Relevant bibliographies by topics / Role of educational psychologist

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Role of educational psychologist'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Role of educational psychologist.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Role of educational psychologist"

1

Shute, Rosalyn. "Inaugural constance davey memorial lecture." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 49–58. http://dx.doi.org/10.1017/s1037291100001710.

Full text
Abstract:
This is an edited version of the inaugural Constance Davey Memorial Lecture, delivered by Dr Rosalyn Shute on 23 February 1995, to commemorate the 70th anniversary of the founding of the educational psychology (guidance) service in South Australia. Constance Davey's background and the beginnings of the psychological service in 1924 are described. The role of the educational psychologist as she established it is discussed, and its breadth contrasted with the narrow role which educational psychologists often find themselves taking today. The unique and vital role of the educational psychologist is outlined but concern is expressed about current professional problems both in Australia and overseas. This lecture was sponsored by the South Australian Department for Education and Children's Services.
APA, Harvard, Vancouver, ISO, and other styles
2

Sokołowska, Ewa, and Grażyna Katra. "A new approach to the professional role of the school psychologist." Roczniki Psychologiczne 22, no. 3 (February 21, 2020): 193–211. http://dx.doi.org/10.18290/rpsych.2019.22.3-1.

Full text
Abstract:
The article is an invitation to discuss the role and tasks of the psychologist in the modern school. It advances the thesis that the primary role of the psychologist is to co-create the school environment and the educational process. Being a co-creator is the essence of the presented model of the psychologist’s work in the school system. The model covers psychological activities defined as monitoring promotion prevention, and intervention. It identifies the need to continually expand the possibilities of psychological influences and to create an autonomous vision of their realization. Adopting and performing this role in the way described in the model seems to be crucial to building the professional identity of the educational psychologist—and a well-defined and clarified professional identity is the basic regulator of a person’s functioning in his/her professional role.
APA, Harvard, Vancouver, ISO, and other styles
3

Panteri, Maria, Juan Calmaestra, and Verónica Marín-Díaz. "Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete." Education Sciences 11, no. 8 (August 18, 2021): 439. http://dx.doi.org/10.3390/educsci11080439.

Full text
Abstract:
In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants’ responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools’ psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services.
APA, Harvard, Vancouver, ISO, and other styles
4

Липская, Татьяна Алексеевна, and Ольга Валентиновна Кузьменкова. "THE CONTENT OF TEACHERS’ EXPECTATIONS ON THE ROLE OF A PSYCHOLOGIST IN THE IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL STANDARD." Pedagogical Review, no. 1(35) (February 10, 2021): 143–51. http://dx.doi.org/10.23951/2307-6127-2021-1-143-151.

Full text
Abstract:
Рассматривается вопрос представлений педагогов образовательных учреждений о роли школьного психолога в современном образовательном процессе. Подчеркивается особая роль школьного психолога, осуществляющего психологическую поддержку всех субъектов образовательного процесса в условиях внедрения федеральных государственных образовательных стандартов. Представлены результаты изучения экспектаций педагогов об основных целях деятельности, направлениях и формах работы педагога-психолога в условиях реализации федеральных государственных образовательных стандартов. Дана характеристика представлений педагогов о профессионально важных качествах школьного психолога, работающего в современных образовательных условиях. В перечень наиболее значимых профессиональных качеств школьного психолога вошли: доброжелательность, жизненный опыт, интеллектуальность, любовь к людям, ответственность, отзывчивость, стремление к сотрудничеству, уважение к личности, умение работать в команде, умение слушать. Описаны основные задачи, выделяемые педагогами, которые, по их мнению, являются наиболее приоритетными в рамках деятельности школьного психолога по отношению к разным субъектам образовательного процесса. Выделены значимые социально-психологические условия профессиональной деятельности педагога-психолога в реализации федеральных государственных образовательных стандартов. Выявлена высокая степень заинтересованности педагогов образовательных учреждений в сопровождении педагогом-психологом образовательного процесса в современных условиях. The article deals with the question of the ideas of teachers of educational institutions about the role of a school psychologist in the modern educational process. The special role of the school psychologist, who provides psychological support to all subjects of the educational process in the context of the introduction of federal state educational standards, is emphasized. The article presents the results of studying teachers’ expectations on the main goals of activity, directions and forms of work of a teacher-psychologist in the conditions of implementation of federal state educational standards. The characteristic of teachers’ ideas about professionally important qualities of a school psychologist working in modern educational conditions is given. The list of the most significant professional qualities of a school psychologist includes: benevolence, life experience, intelligence, love for people, responsibility, responsiveness, desire for cooperation, respect for the individual, ability to work in a team, ability to listen. The main tasks identified by teachers are described, which, in their opinion, are the most priority within the framework of the school psychologist’s activity in relation to different subjects of the educational process. Significant socio-psychological conditions of professional activity of a teacher-psychologist in the implementation of federal state educational standards are highlighted. A high degree of interest of teachers of educational institutions accompanied by a teacher-psychologist of the educational process in modern conditions is revealed.
APA, Harvard, Vancouver, ISO, and other styles
5

