Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-23T18:15:05.841Z Has data issue: false hasContentIssue false
  • English
  • Français

Educational psychology: Establishing a role

Published online by Cambridge University Press:  29 October 2015

Monica Cuskelly  and
Lisa Gordon
Monica Cuskelly*
Affiliation:
The University of Queensland
Lisa Gordon
Affiliation:
The University of Queensland
*
Fred and Eleanor Schonell Special Education Research Centre, Graduate School of Education, The University of Queensland Qld 4072, Phone: (07) 3365 6481, Fax: (07) 3365 8553, E-mail: [email protected]
Get access

Abstract

According to Farrell and Lunt (1995), educational psychology is in danger of becoming a second class profession in applied psychology. Controversies about the role and training of educational psychologists need urgent attention for the profession to prosper. A clear view of roles that educational psychologists are expected to fill and of roles that are best filled by educational psychologists will improve the content and nature of training programs. Graduate training programs are likely to be where change is either resisted or nurtured. Six issues facing educational psychologists in Australia and ways that training programs may contribute to their resolution are canvassed.

Keywords

Australiaeducational psychologygraduate training
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 15 , Issue 2 , December 1998 , pp. 62 - 73
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

Australian Psychological Society. (1993). Guidelines for approval of courses for membership of the BEPP. Carlton Vic: Author.Google Scholar
Australian Psychological Society. (1995). Accreditation guidelines. Carlton, Vic: Author.Google Scholar
Bardon, J.I. (1986). The path to professionalism is uneven but traversable. Professional School Psychology, 1, 29–33.CrossRefGoogle Scholar
Bardon, J.I. (1987). The translation of research into practice in school psychology. School Psychology Review, 16, 317–328.CrossRefGoogle Scholar
Barlow, D.H., Hayes, S.C., & Nelson, R.O. (1984). The scientist-practitioner: Research and accountability in clinical and educational settings. Elmsford, NY: Pergamon Press.Google Scholar
Beavers, S. (1995). An investigation of guidance officer selection criteria. Australian Journal of Guidance and Counselling, 5, 13–19.Google Scholar
Bradley-Johnson, S., Johnson, C.M., & Jacob-Timm, S. (1995). Where will-and where should-changes in education leave school psychology? Journal of School Psychology, 33, 187–200.CrossRefGoogle Scholar
Conoley, J.C., & Gutkin, T.B. (1995). Why didn’t — why doesn’t — school psychology realise its promise? Journal of School Psychology, 33, 209–217.CrossRefGoogle Scholar
Department of Education. (1996). Department of Education Handbook. University of Otago.Google Scholar
Dowling, J. & Leibowitz, D. (1994). Evaluation of educational psychology services: Past and present. Educational Psychology in Practice, 9, 241–250.CrossRefGoogle Scholar
Drent, A., & Murphy, L. (1997). Taking charge of the future. From states of anxiety and dependence to becoming actualised professionals. Australian Journal of Guidance and Counselling, 7, 1–22.Google Scholar
Evans, M.E., & Wright, A.K. (1987). The Surrey School Psychological Service: An evaluation through teacher perceptions. Educational Psychology in Practice, 3, 12–20.CrossRefGoogle Scholar
Farrell, P., & Lunt, I. (1995). The future of professional training in educational psychology. Educational Psychology in Practice, 11, 3–9.CrossRefGoogle Scholar
Franklin, J., Gibson, D., Merkel-Stoll, J., Neufelt, M., & Vergara-Yiu, H. (1996). Trends in the advertised demand for psychology graduates. Australian Psychologist, 31, 138–143.CrossRefGoogle Scholar
Gillam, B. (1994). The undergraduate curriculum in psychology. Australian Psychologist, 29, 178–189.CrossRefGoogle Scholar
Gutkin, T.B., & Conoley, J.C. (1990). Reconceptualising school psychology from a service delivery perspective: Implications for practice, training, and research. Journal of School Psychology, 28, 203–223.CrossRefGoogle Scholar
Hayes, A., & Reynolds, R. (1996). Building partnerships: Implications for research and practice. Paper presented to the Joint Conference of the Educational Research Organisation, Singapore and the Australian Association for Research in Education, Educational Research: Building New Partnerships, November, Singapore.Google Scholar
