Educational Psychology

This book builds on the content and methods of the previous editions, and we wish to pay tribute to those editors of the original who handed on the baton subsequently – Norah Frederickson and Andy Miller. On the basis of feedback about the second edition we have increased the coverage of subjects of current concern, reduced coverage of subjects of mainly historical interest and sub stantially revised and updated the text throughout. This latest edition reflects important changes that have occurred in research and practice in educational psychology over recent years. Many scenarios and vignettes have been supplied by educational psychologists (EPs), based on their work in the field. As before, we hope that this will enhance readers’ sense of engagement with the practice of this profession and the evidence about childhood and schooling that it provides. We are grateful to Rachel Grace, Gurdip Theara, Lisa Hobkirk and Mat Fuller for the contributions they made on the basis of their professional experience. How can this book be used? In this preface we outline for students and tutors the range of ways in which this book can be used to support teaching and learning about educational psychology. We first consider purpose – why you may have decided to open the book. We then discuss approach – how the chapters are struc tured and may be used to achieve each of a number of goals. In the third section we focus on content – what areas of knowledge and understanding are addressed and what sequencing options are available. We finish this introduction with some thoughts about what is involved in applying psychology to education. Purpose We first consider a number of different purposes for which this textbook might be used, focusing in particular on the needs and priorities of different target readerships. Advanced level undergraduate psychology degree option One primary audience we have had in mind in writing this book comprises advanced level under graduate psychology students and tutors. Tutors will find material suitable for a one-term or one-semester Level 2 or Level 3 undergraduate course. Subject benchmarking statements for psy chology suggest that ‘there is a strong relationship between theory and empirical data, the results 9780367339135_FM.indd 11 05-06-2023 11:57:44 xii Preface to the third edition of which may find their expression in applications to education, health, industry/commerce and other situations’. They specify that degree programmes should develop students’ ability ‘to extrap olate and comprehend the applications of knowledge within and across areas of psychology’ (QAA, 2019, pp. 4–5). The book will support the achievement of this purpose in the area of edu cational psychology. The main context for the application of knowledge in educational psychology is the school. While there are other important areas of educational psychology practice, in families and in the community, we will only touch on them occasionally in this book which will focus mainly on school contexts. All students have had experience of school, which in most cases is recent. We hope this broad familiarity will facilitate a ready grasp of the applications of psychology that are described. Application to educational psychology training For anyone who might be interested in applying for professional training as an EP, Chapter 1 ‘What do educational psychologists do?’ is an obvious starting point for finding out about the professional role and training. For the serious applicant each chapter offers insights about aspects of profes sional practice and ways in which psychology can be applied in educational contexts. The criteria used by selection panels for educational psychology training programmes commonly include: knowledge of ways in which psychology can be applied in educational, childcare and community con texts and/or experience of applying psychology theory and research in work with children and young people. This book will contribute to the knowledge referred to in the first of these criteria and will assist both in planning and reflecting on relevant experience for addressing the second criterion. Professional training in educational psychology In the initial stages of doctoral professional training programmes in educational psychology there is often a need for trainees to enhance or update their knowledge of psychological theory and research relevant to professional practice. While many trainees will have completed their under graduate psychology degree within the previous couple of years, some will have completed it a number of years prior to that, and for some there may have been less emphasis on the actual application of psychology in educational contexts. We have received feedback that this book meets the needs of those who have embarked on professional educational psychology training too, and is of value on the initial set reading list for these programmes. Approach This book is designed to be used to support a range of different course formats: • a one-term/semester lecture course • a seminar group meeting weekly alongside a lecture course • a problem-based learning (PBL) course, structured as a series of tutor facilitated or self-di rected learning group meetings (for example, see Dunsmuir et al., 2017). Across each of these formats the text is designed to encourage and support a problem-orientated approach to learning. This orientation has been selected to engage interest and develop critical 9780367339135_FM.indd 12 05-06-2023 11:57:44 Preface to the third edition xiii analysis. It also aids the presentation of issues in practice contexts in ways that facilitate the rep resentation of different perspectives and the development of a realistic appreciation of both the contributions and challenges in applying psychology to complex real-world problems. The problem-orientated approach is reflected in a number of different ways. The titles of the chapters pose questions highlighting controversies and dilemmas in research and practice. For example: ‘Why does mathematics make so many people fearful?’ and ‘Can we cure dyslexia?’ Most chapters contain at least one focus box which features a suitable stimulus or ‘trigger’ for use by a PBL or seminar group as a starting point for the topic in question. This will often be a vignette or case study from the professional practice of EPs, but newspaper reports and other relevant mate rials are also included. Information on current theories and research is presented in relation to issues arising from the case study material. Using a variety of activities in the text, students are encouraged to critically evaluate potential implications of the different areas of research reviewed for practice and policy in education and to identify limitations of current methods and knowledge in the pursuit of ‘evidence-based’ practice. New topics are frequently introduced in a way that encourages students to access (and, where working in groups, to share) existing knowledge of relevance to the scenarios presented. This is intended to assist them in building upon, extending to a more advanced level and, crucially, seek ing to integrate information from topics covered in the core domains during the first two years of their degree: biological, cognitive, developmental, personality and individual differences, and social psychology. Each of the chapters follows a similar overall structure: • An introductory outline of the contents of the chapter orientates the reader to the topic. • A set of intended learning outcomes is then presented. • The text is organised in a number of sections addressing different facets of the topic with ‘focus boxes’ that contain stimulus material, activities, examples of applications and more detailed discussion of methodological or ethical issues. • A summary of the main issues addressed in the chapter is presented. • Key concepts and terms are listed. • Recommendations for further reading are provided. • Sample essay titles are suggested. The problem-orientated approach is represented throughout. For example, the sample suggested essay titles in the chapter on autism include two that are representative of this approach, e.g.: • Design an evidence-based intervention programme for Alex (Activity Box 8.1), justifying the approaches you decide to include with reference to relevant literature. • You have been asked to give a talk to A Level psychology students on ‘Supporting children with autism in school: Key insights from psychology’. Explain what you will include in your talk and why. Alongside these is a more conventional essay title: • Evaluate the strengths and weaknesses of research evidence on the use of social stories with children who have autism. It is our objective throughout to maximise the flexibility with which the book can be used to meet the purposes of different tutors and groups of learners