Watkins, Marley W., Edward G. Crosby, and Jeremy L. Pearson. "Role of the School Psychologist." School Psychology International 22, no. 1 (February 2001): 64–73. http://dx.doi.org/10.1177/01430343010221005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chamberlain, Ronald B. "Sport Psychology in a Collegiate Athletic Department Setting." Journal of Clinical Sport Psychology 1, no. 3 (September 2007): 281–92. http://dx.doi.org/10.1123/jcsp.1.3.281.

Full text
Abstract:
The author shares his experiences as a sport psychologist working for the Athletic Department at Brigham Young University. He describes both his educational background and the training experiences that prepared him for a career as a psychologist in a collegiate athletics department. The development and evolution of the sport psychologist role at Brigham Young University is also described, and a model for conceptualizing sport psychology with student-athletes is provided. The methods for delivering psychological services to student-athletes are detailed, and a typical daily, weekly, and semester schedule for a sport psychologist is presented. The author concludes by sharing what he finds challenging about working as a sport psychologist in a collegiate environment and what he has found most enjoyable about this career alternative for professional psychologists.
APA, Harvard, Vancouver, ISO, and other styles
7

Kozlova, N. V., T. V. Rogacheva, T. E. Levickaya, E. A. Tsehmeistruk, and D. G. Nazmetdinova. "Clinical Psychologist in the System of Complex Rehabilitation." Bulletin of Kemerovo State University 22, no. 1 (March 31, 2020): 131–38. http://dx.doi.org/10.21603/2078-8975-2020-22-1-131-138.

Full text
Abstract:
The research substantiates the role of clinical psychologists in the system of comprehensive rehabilitation within the conditions of bio-psychosocial model of rehabilitation. Practical experience and the analysis of scientific literature made it possible to describe peculiarities of modern complex rehabilitation and the problems experienced by clinical psychologists. The authors determined difficulties and characteristics of professional work of rehabilitation psychologist within modern legal terrain. One problem is the lack of professional standard for the profession of clinical psychologist. The other problem is the inconsistency in the use of terms denoting professional specifics. Тhe paper focuses on the specificity of psychodiagnostic and rehabilitative work of a psychologist in the light of changing theoretical basis of rehabilitation and the transition from the International Classification of Disability Disorders and Social Insufficiency to the International Classification of Functioning, Disability, and Health. The authors showed the discrepancy between the theoretical approaches of domestic and foreign psychology to the assessment of mental disorders. New professional tasks of the psychologist are defined taking into account multidisciplinary orientation of rehabilitation process. The paper describes the problems of professional training of clinical psychologists and specifies new educational tasks are specified proceeding from the modern approach to rehabilitation. Positive dynamics in the solution of the declared problem can be found in new legislative initiatives, development of General clinical recommendations for rehabilitation psychologists, scientific publications on psychological rehabilitation, update of educational programs for training clinical psychologists.
APA, Harvard, Vancouver, ISO, and other styles
8

Findlay, Andrea. "The role of Specialist Educational Psychologist for bilingual pupils." Race Equality Teaching 25, no. 2 (May 1, 2007): 38–42. http://dx.doi.org/10.18546/ret.25.2.09.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Reilly, Colin, and Virginia Fenton. "Children with epilepsy: the role of the educational psychologist." Educational Psychology in Practice 29, no. 2 (April 3, 2013): 138–51. http://dx.doi.org/10.1080/02667363.2013.779573.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Poulou, Maria. "Reflections of Pre-Service Psychologists on the Role of the School Psychologist." School Psychology International 24, no. 4 (November 2003): 378–93. http://dx.doi.org/10.1177/01430343030244002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Role of 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.

