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Introduction lecture Flashcards

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1
Q

educational psych according to the BPS

A
  • concerned with CYP (0-25) in educational & early years settings
  • supporting others to tackle challenges
  • work in a variety of ways
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2
Q

challenges EPs tackle

according to BPS

A
  • learning difficulties & needs
  • social & emotional difficulties & needs
  • mental health concerns
  • issues around disability, diversity & more complex dev needs
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3
Q

variety of ways EPs work

according to BPS

A
  • observations
  • interviews
  • assessments
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4
Q

what is EP according to the DfE

atfeld et al. (2023)

A
  • key role in supporting dev, learning & wellbeing of CYP aged 0-25
  • work with education settings: special schools, alternate provision schools, health and social care, support the most vulnerable CYP & their most complex needs
  • may involve 1-1 work with children, young people & parents/carers, work with schools & other agencies or LA wide initiatives
  • development of EHCPs
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5
Q

EHCPs

A
  • introduced in 2014 - part of education reforms for SEN
  • statutory role to play in providing expert info & advice
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6
Q

in Cline et al. (2023) what does it say about DfE (2011)

A
  • took a review of ‘EP Training’ looking at role specifically in SEN
  • but also in ‘improving the opportunities of all CYP, both in LA statutory responsibilities & more universal early intervention & preventative support’
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7
Q

levels of work for EPs

scottish executive (2002)

A
  • child and family
  • school or establishment
  • LA/council
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8
Q

core activities of EPs

scottish executive (2002)

A
  • consultation
  • assessment
  • intervention
  • training
  • research
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9
Q

3 levels at which EPs operate

cameron (2006)

A
  1. individual
  2. organisation
  3. system
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10
Q

possibilities of what could happen if a EP looks at contemporary psych

cameron (2006)

A
  • closer links to clinical neuropsychology can be made
  • support for children experiencing bereavement
  • reduction in num of YP involved in crime
  • multidisciplinary collaboration for children with autism
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11
Q

4 areas of need

domains of interest for EPs

A
  • cog & learning
  • social, emotional & mental health
  • communication & interaction
  • sensory & physical
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12
Q

Bronfenbrenner’s ecological systems theory

1979

A
  1. microsystem - immediately around
  2. mesosystem - connections between microsystems
  3. exosystem - wider community which indirectly affects ind
  4. macrosystem - broader cultural and societal context
  5. chronosystem - changes over time whether expected or unexpected
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13
Q

DECP framework for psychological assessment & intervention

A
  • main focus is for change
  • clarification of problem finds things which might impact child
  • analysis of data (qual or quant)
  • generation of further hypotheses
  • intervention
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14
Q

6 stage problem analysis framework (Monsen & Frederickson, 2017)

as cited by cline et al. (2023)

A
  1. collect background information, clarify and expectations
  2. initial guiding hypotheses
  3. identified problem dimensions
  4. problem analysis
  5. agreed action plan
  6. monitoring and evaluation of outcomes
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15
Q

guidelines and codes invovled in EP

A
  • HCPC - standards of conduct, performance and ethics, standards of proficiency
  • BPS - code of ethics and conduct
  • DECP - professional practice guidelines
  • AEP

only HCPC is a requirement, AEP for training

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16
Q

history of EP as a profession

A
  1. cyril burt (1913) - focus on child and testing
  2. summerfield report (1962) - responsible to LA
  3. warnock report (1978) - specialised support for learning difficulties
  4. SENDA (2002) - how to support SEN
  5. children and family act (2014) - work more with social care
  6. SEND code of practice (2015) - not just schools, other professional
17
Q

key developments for EP

A
  • political context
  • impact of legislative changes
  • impact of tech
  • impact of curriculum changes (2014) - shifted age related expectations, more kids struggle
  • increasing priority given to children’s mental health
  • raising school leaving age
  • role of EPs in promoting ev base that informs our work
  • impact of covid
18
Q

why do we need EPs?

A
  • contributing to statutory services
  • promoting inclusion within & access to education
  • contributing to ‘preventative’ activities
  • trouble-shooting & problem-solving
19
Q

ashton & roberts (2006)

what aspects of EP role considered valuable by SENCos & EPs

A
  • themes most seen = advice giving & statutory assessment work
  • both valued relationship developed by the EP with their link schools
  • SENCos reported statutory assessment as a service unique to EP team
  • diffs: SENCos value traditional EP roles while EPs saw a much wider range of services as valuable
20
Q

EP as scientist-practitioner

Boulder Conference (1949)

A
  • ev-based practice is originally from the field of health
  • in applied psych, it attempts to establish & set out what interventions are likely to work best for who & why
  • but challenges remain including the “giving away of psych” & the political context of EPs work
21
Q

evidence-based practice

A
  • draw upon ev that is likely counter the internal validity threats of sig findings being overlooked (Kirkham et al., 2010) or vice versa
  • need to know ‘what works’ - use systematic reviews. challenges in applying research findings to ‘messy problems’, need for a science of implementation, need for practice-based ev
  • cline et al. (2023): ev-based practice, through systematic analysis, can show the likely effects of particular interventions in diff populations
22
Q

hierarchy of evidence

A
  1. systematic review
  2. randomised controlled trial
  3. controlled study
  4. quasi-experimental study
  5. non-experimental descriptive study
  6. evidence expert committee reports…
23
Q

what did cline et al. (2023) say about controlled studies

A

require thorough & close descriptions of populations and of the procedures in random allocation to groups

torgerson & torgerson (2001)

23
Q

what did cline et al. (2023) say about qualitative methods

A

they are needed to reveal the essential quality of a phenomena often through thematic analysis of speech or text

24
Q

ev-based practice: pragmatic solutions

A
  • drawing on scientific methods
  • hypothesis generation
  • data collection
  • hypothesis testing
  • drawing on practice knowledge
  • ‘hierarchy of methods’ gives precedence to positivist, fixed experimental designs & less weight to those designs founded upon ‘softer’ often qual approaches (Ramey & Grubb, 2009)
25
Q

issues of ev-based practice

A
  • journal articles may omit the qualifiers & contextual detail that curtail & limit their studies
  • practitioners may assume the most recent ev is the most reliable or most pertinent
  • professionals may adopt theoretical preferences (Fox, 2011)
  • UK EPs are trained under arrangement where reviewing large data sets through SLR or meta-analysis is a core skill
  • but extent to which EPs employ these skills to guide their own judgements needs to be researched further
26
Q

what did cline et al. (2023) say were difficulties with ev-based practice models in education

A
  • focus on causal explanations
  • reductionist approaches
  • the possible neglect of population characteristics
  • varying skills of practitioners in implementation
27
Q

frequently occurring areas of dilemma

miller & frederickson (2006)

A
  • the incomplete nature of research findings and theoretical formulations within psych as a basis for understanding the complex problems with which EP are frequently presented
  • the imprecise & tentative relationship often to be found between ‘assessment’ and ‘intervention’ within professional practice
28
Q

SCED

kratochwill et al. (2012)

A
  • single case experimental designs
  • allow measurement progress & change in an ind in response to an intervention (similar to EP work)
29
Q

simplest form of SCED

A
  • AB design
  • A (take baseline)
  • B (introduce intervention)
  • IV = intervention
  • DV = repeated measure of some kind
30
Q

what did cline et al. (2023) say about SCEDs

A
  • in EP they present an opportunity to blend the study of ind responses to their environment whilst drawing wider causal inferences
  • stat inference being at the heart of all SCED
  • allow for achievement of practice-based ev which can extend the insight gained through TME approach whilst also supporting theory building through giving ev of effects of interventions
31
Q

challenges and opportunities when impementing SCED

A
  • within the UK the relationship between EP & natural sciences in complex
  • EPs challenging - scientific activity as unreliable and incompatible with their espoused values
  • approaches perceived to be driven by causal models given complexity of naturalistic education settings
32
Q
A
33
Q

target monitoring and evaluation (TME)

cline et al. (2023)

A

allows practitioners to consider whether progress is following expectation

dunsmuir et al. (2009)

Educational psychology (9 decks)

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