This book sets out a proposal for applying psychological and educational
psychology concepts to improve work with children and young people. It
also suggests how some of the criticism aimed at pedagogical-psychology
practice can be answered.
In several respects educational psychology practice seems to be in a
transition phase and could even be said to be suffering an identity
crisis: educational establishments and education policy alike are
looking for different skills than those the psychology profession
traditionally provides, and people are generally questioning the
relevance and applicability of pedagogical-psychological counseling. The
book is based on the fundamental premise that good professional practice
is contingent upon circumstances that allow practitioners to apply their
knowledge, experience and skills in the specific encounter with a
specific task. This means that the ability to act pragmatically and
creatively is, and will increasingly be, an important skill not only for
educational psychologists, but also for psychologists in general. In
other words, psychologists must be able to contribute to tasks in new
ways and new contexts when required.
Intended primarily for students of psychology, school psychologists and
other professional groups that provide counseling in schools, the book
is also a valuable resource for the various groups that use
pedagogical-psychology tools and insights in their work with children
and young people.