Full text
Abstract:
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 EPs from one local authority EP service, through the use of focus groups. Focus group discussions were informed by introductory data, deriving from two young people, who attended local mainstream college settings. The data collected from college staff and EPs was analysed using Grounded Theory tools. The findings demonstrate that there are opportunities for EP work in FE, especially in conjunction with staff development, working with individual students or where a college has a potential student problem. However, the research also demonstrated how misunderstandings can arise between colleges and EPs. In the main this is due to the nature of a potential buyer and seller relationship, the sense of their competence being questioned, the lack of knowledge of each other, and differing views about the type of role the EP may have in college. Implications for the role of the EP in FE are discussed.
APA, Harvard, Vancouver, ISO, and other styles
2

Vukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.

Full text
Abstract:
The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education; it also seeks to understand what needs post-16 education may have and how educational psychologists can support these needs. The methodology used in this thesis has the ontological stance of interpretivism (Cottrell, 2014) and epistemological stance of social constructionism (Andrews 2012). Interviews were held with educational psychologists (phase 1) and with post-16 providers (phase 2) to explore the views both these main stakeholders had of the extension of the educational psychologists' role. Needs from both stakeholders, as well previous literature, were taken into account in order to understand what the educational psychologists' role in post-16 education would entail. Interviews were developed using hierarchical focusing (Tomlinson, 1989) and were analysed using Braun & Clarke's (2006) thematic analysis. Findings suggested that the extension of the educational psychologists' role to work with post-16 learners is not the most significant development that the profession has seen in recent years, but that there are certain points that the profession needs to address. The findings are relevant to the local authority's development of their offer to post-16 educational providers. The findings also contribute to the role of the educational psychologist in general.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
Thesis (PhD)--University of Stellenbosch, 2002.
Page ii of digitised copy missing due to the condition of the original hard copy.
ENGLISH ABSTRACT: no abstract available
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 demokratisering van onderwys en die transformasie na inklusiewe onderwys. Die Universiteit van Pretoria het in samewerking met die Universiteit van Stellenbosch 'n lootsprojek geinisieer waarin inklusiewe onderwys bestudeer is. Die projek het bestaan uit 'n gevallestudie van tien leerders met Downsindroom wat gedurende 1996 in verskillende hoofstroom kleuterskole geplaas is, waartydens hulle 'n leergereedheidsprogram gevolg het. Gedurende 1997 is die leerders in graad eenklasse in die hoofstroom geplaas. Die leerders se agtergrond was divers ten aansien van hul onderrig, maar die meeste van hulle was eers in spesiale skole. Die doel van die studie was om die leerders, ouers en onderwysers te ondersteun en verdere ondersteuning in a trans-disslplinere span te koordineer. Die waarneming en temas wat in hierdie studie na yore gekom het, beklemtoon dat diagnose, evaluasie en terapeutiese ondersteuning binne 'n ekosistemiese raamwerk belangrik is vir leerders met Downsindroom wat in die hoofstroom geplaas word. Die konsep van holistiese gesondheidsontwikkeling word beklemtoon in die transformasie van onderwys in Suid-Afrika. Opvoedkundige sielkundiges moet hulself dus ook strategies posisioneer. Gedurende die studie is die volgende rolle vir die opvoedkundige sielkundige ge"identifiseer: psigoterapeut, assessor/evalueerder, fasiliteerder, navorser/reflektiewe praktisyn, vakspesialis, konsultant, bestuurder en administratiewe rol en laastens die rol van ontwikkelingsfasiliteerder. Dit is ook belangrik dat die opvoedkundige sielkundige die rol as fasiliteerder van geestesgesondheid vertolk.
APA, Harvard, Vancouver, ISO, and other styles
4

Berger, Michele. "The role of the educational psychologist in supporting inclusion at school level." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40459.