Holdzkom, D. (1995). Designing a personnel management system for school psychologists. Journal of Personnel Evaluation in Education, 9, 159–170.CrossRefGoogle Scholar
Houtz, J.C., & Lewis, C.D. (1994). The professional practice of educational psychology. Educational Psychology Review, 6, 1–23.CrossRefGoogle Scholar
Kamphaus, R.W. (1994). Psychological services in the schools. Greensboro, NC: ERIC Clearinghouse on Counselling and Student Services. (ERIC Document Reproduction Service No. ED 366 879)Google Scholar
Kelly, C. (1994). School psychologists: Leaders for change building a secure future for children. Greensboro, NC: ERIC Clearinghouse on Counselling and Student Services (ERIC Document Reproduction Service No. ED 366 879)Google Scholar
Kramer, J.J., Conoley, J.C., Bischoff, L.G., & Benes, K.M. (1991). Improving practicum and internship opportunities for school psychologists: The Nebraska Psychology of Schooling Project and the Nebraska Internship Consortium in Professional Psychology. School Psychology Review, 20, 551–564.CrossRefGoogle Scholar
Kramer, J.J. & Epps, S. (1991). Expanding professional opportunities and improving the quality of training: A look toward the next generation of school psychologists. School Psychology Review, 20, 452–461.CrossRefGoogle Scholar
Leach, D.J. (1989). Teachers’ perceptions of the work of psychologists in the schools. Australian Psychologist, 24, 357–376.CrossRefGoogle Scholar
MacKay, T.A.W.N., & Boyle, J.M. (1994). Meeting the needs of pupils with learning difficulties. What do primary and secondary schools expect of their educational psychologists? Educational Research, 36, 187–196.CrossRefGoogle Scholar
McKee, W.T., Witt, J.C., Elliott, S.N., Pardue, M., & Judycki, A. (1987). Practice informing research: A survey of research dissemination and knowledge utilisation. School Psychology Review, 16, 338–347.CrossRefGoogle Scholar
O’Gorman, J.G. (1994). A commentary on the observations of Nixon, of Sheehan, and of Gillam on practices and needs in psychological training. Australian Psychologist, 29, 181–183.CrossRefGoogle Scholar
Over, R. (1991). Interest patterns of Australian psychologists. Australian Psychologist, 26, 49–53.CrossRefGoogle Scholar
Page, A.C. (1996). The scientist-practitioner model: More faces than Eve. Australian Psychologist, 31, 103–108.CrossRefGoogle Scholar
Reynolds, R., Hayes, A., & Clayton, P. (1997, July). The Caroline Chisholm Centre: Partnership in practice. Paper presented at the 20th International School Psychology Colloquium, Melbourne.Google Scholar
Robson, C. (1993). Real world research: A resource for social scientists and practitioner-researchers. Oxford: Blackwell.Google Scholar
Romualdi, V., & Sandoval, J. (1995). Comprehensive school-linked services: Implications for school psychologists. Psychology in the Schools, 32, 306–317.3.0.CO;2-K>CrossRefGoogle Scholar
Ross, R.P., & Goh, D.S. (1993). Participating in supervision in school psychology: A national survey of practices and training. School Psychology Review, 22, 63–80.CrossRefGoogle Scholar
Sheehan, P.W. (1994). Psychology as a science and a profession: An Australian perspective. Australian Psychologist, 29, 174–177.CrossRefGoogle Scholar
Stoner, G., & Green, S.K. (1992). Reconsidering the scientist-practitioner model for school psychology practice. School Psychology Review, 21, 155–166.CrossRefGoogle Scholar
Swerissen, H. (1986). Forces for change and future directions: An examination of the guidance officer role. The Australian Educational and Developmental Psychologist, 3, 17–23.CrossRefGoogle Scholar
Tapasak, R.C., & Keller, H.R. (1995). A reaction to “Where will…?” and suggestions for “How to”: The need to address systems-level variables in school psychology role/function change efforts. Journal of School Psychology, 33, 201–208.CrossRefGoogle Scholar
Tharinga, D.J., Lambert, N.M., Bricklin, P.M., Feshbach, N., Johnson, N.F., Oakland, T.D., Paster, V.S., & Sanchez, W. (1996). Education reform: Challenges for psychology and psychologists. Professional Psychology: Research and Practice, 27, 24–33.CrossRefGoogle Scholar
Vane, J.R., & Motta, R.W. (1988). How did APA convention goers rate positions in psychology in terms of success? Professional Psychology: Research and Practice, 19, 371–372.CrossRefGoogle Scholar