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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.
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.
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