Full text
Abstract:
The purpose of this study was to explore the role that the educational psychologist can play to support inclusion at school level in South Africa. The study aims to provide national, provincial and district support teams with information that could guide them on how best to utilise educational psychology services within the context of limited resources. It also aims to guide the educational psychology profession in how best to provide support within the South African public inclusive schooling system. The research was conducted using a conceptual framework based on three matrices designed by Wedell (2005) to address some of the ‘rigidities that hamper inclusion’ (Wedell, 2005, p. 4). My deduction was that these matrices do not adequately capture the stage of development of inclusive education in the South African context, and that additional matrices are needed which show the key variables that are impacting on the ability of the educational psychologist to support learners with barriers to learning in the South African public education context. In this study, I followed an interpretivist paradigm, and adopted an instrumental case study design. The intention was to gain insight at a very practical level, namely the school, into how the challenges related to inclusion are being, and could be, addressed. Data was collected in one Gauteng public school through semi-structured face-to-face interviews with the school principal, a private educational psychologist providing services to the school community, a parent and national Department of Basic Education officials, and focus groups with teachers and district officials. Three main themes emerged following thematic content analysis of the data: Participants’ understanding and experiences of inclusion and inclusive education at school level, perceptions of the role of the educational psychologist in supporting inclusion in schools, and the future role of educational psychologists in supporting inclusion in schools. The findings indicate that inclusion remains more of an aspiration than a reality, and show the important role the educational psychologist can play in helping to build collaborative approaches to planning and implementation of policy. Amongst other things, educational psychologists should find a way, collectively, of engaging with district offices to structure planning and implementation that includes the profession.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
APA, Harvard, Vancouver, ISO, and other styles
5

Eaton, Andrew David. "The role of the educational psychologist in promoting effective multi-agency collaborations." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110333.

Full text
Abstract:
Service integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data for intervention materials to be used in the second stage. This is achieved by comparing the purposes and practices of each group at different systemic levels. This stage of the study also provides baseline questionnaire data for the second stage of the study. Consideration is given to the sources of conflict within each group, the strategies used to resolve these conflicts and the levels of hierarchical and systemic thinking within the participating multi-agency groups. The resulting analysis is found to fit well within the EMMA model and the distinctiveness of each of the systemic levels as well as their interdependence is discussed. Suggestions are made for improved multi-agency practices and new directions for the educational psychologist in facilitating improved practice are explored. Paper II Abstract In the first phase of this two-stage study, self-organised learning principles were proposed as a useful knowledge base upon which to draw when facilitating change in multi-agency groups. In this second phase, this hypothesis is put to the test. Data from the first phase is used in combination with wider research findings to design feedback materials for participating groups. Evidence gathered from ensuing meeting transcripts, interviews and questionnaire data is compared with baseline data gathered in the first phase to assess the impact of this intervention on group functioning. Evidence is presented of improved clarity of purpose, improved group functioning and early signs of improved outcomes, though results are highly variable between groups. Different levels of group functioning were found to be inter-dependent, lending support to an eco-systemic model of multi-agency working. Trait-based models of leadership and conflict resolution are challenged. It is argued that improving outcomes for young people is dependent upon the healthy functioning of multi-agency groups and that investing resources in reflective learning in multi-agency groups is a worthwhile step towards securing better outcomes for young people.
APA, Harvard, Vancouver, ISO, and other styles
6

Woodley-Hume, Tracey. "Exploring the role and contribution of Assistant Educational Psychologists to service delivery in England." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-role-and-contribution-of-assistant-educational-psychologists-to-service-delivery-in-england180(8bd85104-b5d5-436a-8192-00b4bd3c6bfc).html.

Full text
Abstract:
The role of assistants to complement the work of fully qualified practitioners has been recognised, however, there remains a lack of research (Collyer, 2012) relevant to the current context of service delivery of educational psychology services (EPSs), including the commissioning of services and demands for EPSs. Paper One used A Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework (Moher, Liberati, Tetzlaff & Altman, 2009) to search, screen and identify research relevant to psychology paraprofessionals. An exploratory multiple embedded case study was conducted across two local authorities in England (Paper Two). Participants included five assistants, 12 educational psychologists (EPs), and four senior/principal EPs. Focus groups and group interviews were completed using semi-structured interview schedules. Transcriptions were analysed using Braun and Clarke’s (2006) thematic analysis to draw cross case conclusions. Seven relevant studies were reviewed and synthesized in Paper One to find that within clinical and educational psychology, assistants are used in a variety of ways, completing discrete tasks, or working in conjunction with fully qualified psychologists to extend psychological input. Across the two cases, the rationale for employment was due to difficulties recruiting fully qualified EPs and the interrelationship of function was explored along with the benefits and challenges to the deployment of assistants. Both papers found that assistants contribute to service level developments and work directly with service users. Key features to facilitate the successful deployment of assistants included training and supervision. Employment as an assistant was associated with career progression onto professional training. Implications of findings are considered in relation to practice in Paper Three and the findings dissemination strategy includes; the publication of both studies; presentation of the research to participants; the circulation of a summary to principal EPs; and presenting the research at a practitioner conference.
APA, Harvard, Vancouver, ISO, and other styles
7

Erasmus, Naomi. "The role of an educational psychologist in a multi-agency team supporting families." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/52271/.

