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.
|Title of host publication||Frameworks for practice in educational psychology|
|Subtitle of host publication||A Textbook for Trainees and Practitioners|
|Editors||B Kelly, L Woolfson, James Boyle|
|Place of Publication||London|
|Number of pages||18|
|Publication status||Published - 15 Aug 2008|
- educational psychology
- educational theory
- professional accountability, transparency and effectiveness
Boyle, J., MacKay, T., & Lauchlan, F. (2008). The legislative context and shared practice models. In B. Kelly, L. Woolfson, & J. Boyle (Eds.), Frameworks for practice in educational psychology: A Textbook for Trainees and Practitioners (pp. 33-51). London.