ISPA Annual Conference, Porto 18th July 2013 EFPA SC-PE N.E.P.E.S

What has been achieved ? EFPA Position Paper on Psychology in Education and Inclusive Education EFPA Report Psychology in Education and school-based mental health promotion EU Reference Guide on Universities with offers in the area of pychology in education EFPA SC-PE – N.E.P.E.S

Start  Poor EU collaboration among university teachers for psychologists in education  Poor collaboration among academics, researchers and practicionars of PiE EFPA SC-PE – N.E.P.E.S

STEPS  scan all universities across Europe  list relevant offers in relation to PiE  list relevant persons with foto  check with national representatives  send data to universities for checking  finalize guide

EFPA SC-PE – N.E.P.E.S

The act of 1973 concerning the authorization of Psychologists authorizes only Clinical Psychologists to work as Psychologists in the Educational system of Norway. Psychologists are trained at four universities. It is a clinical education for 6 years including also clinical practice. Having completed education a Psychologist needs to apply for an authorization by the health department to practice as a Psychologist. In Norway the municipalities have the freedom to organize their services according to their needs. The law states that every municipality shall have a PPT (pedagogical-psychological service). It can be organized as a separate service in the municipalities, together with other services, or even be organized as a part time job for one of the teachers in one school. From 1998 the school-law does not demand any longer any special education for the employment in PPTs. Special teacher is the most common education among those working in the service. In 2007 only ~ 280 of the 2000 employees were Psychologists. For more info Norsk Psykologforening Norwegian Registration Authority for Health Professionals Body for authorization of Psychologists (and other health professionals) in Norway: NORWAY EFPA SC-PE – N.E.P.E.S

Number of Universities offering Education and Training for Psychologists in Education EFPA SC-PE – N.E.P.E.S

 In 33 European Countries we have identified 186 universities offering education and training for PiE. Countries with most universities: Germany, UK, Spain, Italy, Russia, France and Swiss  Northern European Countries promote the Psychologist- Generalist; NO, SW, FI have no specialised education offers for PiE  Question: In Germany are most of these universities : 36, but compared to other countries, the proportion of posts for PiE per student is the poorest: 1: students// average in EU: ~ 2700 Mismanagement of labour markt policies? EFPA SC-PE – N.E.P.E.S

Proposal EFPA Position Paper Educational Psychology and Inclusive Education European Psychologists in Education  have competences, which can be successfully used to support inclusive education  take a rights based approach to inclusive education and support the implementation of the UN Convention on the Rights of the Child and the UN Convention on the Rights of People with Disabilities in European educational systems.  share the vision that successful inclusion in schools will facilitate the development of an inclusive society.

EFPA SC-PE – N.E.P.E.S In the past PiE have often contributed to segregation in the educational system. Psychologists need to apply the paradigm shift towards inclusion. In an effective including approach:  The psychologist needs to become a partner in a problem solving process.  The focus of change is not primarily anymore on the child but on the context the child lives in.  The focus is not exclusively on problems and challenges, but on positive aspects of function - assets.  Psychological assessments need to include a broad range of information, such as protective factors, risk factors, strengths and challenges at the same time.

EFPA SC-PE – N.E.P.E.S Challenges in the work of psychologists in inclusive education are seen in  Helping to create an optimal learning environment adapted to individual needs  Helping to develop a rights based information and data system in education  Developing adequate support for teachers (at individual level, in form of training courses for groups of teachers etc.)  Promoting research on inclusive education  Developing proposals for improvement of inclusive education on the basis of collected data in practice and on the basis of evidence for decision-makers in administration and politics

EFPA SC-PE – N.E.P.E.S In order to improve professional work of psychologists in inclusive education, it is necessary  To develop evidence based practice of prevention and intervention in inclusive education and a database of best practice models through cooperation of research and practice across Europe  To include new competences in psychologist’s education and training, i.e. how to organize change towards inclusion in schools, how to achieve inclusive classrooms, inclusive assessment methods and strategies, application of technology for inclusive education, knowledge of inclusion centered regulations and ethical codes.  That psychological expertise in the educational system is a legally guaranteed integrated part of educational systems  That psychological expertise is equally and freely accessible for all members of the school communities.