Full text
Abstract:
This thesis is formed from two papers: a systematic literature review and an empirical research study. The first, a systematic literature review, explores and critically discusses the current research evidence assessing the roles that educational psychologists (EPs) have held in various multi-agency teams. The second, an empirical research study, explores the perceptions of an EP’s role currently held by other team members in a multi-agency team supporting families (MATSF). For example, other team members’ constructions of: the methods, tools and techniques underpinning the professional practice of an EP; and the ethical guidelines governing the professional practice of an EP. MATSF team members’ views were obtained using questionnaires and semi-structured interviews. The data were analysed using thematic analysis. The study found that some team members did still hold ‘traditional’ constructions about the methods, tools and techniques underpinning the professional practice of an EP, despite the theoretical underpinnings of the MATSF under consideration being Motivational Interviewing (MI), Solution-Focused and Cognitive-Behavioural Therapy (CBT) approaches. The study also found that the majority of team members had a limited knowledge of, and understanding of, the ethical guidelines governing the professional practice of an EP. The thesis concludes with a discussion of some of the emerging themes that were generated, and the implications for future educational psychology practice in the MATSF and other multi-agency contexts. Some suggestions for further research and expansion of the role played by an EP in a MATSF are presented
APA, Harvard, Vancouver, ISO, and other styles
8

De'Cage, Sanchia. "Sleep difficulties in primary school-aged children : a role for the educational psychologist." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34233.

Full text
Abstract:
The purpose of this study was to contribute to the paucity of literature present on educational psychology involvement in supporting primary school-aged children’s sleep. The research was formed using a pragmatic, mixed-methods approach with a two-phase design. Phase one explored the views of 59 participants (teachers, n= 16; parents/carers, n= 21; children, n= 22) about children’s sleep, their academic outcomes and psychosocial functioning. There were some associations between parent, child, and teacher reports of children’s sleep-related difficulties, academic outcomes and aspects of children’s psychosocial functioning. Phase two adopted a time-series pre- and post-intervention design with the aim of evaluating a school-based, six-week Sleep Club intervention for children. Twenty-nine participants (teaching assistants, n= 2; parents/carers, n= 13; and children, n= 14) took part in phase two, with the findings drawing on evaluations, quizzes, field notes, surveys, and parent interviews. Six children were selected to provide greater insight into parent and child views through case study analysis. At the end of the intervention, there was an increase in children’s sleep-related knowledge, and there were improvements in many aspects of children’s sleep-related behaviours. Thematic analysis identified that the Sleep Club facilitated communication about sleep between children and their parents and raised children’s awareness and understanding of their sleep. Children enjoyed being part of a club with other children, from whom they felt they were able to learn. Learning about emotions, sleep and the body was noted by several children, though some children did not enjoy completing the given questionnaires. Overall, participants felt that the individual sessions and the intervention could have lasted longer than the time offered. Twenty-two participants (76%, including parents, children, and school staff) reported that they would recommend the Sleep Club intervention to others. The role of the educational psychologist in supporting children with sleep difficulties is discussed.
APA, Harvard, Vancouver, ISO, and other styles
9

Cano, Urena Araceli Berenice. "The role of a school psychologist| Non-discriminatory assessment of English language learners." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147324.

Full text
Abstract:

Given the disproportionate numbers of English Language Learners (ELLs) in Special Education, the method by which students are being assessed for Special Education must be examined further. Because these practices have real consequences for students’ educational placements in schools, it is necessary to understand what factors are important in conduction a non-discriminatory assessment.

Currently, there is literature on how to conduct a non-discriminatory assessment; however, there is very little information known about how these practices are or are not being implemented in the schools. As such, the purpose of this study is to utilize a survey study to gain an understanding of what is the school psychologist’s role in the evaluation of Spanish speaking English Language Learners for Special Education in the schools.

Based on the findings of this study, there is a need for a formal training for school psychologist once they are out in the field. Currently, the majority of the training received was through their graduate program. Furthermore, there is a need for a formal training or certification for bilingual school psychologists. Due to the limited number of bilingual school psychologist in the field, formal training must also be developed for interpreters working with monolingual school psychologists on non-discriminatory assessments.

