Putting the psychology in educational psychology Challenges and by dffhrtcv3

VIEWS: 3 PAGES: 12

									                     Professor Neil Humphrey
School of Education, University of Manchester
            neil.humphrey@manchester.ac.uk
   Background and context
   Providing a foundation in psychology
   Psychology and the teacher
   Applied psychology
    ◦   Clinical
    ◦   Neuro
    ◦   Counselling
    ◦   Educational
    ◦   Forensic
    ◦   Health
    ◦   Occupational
    ◦   Sport and exercise
    ◦   Teachers and researchers
   Each of the above professions are underpinned
    by a core foundation in the discipline of
    psychology
   Norwich (2005):
   Five core functions (Currie Report, 2000)
    ◦ Consultation, assessment, intervention, training,
      research
      Child and family
      School or establishment
      LA
   Function and contribution (Farrell et al, 2006)
    ◦ Is there a distinct contribution from EPs?
   MEd Psychology of Education
    ◦ Accredited to confer Graduate Basis for Chartered
      Membership (GBC) with the British Psychological
      Society
    ◦ First step towards becoming a chartered
      psychologist
    ◦ Entry requirements include a 2:1 or above in any
      discipline (+ 2 references, + IELTS 7 or above)
   Typical student cohort:
    ◦ 30+ FT, 15+ PT per year
    ◦ High diversity in terms of
        Age
        Sex
        Nationality
        Qualifications
        Experience
        Reasons for studying and career goals
   The (pseudo) discipline of psychology
    ◦   Philosophy
    ◦   Biology
    ◦   Sociology
    ◦   Anthropology
    ◦   Linguistics
    ◦   Etc.
   Is psychology a science?
    ◦ Should it be?
   Core psychology curriculum
    ◦   Developmental psychology
    ◦   Social psychology
    ◦   Individual differences
    ◦   Psychobiology
    ◦   Cognitive psychology
    ◦   Social psychology
    ◦   Research methods
         Quantitative methods and statistics
         Qualitative methods
   Foundation in psychology = Jack of all trades
    (master of none?)
   But – “If you have only a hammer, you tend to see
    every problem as a nail” (Maslow)
Practice   Theory
   Educational assessment
   Classroom management and discipline
   Teaching methods/approaches
   Special educational needs
    ◦ Etc.

								
To top