1. Educational Psychology revision session 21.4.2008

2. Today’s plan Review the module Plan for exams Consider professional training

3. Purpose To introduce students to the professional practice of Educational Psychology by considering a range of relevant theoretical and practical issues

4. Lectures

5. History and development of EP role History of the role/profession EPs and assessment Forms of assessment

6. Working with vulnerable young people The concept of vulnerability Contributory factors that heighten vulnerability Coping EP interventions

7. Educational Psychologists and Bilingual Young People Knowledge and understanding of: Models of bilingualism relevant to educational psychology Key questions and considerations for educational psychologists working with bilingual learners Effective approaches to assessment and intervention with bilingual learners

8. Educational Psychology and Inclusion To explore definitions of Inclusion To examine the reasons behind the move towards inclusive education To review research into the efficacy of inclusive education To consider the contribution that psychological theory has made, and could make, to inclusive education

9. Challenging Behaviour in Schools: The Psychological Contribution What is challenging behaviour (in schools)? … and What is Applied Behaviour Analysis?

10. Bullying: A Perspective from Educational Psychology To consider definitions of bullying and the prevalence of bullying in schools To consider bullying as a social phenomenon To consider potential implications of bullying in schools To consider the role of educational psychologists in facilitating anti-bullying interventions in schools

11. Coping with Life by Coping with School? Describe the major theoretical formulations that have attempted to account for chronic non-school attendance Explain the link between major theoretical formulations and the intervention approaches that derive from them Identify those aspects of case presentations that have significant implications for assessment and intervention with school refusers Justify the selection of components of effective intervention plans for school refusers

12. Working with Schools as Organisations Why? Understand the rationale for an EP working with organisations as an external agent of change What? Examples of EP work at systems level How? Know some aspects of psychology and organisational psychology EPs may draw upon Systems theory Organisational culture Change processes

13. Responding to Traumatic Incidents in Schools Develop awareness and knowledge of the psychosocial impact of traumatic incidents on children and schools Examine current theory and the evidence base for practice Explore what is known to support those affected by traumatic incidents in schools Develop your understanding of how educational psychologists work as a part of a team to plan for, and support those affected by traumatic incidents

14. Approaching the exam Answer the question i.e. work out what knowledge/understanding I am being asked to demonstrate. Faithfully reproducing lecture notes? Show evidence of wider reading Make links across the topics or to the wider themes Show evidence of creative thinking Links across the area

15. Sample exam questions 1. How might an understanding of the work of Cummins (1984 etc) support the work of an educational psychologist with bilingual learners? 2. ‘School improvement’ work allows an educational psychologist to draw upon a range of theoretical considerations. Outline and discuss these. 3. How can psychology contribute to the reduction of bullying behaviour in schools? 4. How can educational psychologists contribute to group work in schools? 5. A Director of Children’s Services asks you to brief her so that she can reply to a local politician anxious about the possible detrimental consequences of using ‘applied behaviour analysis’ in the Local Authority. Outline for her major considerations in terms of efficacy, application and ethics and offer your advice on future policy development. 6. Can educational psychologists use attribution theory to help them in their work around challenging behaviour in schools?