Jean Annan

Situational Analysis: A Framework for Evidence-Based Practice.

Situational analysis is a framework for professional practice and research in educational psychology. The process is guided by a set of practice principles requiring that psychologists’ work is evidence-based, ecological, collaborative and constructive. The framework is designed to provide direction for psychologists who wish to tailor their fieldwork to the diverse situations in which they work. Situational analysis supports psychologists to recognize and work with diversity in the educational community at individual and systems levels and to undertake research projects. The open and collaborative, rather than prescriptive, consultation process supports the development of unique solutions for particular situations. It checks that interventions are built on the supportive features of referral situations. The framework has two aspects, style, the particular theoretical orientation and structure, the problem-solving method used to track information through from referral to intervention. The framework guides psychologists to focus their projects and determine the salient dimensions of referral situations. It invites them to propose evidence-supported relationships between the dimensions for the purpose of determining the most constructive interventions. Psychologists are encouraged to prepare to use this flexible framework through the acquisition of a broad range of educational, psychological and professional knowledge.

Educational Psychology in New Zealand

The International School Psychology Survey (ISPS) was used to gather information about New Zealand educational psychologists’ characteristics, training, roles, activities, preferences, research interests and the challenges they experienced in their work. The results of this survey were considered in relation to the social and cultural context of educational psychology practice in New Zealand and were compared with the findings from ISPS surveys in other countries. The composition of the New Zealand educational psychology community resembled that found in previous surveys of school psychologists in other countries in terms of gender and level of qualifications. The educational psychologists indicated, as in most countries surveyed previously, that the greatest proportion of their work involved consultation with students, teachers and families. One point of difference between results of the New Zealand survey and previous ISPS studies was the predominance of contextual information over standardized measures in assessment.

Educational Psychology in New Zealand Results of the 2006 International School Psychology Survey

The International School Psychology Survey (ISPS) was used to gather information about New Zealand educational psychologists’ characteristics, training, roles, activities, preferences, research interests and the challenges they experienced in their work. The results of this survey were considered in relation to the social and cultural context of educational psychology practice in New Zealand and were compared with the findings from ISPS surveys in other countries. The composition of the New Zealand educational psychology community resembled that found in previous surveys of school psychologists in other countries in terms of gender and level of qualifications. The educational psychologists indicated, as in most countries surveyed previously, that the greatest proportion of their work involved consultation with students, teachers and families. One point of difference between results of the New Zealand survey and previous ISPS studies was the predominance of contextual information over standardized measures in assessment.

A Contemporary Story of School Psychology.

A review of recent school psychology publications was conducted to discover the espoused theory of contemporary school psychology, as distinct from school psychology practice. We considered that identification of the espoused theory of school psychology, the story of school psychology, would support professional reflection and the identification of factors that mediate theory and practice. To distinguish the espoused story of school psychology from practice we considered what school psychologists said about professional practice, rather than what they did or said they did. The findings suggested that contemporary school psychology endorses practices that are relevant to and effective in a rapidly changing world. The profession has built on strong foundations to construct models of practice that consider, value, and benefit from the multiplicity of an increasingly globally-connected community. Recurrent themes were identified that, together, formed an espoused story. This story of contemporary school psychology comprised recognition of the interactive context of child development, ecological analysis, multi-systemic approaches to practice, inclusion, and respect for diversity, positive psychology and evidence-based, theoretically driven practice.

Understanding the Learner—Environment Relationship A Matrix of Perspectives

This conceptual article re-examines the contribution of a contextual perspective to the practice of educational psychology. The two dimensions of environment and learner are placed along a continuum of active to passive. A range of theory is then situated within this matrix. The article explains and illustrates how the matrix encompasses different views on the learners developmental relationship with the environment and how each perspective leads to specific types of interventions. The model is applied to special education, school curricula and policy making. It is argued that the matrix can facilitate a comprehensive analysis of an individuals situation and inform communication among professionals working in different paradigms. Implications for professional practice are discussed.

Between Theory and Practice Falls the Shadow : The Learning Theories Profile

Between the idea And the reality Between the motion And the act Falls the Shadow T. S. Eliot, “The Hollow Men” This article reports on the development and evaluation of a meta-cognitive tool for practitioners’ reflection on the ‘shadow’ between espoused theories and theories-in-use. The learning theories profile (LTP) was developed to support practitioners in education to identify and reflect on the theoretical perspectives that underpin their professional decision-making. In order to assess the usefulness of the LTP for reflection on professional development and practice, 15 special educators who were enrolled in a university course took part in a trial of the tool. Data from pre-activity and post-activity surveys suggested that the LTP helped students to critically consider contemporary and traditional theories of learning, raised awareness of the application of learning theories in education practice and supported users to reflect on their own professional practice, and interactions.