Social Information Processing: A Useful Framework for Educational Psychology

Article


Cooke, T. 2017. Social Information Processing: A Useful Framework for Educational Psychology. Educational Psychology Research and Practice. 3 (1), p. 50–69. https://doi.org/10.15123/uel.8870z
AuthorsCooke, T.
Abstract

The Social Information Processing (SIP) model (Crick & Dodge, 1994; Dodge, 1986; Lemerise & Arsenio, 2000) offers a detailed framework for understanding the way that a child makes sense of and acts in social situations. When applied in the context of a wider biopsychosocial conceptualisation (Dodge & Pettit, 2003), it offers a comprehensive model that is in accordance with current ways of thinking about human behaviour. This article reviews the history of the SIP model and considers the evidence for each step of the SIP model. In the light of these findings, the article considers possible reasons for the relative oversight of this model by the educational psychology profession. After presenting some reasons why it is still of contemporary relevance, this article sets out the ways that an SIP-informed approach offers a range of questions for assessment and intervention.

JournalEducational Psychology Research and Practice
Journal citation3 (1), p. 50–69
ISSN2059-8963
Year2017
PublisherSchool of Psychology, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8870z
Publication dates
Online2017
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Deposited17 Sep 2020
Copyright holder© 2017 The Author
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Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 1
Thomas, M., Ashton, R., Rumble, A., Cockroft, C., Cooke, T., Bryant, A., Winter, S., Griffin, V., Hulme, S., Thomas, G., Atkinson, C., Zlotowitz, S., McLoughlin, E. and Kagan, C. 2017. Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.88705