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RT Book, Whole SR Electronic DC OPAC T1 Educational Psychology Practice : A New Theoretical Framework / by Thomas Szulevicz, Lene Tanggaard T2 Cultural Psychology of Education. ISSN:23646799 A1 Szulevicz, Thomas A1 Tanggaard, Lene A1 SpringerLink (Online service) YR 2017 FD 2017 SP XVII, 147 p K1 Educational psychology K1 Teachers -- Training of K1 School Psychology K1 Educational Psychology K1 Teaching and Teacher Education K1 School Psychology ED 1st ed. 2017. PB Springer International Publishing : Imprint: Springer PP Cham SN 9783319442662 LA English (英語) CL LCC:LB1050.9-1091 CL DC23:370.15 NO Introduction -- Introduction to Part 1: Educational psychology practice as it stands today -- Chapter 1: What is educational psychology practice? -- Chapter 2: Approaches and methods used in educational psychology practice -- Chapter 3: Inclusion as a (new) priority for educational psychology? -- Chapter 4 Educational psychology – background factors -- Introduction to Part 2: Educational psychology practice 2.0 -- Chapter 5: A pragmatic consultation approach -- Chapter 6: Educational psychology practice – a divided field -- Chapter 7: The educational psychologist as everyday researcher -- Chapter 8: Innovative and creative forms of PPC practice -- Chapter 9: Concluding thoughts on the past, present and future of educational psychology. NO 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 NO HTTP:URL=https://doi.org/10.1007/978-3-319-44266-2 NO 書誌ID=EB16357188; LK [E Book]https://doi.org/10.1007/978-3-319-44266-2 OL 30