Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-26T10:13:43.809Z Has data issue: false hasContentIssue false
  • English
  • Français

Contemporary practices in a changing climate: Critical issues for Australian educational and developmental psychologists

Published online by Cambridge University Press:  29 October 2015

Carey Denholm ,
Kevin Collis ,
Alison Garton ,
Alan Hudson ,
Margaret McFarland ,
Lynne MacKenzie  and
Christine Owen
Carey Denholm*
Affiliation:
University of Tasmania
Kevin Collis
Affiliation:
University of Newcastle
Alison Garton
Affiliation:
Australian Psychological Society
Alan Hudson
Affiliation:
RMIT University
Margaret McFarland
Affiliation:
Queensland
Lynne MacKenzie
Affiliation:
Tasmania
Christine Owen
Affiliation:
University of Tasmania
*
Faculty of Education (Hobart), University of Tasmania, Box 252-66 HOBART 7001, Phone: (03) 62-26-2553, Fax: (03) 62-26-2569, E-mail: [email protected]
Get access

Abstract

A number of crucial issues face educational and developmental psychologists as they attempt to make sense of the emerging climate for contemporary practices. Downsizing, contracting out of services, and changes to standards of practice are examples of tensions in the work climate. This compilation of brief presentations at a symposium at the 33rd Annual Conference of the Australian Psychological Society (APS) is aimed to inform members of the APS College of Educational and Developmental Psychologists (CEDP) about some compelling issues in contemporary educational psychology work.

Keywords

changeeducational psychologyprofessional practice
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 15 , Issue 2 , December 1998 , pp. 74 - 93
Copyright
Copyright © Australian Psychological Society 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Goldberg, D., & Gask, L. (1992). Primary care and psychiatric epidemiology: The psychiatrist’s perspective. In Cooper, B. & Eastwoods, R. (Eds.), Primary health care and psychiatric epidemiology (pp. 44–56). London: Routledge.Google Scholar
Loxley, A., & Thomas, G. (1997). From inclusive policy to the exclusive real world: An international review. Disability & Society, 12, 273–291.CrossRefGoogle Scholar
McFarland, M.L., Nicholson, J.M., & Oldenberg, B.The detection of child mental health problems in the primary school setting: Implications for intervention. Manuscript in preparation.Google Scholar
Nicholson, J.M., Oldenburg, B., McFarland, M.L., & Dwyer, S.B. (in press). Mental health interventions in the primary school setting: Perceived facilitators, barriers, and needs. Australian Journal of Health Promotion.Google Scholar

References

Graeber, C. (1996). Incorporating human factors and safety into airplane design and operations. In Hayward, B. & Lowe, A. (Eds.), Applied aviation psychology (pp. 42–53). Aldershot, UK: Avebury.Google Scholar
Hartel, C.E., & Hartel, G.F. (1995). Controller resource management: What can we learn from aircrews? (No. DOT/FAA/AM-95/21). Washington, DC: U.S. Department of Transportation, Federal Aviation Administration.Google Scholar