Jeremy J. Monsen
University College London
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Featured researches published by Jeremy J. Monsen.
Learning Environments Research | 2004
Jeremy J. Monsen; Norah Frederickson
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and young people with special educational needs, little is actually known about the relationship between what teachers think about such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice.
Educational Psychology in Practice | 1998
Jeremy J. Monsen; Beverley Graham; Norah Frederickson; R.J. Cameron
Summary ’If we can really understand the problem, the answer will come out of it, because the answer is not separate from the problem’ (Krishnamurti). The importance of utilising systematic problem‐solving approaches in educational psychology practice has long been recognised. Human problems are, by their nature, complex and problem‐solving approaches need to be both conceptually sophisticated as well as practical. The problem analysis framework, discussed in this article, offers one way of understanding and managing the complexity of human problems which is grounded in a sound knowledge base in applied psychology. The problem analysis framework is outlined and possible implications (and opportunities) for educational psychology training and practice are highlighted.
Educational Psychology in Practice | 2009
Sandra Dunsmuir; Emma Brown; Suzi Iyadurai; Jeremy J. Monsen
With the growing emphasis on accountability and evidence‐based practice, evaluation has become increasingly important in the contexts in which educational psychologists (EPs) practice. This paper describes a Target Monitoring and Evaluation (TME) system, derived from Goal Attainment Scaling (GAS) which was developed to evaluate outcomes of a wide range of interventions that were established as a result of an EP and an assistant EP involvement in two local authorities. Pupils made progress on between 94% and 97% of targets, and outcomes were significantly better than the baseline for both groups. Results are considered in terms of the value and usefulness of TME as an evaluation system and key issues relating to its implementation within EP practice are discussed.
Educational Psychology in Practice | 2003
Lisa Woolfson; Ruth Whaling; Angela Stewart; Jeremy J. Monsen
This paper describes a five-phase practice approach that further develops Monsen et al.s problem-analysis framework, which was originally designed for use by educational psychologists in training. The five-phase approach aims to provide a user-friendly conceptual framework for use by experienced educational psychologists. Action points, completed summary proformae, and a multi-faceted assessment and intervention example are provided to support the implementation of this approach within practice-based work.
Educational Psychology in Practice | 2010
Shami Rait; Jeremy J. Monsen; Garry Squires
This paper critically considers the growing interest in the use of Cognitive Behaviour Therapies to support children and young people presenting with a wide range of social‐emotional difficulties. This focus has emerged since the prevalence of such difficulties in children and young people has increased over the past four decades, and the application of such approaches is no longer seen as being the sole preserve of specialist Child and Adolescent Mental Health Services (CAMHS), counsellors or therapists. To develop a critical understanding of the principles and core components of Cognitive Behaviour Therapies, two prominent approaches are reviewed. These are Ellis’s Rational‐Emotive Behaviour Therapy (REBT), and Beck’s Cognitive Therapy (CT). The paper concludes with a discussion of some of the ways in which Educational Pychologists can directly and/or indirectly support the delivery of Cognitive Behaviour Therapies in their work.
Educational Psychology in Practice | 2008
Emma-Kate Kennedy; Norah Frederickson; Jeremy J. Monsen
Although literature is available on the theoretical models of consultation underpinning service delivery in educational psychology services, little research has been published on the application of these models to educational psychologist (EP) consultation practice with teachers in schools. This study explores the espoused theory of consultations of ten EP consultants, their theory‐in‐use and the degree to which there is a match or mis‐match between the two. Ten EPs completed a pre‐consultation questionnaire and audio‐taped at least one initial teacher consultation, generating 17 case studies. The contents of the questionnaires and consultation transcripts were analysed using WinMax qualitative data analysis software. The analysis indicated that consultants’ espoused theories were based on three models: solution‐focused thinking, systemic practice and problem‐solving. Theory‐in‐use showed a consistent fit with espoused theory, especially in relation to problem‐solving, where 70% of the consultants engaged in an approximate problem‐solving cycle during the consultation. Outcomes are discussed in light of the literature on recommended practice in consultation. Limitations and suggested future directions for research are outlined.