APA, Harvard, Vancouver, ISO, and other styles
10

Douglas-Osborn, Erica. "Early investment : the role of Educational Psychologists in supporting an early years setting." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/early-investment-the-role-of-educational-psychologists-in-supporting-an-early-years-setting(80214edf-77d9-47b2-94e8-de901c742317).html.

Full text
Abstract:
Background: Present literature highlights early years as an important phase of child development. Whilst Educational Psychologists have a role within early years, there is little research to state what this looks like and how it is conducted in practice. Therefore, this research considers the role an Educational Psychologist could take within an early years setting and explores the variety of work they could conduct. Participants: One early years setting from the researcher’s current Local Authority was used for this research. A total of 33 participants were involved including 11 early years staff, eight Educational Psychologists, 13 parents/carers and a Health Visitor. Methods: This study describes an academic year long Action Research (Tripp, 2003) project with the use of a Research and Development in Organisations framework (Timmins, Shepherd & Kelly, 2003). This included pre-model questionnaires, interviews with early years staff, a focus group with Educational Psychologists and a further focus group with early years staff in order to develop an initial model of educational psychology practice. Work was then completed by the researcher as part of the model of practice. Discrete pieces of work were evaluated via questionnaires, while the project as a whole was evaluated via post-model questionnaires, focus group, interview and researcher diary. Analysis/Findings: Quantitative data were summarised using descriptive statistics and qualitative data were transcribed and a thematic analysis applied. Within this study, the researcher developed a model of practice based on the needs of the setting that included being more frequently involved with casework and conducting work specifically aimed at supporting staff and parents/carers. Additionally, there were discrepancies found in the value placed by participants upon the different pieces of the work as well as the overall approach taken. Conclusion/Implications: This research suggests that there is a greater role for Educational Psychologists within early years, involving more than conducting casework but through providing a more holistic and intensive approach to supporting staff and parents/carers. This supports the existing limited literature as well as advocating a more extensive role for them within early intervention services.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Role of educational psychologist"

1

Kemp, B. The role of the educational psychologist at the onset of local management of schools. Norwich: University of East Anglia, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Great Britain. Department for Education and Employment. Educational psychology services (England): Current role, good practice and future directions. Annesley, Nottingham: Department for Education and Employment, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kelly, Diana. Educational psychology services (England): Current role, good practice and future directions. Annesley, Nottingham: Department for Education and Employment, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Employment, Great Britain Department for Education and. Educational psychology services (England): Current role, good practice and future directions. London: DfEE, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tyldesley, Kathleen. Fire setting behaviour in children: An analysis of the Chesire County "Firesafe" project and the role of the educational psychologist. Birmingham: University of Birmingham, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

German, Mala S. What is the role of educational psychologists in child protection?: An exploratory study. London: UEL, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

American Educational Research Association. Conference. Educational psychologist. Mahwah, N.J: Lawrence Erlbaum Associates, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Oke, Nick. The role of the psychologist. Windsor: NFER-NELSON, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nugent, Mary. Child sexual abuse: An unacknowledged special need? - a study of the effects of child sexual abuse on school life and the role of the educational psychologist in responding to the needs of victims and survivors. London: UEL, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ulyanina, Olga, Azalia Zinatullina, and Elena Lyubka. Terrorism and extremism: a system of prevention among youth. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02050-0.

Full text
Abstract:
The paper describes the theoretical, methodological and organizational and legal aspects of preventing the impact of the ideology of extremism and terrorism in the Russian Federation; the features of modern extremism and terrorism in Russia are outlined; analyzed the role of the global Internet in the spread of the ideology of terrorism. A system for the prevention of the ideology of extremism and terrorism in educational organizations has been developed and presented, which provides for a wide range of organizational and practical measures. The publication is addressed to administrators of education, teachers, educational psychologists of educational institutions of higher education.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Role of educational psychologist"

