline, Anthea Gulliford, Susan Birch
Series: Topics in Applied Psychology
Edition: 3
Publisher: Routledge
Year: 2023
Language: English
Pages: 288
City: London
Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Series foreword
Preface to the third edition
How can this book be used?
Purpose
Advanced level undergraduate psychology degree option
Application to educational psychology training
Professional training in educational psychology
Approach
Content
Applying psychology to education
References
Part 1: Overview
Chapter 1: What do educational psychologists do?
How much do different accounts of educational psychology practice agree?
Educational psychology: A historical perspective
Educational psychology practice today: A case study
Lukasz case study
Phase 1 – Collect background information, clarify role and expectations
Phase 2 – Initial guiding hypotheses
Phase 3 – Identified problem dimensions
Phase 4 – Problem analysis
Phase 5 – Agreed action plan
Phase 6 – Monitoring and evaluation of outcomes
Educational psychologists as scientist-practitioners
The origins of the scientist-practitioner
Further dilemmas and challenges for educational psychologists as scientist-practitioners
Training as an educational psychologist
The content of professional training as an educational psychologist
Summary of the main issues addressed in this chapter
Recommendations for further reading
Journal articles
Books
Sample essay titles
References
Chapter 2: Evidence-informed practice in educational psychology: The nature and uses of the evidence
Chapter summary
Introduction
Developing the evidence: Controlled designs
Developing controlled evidence: The special case of single-case experimental designs in educational psychology
Qualitative methods: Exploration and insight
Evidence-based practice
Critiquing evidence-based practice
Implementation science and evidence-informed practice
Educational psychologists and evidence-based practice
Developing policy and provision
Conclusions
Summary of the main issues addressed in this chapter
Note
Recommendations for further reading
Journal articles
Books
Sample essay titles
References
Part 2: Cognition, learning and teaching
Chapter 3: Raising educational achievement: What can instructional psychology contribute?
Chapter summary
Introduction
Conceptions of ‘underachievement’
EPs, instruction, and underachievement
Instructional psychology
Behavioural objectives
Direct instruction
Large-scale evaluation of direct instruction
Haring and Eaton’s instructional hierarchy
Precision teaching
Larger-scale applications of instructional psychology
Conclusion
Summary of the main issues addressed in this chapter
Recommendations for further reading
Journal articles
Books and book chapters
Sample essay titles
References
Chapter 4: Inclusion for children with special educational needs: How can psychology help?
Chapter summary
What is inclusion?
The history of inclusion in education
The current picture
Inclusion and the educational psychologist
Should children with SEN be educated in mainstream schools?
Research investigating outcomes for children with SEN
Research focusing on social and affective outcomes
Research investigating outcomes for the classmates of children with SEN
Research investigating teacher attitudes
How can psychological theory contribute?
Theory of planned behaviour and contact theory
Labelling and attribution theory
Social exchange theory
Inclusion: Implications from psychological theory and research
Summary of the main issues addressed in this chapter
Recommendations for further reading
Journal articles
Books
Sample essay titles
References
Chapter 5: Effective communication in school: Do teachers and students talk the same language?
Chapter summary
The early development of language and communication skills
The initial experiences that lay the foundations for language development
Non-verbal communication and pragmatic skills
Entering the new language environments of nursery and school
Bridging the gap between home and school
Key features of language development in the middle years of childhood
The language environment in school
Reviewing the rules of classroom talk
Summary of the main issues addressed in the chapter
Recommendations for further reading
Journal articles and public lectures
Books and longer research reports
Sample essay titles
References
Chapter 6: Can we cure dyslexia?
Chapter summary
Can we cure dyslexia?
What is dyslexia?
Response to intervention
What causes dyslexia?
Brain, biology and genes
Can teaching methods cause dyslexia?
Can dyslexia be cured?
What is the best way to learn to read and write?
Do the same conclusions apply to young children at risk for reading failure?
What intervention strategies are effective for children with dyslexia?
What about changes at the biological level?
Fact and opinion
What utility does the word ‘dyslexia’ actually have?
