Educational Psychologists as Scientist Practitioners: A Critical Synthesis of Existing Professional Frameworks by a Consciously Incompetent Trainee

Article


Sedgwick, A. 2019. Educational Psychologists as Scientist Practitioners: A Critical Synthesis of Existing Professional Frameworks by a Consciously Incompetent Trainee. Educational Psychology Research and Practice. 5 (2), p. 1–19. https://doi.org/10.15123/uel.8873q
AuthorsSedgwick, A.
Abstract

Several professional frameworks have been developed that provide mechanisms to support the application of psychology to problem-solving; thus facilitating the role of educational psychologists as scientist–practitioners. Furthermore, existing frameworks do not have to be viewed in isolation and can be integrated to demonstrate effective and defensible professional standards (Kelly & Marks Woolfson, 2017). This paper is a reflection on practice written by a third-year trainee from Manchester University. It aims to critique five existing frameworks, through casework analysis, and critically synthesise findings to produce a personalised framework based on “what works”. A theoretical model, “The Model of Dynamic Epistemology” (MODE) and a framework to support the application of MODE has been suggested. The paper concludes that an effective professional framework must emphasise positive relationships and shared understanding while maintaining scientific rigour. Finally, limitations have been outlined and future action research into the effect of MODE recommended.

Several professional frameworks have been developed that provide mechanisms to support the application of psychology to problem-solving; thus facilitating the role of educational psychologists as scientist–practitioners. Furthermore, existing frameworks do not have to be viewed in isolation and can be integrated to demonstrate effective and defensible professional standards (Kelly & Marks Woolfson, 2017). This paper is a reflection on practice written by a third-year trainee from Manchester University. It aims to critique five existing frameworks, through casework analysis, and critically synthesise findings to produce a personalised framework based on “what works”. A theoretical model, “The Model of Dynamic Epistemology” (MODE) and a framework to support the application of MODE has been suggested. The paper concludes that an effective professional framework must emphasise positive relationships and shared understanding while maintaining scientific rigour. Finally, limitations have been outlined and future action research into the effect of MODE recommended.

JournalEducational Psychology Research and Practice
Journal citation5 (2), p. 1–19
ISSN2059-8963
Year2019
PublisherSchool of Psychology, University of East London
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8873q
Publication dates
Online2019
Publication process dates
Deposited18 Sep 2020
Copyright holder© 2019 The Author
Permalink -

https://repository.uel.ac.uk/item/8873q

Download files


Publisher's version

Explore this article

Explore this article

Editorial
Thomas, M. 2019. Editorial. Educational Psychology Research and Practice. 5 (2), p. 1. https://doi.org/10.15123/uel.88738
The Process of Psychological Assessment: A Critique of Non-Participatory Observations Within Educational Psychology Practice and the Process of Psychological Assessment
Speed, E. 2019. The Process of Psychological Assessment: A Critique of Non-Participatory Observations Within Educational Psychology Practice and the Process of Psychological Assessment. Educational Psychology Research and Practice. 5 (2), p. 1–8. https://doi.org/10.15123/uel.88739
Developing Therapeutic Interventions in EP Practice: Reflections on Unconscious Processes and Promoting the Child’s Voice
Ng, R. 2019. Developing Therapeutic Interventions in EP Practice: Reflections on Unconscious Processes and Promoting the Child’s Voice. Educational Psychology Research and Practice. 5 (2), p. 1–10. https://doi.org/10.15123/uel.8873v
The Use of Cognitive Behavioural Therapy for School Refusal Behaviour in Educational Psychology Practice
Lee, H. 2019. The Use of Cognitive Behavioural Therapy for School Refusal Behaviour in Educational Psychology Practice. Educational Psychology Research and Practice. 5 (2), p. 1–13. https://doi.org/10.15123/uel.8873w
To What Extent Is the Thrive Intervention Grounded in Research and Theory?
Gibby-Leversuch, R., Field, J. and Cooke, T. 2019. To What Extent Is the Thrive Intervention Grounded in Research and Theory? Educational Psychology Research and Practice. 5 (2), p. 1–8. https://doi.org/10.15123/uel.8873x
Review of the Book: The Psychology of Effective Studying: How to Succeed in Your Degree, by P. Penn
Bray, D. 2019. Review of the Book: The Psychology of Effective Studying: How to Succeed in Your Degree, by P. Penn. Educational Psychology Research and Practice. 5 (2), p. 1. https://doi.org/10.15123/uel.8873y
  • 1331
    total views
  • 4180
    total downloads
  • 32
    views this month
  • 31
    downloads this month

Export as