1

Szulevicz, Thomas, and Lene Tanggaard. "The Educational Psychologist as Everyday Researcher." In Cultural Psychology of Education, 103–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44266-2_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hoyos, Helena, and Lucy Manger. "Specialist ServicesRole of the Educational Psychologist." In Child and Adolescent Mental Health, 604–8. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-93.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Blyth, Jacqueline. "The Role of the Psychologist." In Diseases of the Liver and Biliary System in Children, 76–80. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119046936.ch6c.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cederna-Meko, Crystal, and Rebecca Ellens. "Consultation-Liaison Psychologists’ Role in Medical Education." In Clinical Handbook of Psychological Consultation in Pediatric Medical Settings, 113–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35598-2_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Merritt Ayad, F., and Louis F. Martin. "The Evolving Role of the Psychologist." In Minimally Invasive Bariatric Surgery, 65–86. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-68062-0_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mayo, Ann, Linda D. Urden, and Janet S. Fulton. "Educational Considerations." In Clinical Nurse Specialist Role and Practice, 53–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-97103-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kamoo, Ray. "The role of the assessment psychologist in immigration evaluations." In Earning a living outside of managed mental health care: 50 ways to expand your practice., 191–94. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12138-043.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Humphrey, Natalie N., and Ezer Kang. "The Role of the Psychologist in a Medical Setting." In Your Career in Psychology, 215–28. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444315929.ch16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Stadt, Rosalinde, Aafke Hulk, and Petra Sleeman. "L2 Influence in L3 Acquisition: The Role of the L3." In Educational Linguistics, 203–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39257-4_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Winther-Jensen, Thyge. "The Role of the Nation-State Reconsidered." In Changing Educational Landscapes, 309–13. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8534-4_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Role of educational psychologist"

1

Pitanova, M. E. "Professional Sensitivity In The Work Of A Psychologist In Educational Sphere." In International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.03.159.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Feofanov, Vasily Nikolaevich. "Peculiarities Of Working As An Educational Psychologist During The Coronavirus Pandemic." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.67.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Georgoulas, Nikolaos. "Counseling psychology: Types, objectives and the role of counseling psychologist." In 4th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2019. http://dx.doi.org/10.32591/coas.e-conf.04.09103g.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Abdiyeva, Raziya, and Kadiyan Boobekova. "Psychological Factors Affecting Students Academic Performance in Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02254.

Full text
Abstract:
The quality of human capital plays decisive role in the social and economic development of the country. Education and its quality are essential issue to government. In the learning process the students’ comprehension is important in achieving the determined goal. However there are various factors that affect the students’ performance as socio-demographic, economic and psychologic factors. This paper is aimed to investigate the effect of psychologic factors on academic achievements of students in higher education in the case of the Kyrgyz Turkish ‘Manas’ University. Psychological factors were analyzed using ordered probit model and data that was obtained in 2014 by conducting a questionnaire to 3133 students. According to the results psychological factors significantly affect academic performance of students.
APA, Harvard, Vancouver, ISO, and other styles
5

Morozova, Alesya Sergeevna. "Features of educational psychologist work with chidren in teenage crisis of 12 years." In VII Research-to-Practice Conference, chair Irina Gennadyevna Marakushina. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112963.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Пржиленская, И. Б. "The Role of Social and Humanitarian Knowledge in the Training of Transprofessionals in the Field of Culture and Education." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.94.83.049.

Full text
Abstract:
cовременный рынок труда заинтересован в специалистах, обладающих транспрофессиональными компетенциями. В статье обосновывается необходимость ориентации на транспрофессионализм при разработке содержания профессионального образования специалистов в области культуры и образования; подчеркивается роль социально-гуманитарных знаний для их подготовки к работе в условиях синтеза и конвергенции профессиональных компетенций, принадлежащих к разным профессиональным областям; отмечается потребность в реализации транспрофессиональных моделей подготовки специалистов в сфере культуры и образования за счет совместных усилий представителей социономических профессий, педагогов, менеджеров, психологов, специалистов-практиков. the modern labor market is interested in specialists with trans-professional competencies. The article substantiates the need for orientation towards professionalism in the development of the content of professional education of specialists in the field of culture and education; emphasizes the role of social and humanitarian knowledge in preparing these specialists for work in the context of the synthesis and convergence of professional competencies belonging to different professional fields; there is a need for the implementation of trans-professional models of training specialists in the field of culture and education due to the joint efforts of representatives of socionomic professions, teachers, managers, psychologists, and practitioners.
APA, Harvard, Vancouver, ISO, and other styles
7

"The Role of Installation Art in Dance." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000693.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"The Role of Musical Hearing in Piano Performance." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000599.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"The Role of Self-efficacy in Improving English Performance." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000573.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kozlova, Liudmila P., and Olga A. Kozlova. "The Role of Strategic Educational Partnerships." In 2018 XVII Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region (PTES). IEEE, 2018. http://dx.doi.org/10.1109/ptes.2018.8604242.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Role of educational psychologist"