Summary of the main issues addressed in this chapter
Recommendations for further reading
Journal articles
Books and book chapters
Sample essay titles
References
Chapter 7: Why does mathematics make so many people fearful?
Chapter summary
Introduction
The challenges of mathematics
The concept of “maths anxiety”
The development of mathematical thinking, mathematical practices and maths anxiety through childhood
Teaching methods
Cognitive processing and maths anxiety
Cognitive abilities associated with proficiency in mathematics
The neuropsychology of maths anxiety
Mathematics in its cultural context
Home mathematics and school mathematics
Comparative studies of mathematics learning across cultures and across languages
Conclusion: Addressing the problem of maths anxiety
Summary of the main issues addressed in this chapter
Recommendations for further reading
Sample essay titles
References
Chapter 8: Educating children with autism: What use is psychological theory and research?
Chapter summary
What is autism?
What does research tell us?
Autism: Other difficulties and strengths
What causes autism?
Theory of mind
Executive dysfunctions
Central coherence
How has psychology informed educational approaches?
What does behavioural psychology contribute?
What has cognitive psychology specifically contributed?
Summary of the main issues addressed in this chapter
Recommendations for further reading
Journal articles
Books
Sample essay titles
References
Part 3: Social, emotional and mental health issues in school
Chapter 9: Educational psychology and mental health in schools: A new or an old role?
Chapter summary
Mental health concerns in schools: Definitions and prevalence
Children and young people’s mental health: Risk and resilience
Mental health in schools: The policy context
Educational psychologists’ historical contribution
Mental health in schools today: How do EPs contribute?
Individual-focused work
Educational psychologists and therapeutic interventions
Group work
Systems work
Conclusion
Summary of the main issues addressed in this chapter
Recommendations for further reading
Sample essay titles
Note
References
Chapter 10: Managing classroom behaviour: Can psychology help?
Chapter summary
Introduction
Responding to the issue of behaviour
Behavioural perspectives
ABA strategies
Validity
A word about ‘rewards’
A word about ‘punishments’
From consequences to antecedents: A focus on the environment
Extending behavioural approaches in school provision, policy, and legislation
Behaviour function
Preventative approaches
From a focus on observable behaviour to the consideration of cognition and affect
Cognitive perspectives and their applications with young people
Personal construct psychology
Attribution theory
Causal attribution and managing behaviour
Teachers’ attributions for challenging behaviour
Students’ attributions for ‘challenging’ behaviour
Parents’ attributions for challenging behaviour
Generalisability of attributional patterns
Attributions and educational inclusion
Psychodynamic influences in managing behaviour schools
Attachment theory
Social-emotional learning
Conclusions
Summary of the main issues addressed in this chapter
Recommendations for further reading
Sample essay titles
Note
References
Chapter 11: School bullies: Are they also victims?
Chapter summary
Bullying: An introduction
What is bullying?
Who are the bullies?
Are some bullies also victims of bullying at school?
Why does bullying occur?
An ecological-systems theory
Socio-cognitive deficit theories
Ecological theories
Theories of family influence
Theories relating to the impact of educational settings
Group process theories
Which school bullying interventions are effective?
And for cyberbullying?
Summary of the main issues addressed in the chapter
Recommendations for further reading
Journal articles
Books
Sample essay titles
References
Chapter 12: Coping with life by coping with school? School non-attendance in young people
Chapter summary
Definitions: How do we describe school attendance problems?
Prevalence and policy
Consequences of non-attendance
Understanding extended school non-attendance
Key perspectives: Behaviour function
Key perspectives: The ecology of family and the school
Key perspectives: Anxiety
Approaches to intervention
Individual-focused interventions
Family interventions
A ‘school-focused’ approach
Coping with life by coping with school?
Summary of the main issues addressed in this chapter
Recommendations for further reading
Sample essay titles
Note
References
Chapter 13: School ethos and student identity: When is wearing a uniform a badge of honour?
Chapter summary
Defining school ethos
The development of identity as a student
Internalised expectations
Influence of school ethos
Can a school’s educational psychologist influence its ethos?
Conclusion
Summary of the main issues addressed in this chapter
Recommendations for further reading
Journal articles
Books and book chapters
Sample essay titles
References
Index