School Psychology International | 2009
Emma-Kate Kennedy; R.J. Cameron; Jeremy J. Monsen
How should applied psychology practitioners be prepared to meet an increasingly challenging and unpredictable working context? This article explores some of the key current issues for educational and child psychology practitioners and their professional trainers in the UK with regard to the topic of effective consultation. The article argues that Educational and Child Psychologists can make a distinctive and essential contribution to improving outcomes for children, young people and their families (a contribution that is firmly grounded in psychological theory, research and applied practice) and that effective professional consultation is an appropriate medium for applying psychology with a range of consultees and clients in diverse contexts. How ECPs are trained in consultation approaches is therefore a significant issue for all members of the profession. The objectives of this article are to examine specific practice and training problems and possibilities relating to consultation in educational and child psychology, to recommend improvements for the professional training for applied psychologists in this area and to make a plea for a renewed emphasis on practitioner research that is aimed at making a difference to applied problem solving.
Educational Psychology in Practice | 2005
R.J. Cameron; Jeremy J. Monsen
The educational psychologist can be a very important resource to a school. The psychologist’s knowledge of the school and its context is key. Through regular consultation with schools, educational psychology services can provide help in clarifying problems and devising problem solving strategies; in carrying out specialised assessments, including techniques in managing behaviour and evaluating pupil progress. (DfES, 2001, Code of Practice, Section 10.8) The main aim of this paper is to describe a working protocol which can offer practising educational psychologists a rational framework within which to investigate and understand the complex problems of children and young people in school and to provide appropriate advice to teachers, parents/carers and LEA decision makers on how they can best manage such problems more effectively. In particular, the quality of psychological advice (Appendix D) arising from the statutory action assessment process relating to children and young people with special educational needs will be considered, some improvement suggestions will be highlighted and wider issues surrounding the use of such a protocol will be considered.
Educational Psychology in Practice | 2011
Sue Bennett; Jeremy J. Monsen
This paper critically appraises four problem‐solving approaches, based on a range of theoretical perspectives and procedures, which are currently used in educational settings to support adults to find solutions to complex problems that arise within classrooms and the wider school community. The four approaches are: Circles of Adults; Teacher Coaching; Collaborative Problem‐solving Groups; the Staff Sharing Scheme. The principle aim of all of these interventions is to enable school staff to generate solutions to problems so that children and young people who are causing concern are perceived in ways which lead to more constructive actions and outcomes. A second aim is to build the capacity of those working in schools by developing their skills and self confidence as problem‐solvers and decision‐makers; the assumption being that they will be more able to solve similar problems in the future largely on their own, without the need for extensive external support. The paper then considers the relative strengths and limitations of each approach in relation to practice.
Educational Psychology in Practice | 2009
Jeremy J. Monsen; Emma Brown; Zobiah Akthar; Sehra Y. Khan
Two cohorts of psychology graduates with Graduate Basis for Registration (GBR) with the British Psychological Society (BPS), and a range of relevant work experience (teaching, youth and social work) were employed by the Kent Educational Psychology Service (EPS) over a two‐year period as assistant educational psychologists (Assistant EPs). This paper presents information about the role and effectiveness of this pre‐training Assistant EP programme. The role of the Assistant EP was identified as including: individual and group level casework, projects, applied research, and delivering training, under the direct supervision of EPs. All Assistant EP work was evaluated using a range of measures. Outcomes showed that intervention targets (as agreed using the Target Monitoring and Review form) were consistently met or exceeded. Key stakeholders perceived Assistant EPs to be a valuable and flexible resource and Assistant EPs felt that the role prepared them well for applying for professional training courses. The paper concludes with a brief discussion around the future role of pre‐training Assistant EPs.