1

Dalton, Benjamin. U.S. Educational Achievement on International Assessments: The Role of Race and Ethnicity. Research Triangle Park, NC: RTI Press, May 2011. http://dx.doi.org/10.3768/rtipress.2011.op.0005.1105.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Belley, Philippe, and Lance Lochner. The Changing Role of Family Income and Ability in Determining Educational Achievement. Cambridge, MA: National Bureau of Economic Research, October 2007. http://dx.doi.org/10.3386/w13527.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

den Brok, Perry. Cultivating the growth of life-science graduates : On the role of educational ecosystems. Wageningen: Wageningen University & Research, 2018. http://dx.doi.org/10.18174/458920.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bongaarts, John. Completing the fertility transition in the developing world: The role of educational differences and fertility preferences. Population Council, 2003. http://dx.doi.org/10.31899/pgy6.1082.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

Full text
Abstract:
In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
APA, Harvard, Vancouver, ISO, and other styles
6

Bongaarts, John. Completing the fertility transition in the developing world: The role of educational differences and fertility preferences [Arabic]. Population Council, 2003. http://dx.doi.org/10.31899/pgy6.1083.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.

Full text
Abstract:
This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
APA, Harvard, Vancouver, ISO, and other styles
8

Bonilla-Mejía, Leonardo, and Erika Londoño-Ortega. Geographic Isolation and Learning in Rural Schools. Banco de la República, August 2021. http://dx.doi.org/10.32468/be.1169.

Full text
Abstract:
Rural schools are usually behind in terms of learning, and part of this could be related to geographical isolation. We explore this hypothesis, assessing the effect of distance between rural schools and local governments on learning in Colombia. We use spatial discontinuous regression models based on detailed administrative records from the education system and granular geographic information. Results indicate that distance to towns and Secretary of Education has significant negative effects on students’ standardized test scores. We evaluated alternative mechanisms, finding that the effect of distance is partly explained by differences in critical educational inputs, such as teachers’ education attainment and contract stability. Finally, we assess the mediating role of a program providing monetary incentives to teachers and principals in remote areas.
APA, Harvard, Vancouver, ISO, and other styles
9

Artis, Roslyn, Connie Ledoux Book, Jennifer Clinton, John S. Lucas, James P. Pellow, and Dawn Michele Whitehead. Advancing Global Stability and U.S. National Security through Peaceful Exchange. The International Coalition (coordinated by The Forum on Education Abroad), March 2021. http://dx.doi.org/10.36366/ic.agsausnstpe.03312021.

Full text
Abstract:
For nearly 100 years, American leadership, regardless of political affiliation, has recognized the vital importance of people-to-people international exchange programs in bolstering our nation’s economy, strengthening our national security, and improving America’s status in the world. In today’s interconnected world, where global challenges require global cooperation on solutions, the United States should not retreat from international engagement, but should rather double our efforts to build positive and mutually supportive connections with our neighbors. America must embrace its role in leading international peace and prosperity by facilitating meaningful, safe, educational exchange in all directions – helping more Americans learn firsthand about other people and cultures and helping more foreign students come to America to experience for themselves the principles upon which our country was built - liberty, democracy, capitalism, and basic human freedom. America can and should leverage international education, exchange and public diplomacy programs to plant seeds of peace, regain the world’s trust, and return to our previous role as a respected leader in global affairs. Leading the effort to bring the world together helps America, Americans, and our vital allies.
APA, Harvard, Vancouver, ISO, and other styles
10

Faizunnissa, Azeema. The poverty trap: Leveling the playing field for young people. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1007.

Full text
Abstract:
Family plays a critical role in young people’s lives and is key in determining the conditions under which young people make important transitions to adulthood. This brief examines the impact of family-level poverty on the educational attainment, economic activity, and marriage patterns of Pakistani youth, and shows how strongly socioeconomic status shapes the lives of future generations. More young people aged 15–24 live in Pakistan now than at any other time in its history—an estimated 36 million in 2004. Recognizing the dearth of information on the situation of this large group of young people, the Population Council undertook a nationally representative survey from October 2001 to March 2002. The analysis presented in this brief comes from Adolescents and Youth in Pakistan 2001–02: A Nationally Representative Survey—the largest such survey focusing on young people. The survey sought information from youth aged 15–24, responsible adults in the household, and other community members in 254 communities. A total of 6,585 households were visited and 8,074 young people were interviewed.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Role of educational psychologist' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography