LEADER 04480nam 22006015 450 001 9910255125603321 005 20200704091234.0 010 $a3-319-44266-X 024 7 $a10.1007/978-3-319-44266-2 035 $a(CKB)3710000000866382 035 $a(DE-He213)978-3-319-44266-2 035 $a(MiAaPQ)EBC4694128 035 $a(PPN)204730767 035 $a(EXLCZ)993710000000866382 100 $a20160920d2017 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEducational Psychology Practice $eA New Theoretical Framework /$fby Thomas Szulevicz, Lene Tanggaard 205 $a1st ed. 2017. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2017. 215 $a1 online resource (XVII, 147 p.) 225 1 $aCultural Psychology of Education,$x2364-6780 ;$v4 311 $a3-319-44265-1 320 $aIncludes bibliographical references at the end of each chapters. 327 $aIntroduction -- Introduction to Part 1: Educational psychology practice as it stands today -- Chapter 1: What is educational psychology practice? -- Chapter 2: Approaches and methods used in educational psychology practice -- Chapter 3: Inclusion as a (new) priority for educational psychology? -- Chapter 4 Educational psychology ? background factors -- Introduction to Part 2: Educational psychology practice 2.0 -- Chapter 5: A pragmatic consultation approach -- Chapter 6: Educational psychology practice ? a divided field -- Chapter 7: The educational psychologist as everyday researcher -- Chapter 8: Innovative and creative forms of PPC practice -- Chapter 9: Concluding thoughts on the past, present and future of educational psychology. . 330 $aThis book sets out a proposal for applying psychological and educational psychology concepts to improve work with children and young people. It also suggests how some of the criticism aimed at pedagogical-psychology practice can be answered. In several respects educational psychology practice seems to be in a transition phase and could even be said to be suffering an identity crisis: educational establishments and education policy alike are looking for different skills than those the psychology profession traditionally provides, and people are generally questioning the relevance and applicability of pedagogical-psychological counseling. The book is based on the fundamental premise that good professional practice is contingent upon circumstances that allow practitioners to apply their knowledge, experience and skills in the specific encounter with a specific task. This means that the ability to act pragmatically and creatively is, and will increasingly be, an important skill not only for educational psychologists, but also for psychologists in general. In other words, psychologists must be able to contribute to tasks in new ways and new contexts when required. Intended primarily for students of psychology, school psychologists and other professional groups that provide counseling in schools, the book is also a valuable resource for the various groups that use pedagogical-psychology tools and insights in their work with children and young people. 410 0$aCultural Psychology of Education,$x2364-6780 ;$v4 606 $aEducational psychology 606 $aEducation?Psychology 606 $aTeaching 606 $aChild psychology 606 $aSchool psychology 606 $aEducational Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/O39000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aChild and School Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y12040 615 0$aEducational psychology. 615 0$aEducation?Psychology. 615 0$aTeaching. 615 0$aChild psychology. 615 0$aSchool psychology. 615 14$aEducational Psychology. 615 24$aTeaching and Teacher Education. 615 24$aChild and School Psychology. 676 $a370.15 700 $aSzulevicz$b Thomas$4aut$4http://id.loc.gov/vocabulary/relators/aut$01065230 702 $aTanggaard$b Lene$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910255125603321 996 $aEducational Psychology Practice$92544036 997 $aUNINA