Relevant bibliographies by topics / Educational psychologist

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  1. Dissertations / Theses

Academic literature on the topic 'Educational psychologist'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Dissertations / Theses on the topic "Educational psychologist"

1

Mennell, Laura. "The role of the educational psychologist in further education." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690777.

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The Special Educational Needs and Disability (SEND) Code of Practice (CoP) (DfE, 2014) places a duty upon further education (FE) settings to support young people (YP) up to the age of 25, with SEN, in FE. College settings can choose to commission external services such as the Educational Psychology Service (EPS) to support them to fulfil these duties. Relatively little EP work has been carried out in FE. The aim of this research is to explore the challenges for the role of the EP in colleges by gaining the views of frontline and senior college staff from two mainstream college settings, and EP
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2

Stringer, Philip Harold. "The virtues of becoming an educational psychologist." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395907.

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Newmark, Rona. "Inclusive education for learners with Down syndrome : the role of the educational psychologist." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52885.

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Thesis (PhD)--University of Stellenbosch, 2002.<br>Page ii of digitised copy missing due to the condition of the original hard copy.<br>ENGLISH ABSTRACT: no abstract available<br>AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die rol wat die opvoedkundige sielkundige kan speel in die ondersteuning van leerders met Downsindroom tydens die insluiting tot hoofstroomonderwys. Die studie vind plaas in 'n tydperk waar postmoderne denke en demokratisering van onderwys in Suid-Afrika te voorskyn kom. Hierdie tipe studie is relevant. aangesien huidige beleidsdokumente klem Ie op die demokratiser
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Burton, Sarah Jayne. "An exploratory study of parent and Educational Psychologist perceptions of dual educational placements." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1601/.

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This research explores the perceptions of dual educational placements held by parents who have experience of their child receiving this category of education and the perceptions of dual educational placements held by Educational Psychologists who have encountered this type of education during their practice. The aim of the research was an initial investigation into this area, which has experienced minimal previous research, to obtain an overview of aspects considered important in dual educational placements. This was conducted using a qualitative methodology, involving interviews with seven pa
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Ruth, Eileen Slater. "The importance of self implications for the practising educational psychologist." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489086.

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This study examines the importance of self in the work of a practising educational psychologist. In order to do this, a psychodynamic approach was taken to analyse data gathered during an ethnographic study of professional life. A range of information was collected over a four week period in the life of a fairly recently qualified educational psychologist.
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Strecker, Elena K. "Preservice Intervention Specialist and School Psychologist Attitudes Towards Inclusion." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563813298080121.

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Miller, Rebecca. "An exploration of Clinical Psychologist and Educational Psychologist constructs of mental health in the context of secondary school aged children." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5213/.

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Over the past decade, Mental Health (MH) has increasingly appeared on the ‘school agenda’, both in terms of rising levels of MH difficulties in the student population, and also the expectation that schools have a role to play in supporting good MH. MH is a term fraught with ambiguities leading to uncertainty around the most appropriate ways to provide support. A review of current literature reveals a wide range of definitions and interpretations, sometimes within the same team of supporting professionals. The current study seeks to explore the perspectives held by two professional groups seemi
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8

Cooper, Daphne C. "The foundations of affective development : proactive involvement of the educational psychologist." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14246.

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Includes bibliography.<br>In this thesis the foundations of affective development are discussed. The context of development is considered to be the relationship between infant and caregiver. The theoretical bases of developmental psychology and the practice of clinical psychology have been drawn on and applied to a model of promotive and preventive work. Affective development may be enhanced by psychologists, and it is therefore important for them to consider promotion of mental health as well as more traditional ways of therapeutic intervention. A survey was done in four infant clinics in Ca
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9

Young, Susannah. "Educational psychologist and special educational needs co-ordinator constructions of effective collaborative working : an exploratory study." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104777/.

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The current educational and legislative reforms in the United Kingdom have placed effective multi-agency collaboration at the forefront of the professional agenda e.g., the Special Educational Needs and Disability (SEND) Code of Practice (DfE, 2014) in England; and the draft Additional Learning Needs (ALN) Code of Practice in Wales (Welsh Government, 2015; 2017). Central to this process is a shared understanding of the roles and responsibilities of each multi-agency professional. A wealth of research has illustrated incongruities in the perceptions of the role and practice of educational psych
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10

Law, Constance. "An exploration of Educational Psychologists' (EP) practices for behaviour concerns." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychologists-ep-practices-for-behaviour-concerns(cf7cebe5-5243-45fa-836c-fc59cf3d861a).html.

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Concerns relating to the management of externalising and internalising behaviour are prevalent within UK educational policy and practice and represent a key domain for Educational Psychologist (EP) support. EP practice has been subject to change over time, following shifts in legislative approaches to managing behaviour in schools and changes to the contexts and systems within which EPs work, such as increased service trading. A systematic literature review (SLR) sought to represent EP behaviour practices within the existing literature. 12 papers, published between 2000-2017 were identified us
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