Educational psychologist

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Functions of educational psychologist

An educational psychologist is a psychologist whose differentiating functions may include diagnostic and psycho-educational assessment, psychological counseling in educational communities (students, teachers, parents, and academic authorities), community-type psycho-educational intervention, and mediation, coordination, and referral to other professionals, at all levels of the educational system. Many countries use this term to signify those who provide services to students, their teachers, and families, while other countries use this term to signify academic expertise in teaching Educational Psychology.

Contents

Specific facts

Psychology is a well-developed discipline that allows different specializations, which include; clinical and health psychology, work and organizational psychology, educational psychology, etc. [1] [2] [3] [4] [5] [6] [7] What differentiates an educational psychologist from other psychologists or specialists is constituted by an academic triangle whose vertexes are represented by three categories: teachers, students, and curricula (see diagram). The use of plural in these three cases assumes two meanings; the traditional or official one and other more general derived from our information and knowledge society. The plural also indicates that nowadays, we can no longer consider the average student or teacher, or a closed curriculum, but the enormous variety found in our students, teachers, and curricula. The triangle vertexes are connected by two-directional arrows, allowing four-fold typologies instead of the traditional two-way relationships (e.g., teacher-student). In this way, we can find, in different educational contexts, groups of good teachers and students (excellent teaching/learning processes and products), groups of good teachers but bad students, and groups of bad teachers and good students, producing in both cases lower levels of academic achievements. In addition, we can find groups of bad teachers and bad students (school failure). This specific work of an educational psychologist takes place in different contexts: micro-, meso- and macro-systems. [8] Microsystems refer to family contexts, where atmosphere, hidden curriculum, and expectations and behaviors of all family members determine, to a large extent, the educational development of each student. The term mesosystem refers to all variety of contexts found in educational institutions, knowing that different variables such as geographical location, institution marketing or type of teachers and students, etc., can influence the academic results of students. Macrosystem has a much more general and global nature, leading us, for example, to consider the influence that the different societies or countries have on educational final products. One illustrative example of this level can be the analyses carried out on data gathered by the PISA reports. This approach would be the essence of educational psychology versus school psychology for many of U.S. educational researchers and for Division 15 of APA.

Specific functions

There are four specific functions that are the essence of educational psychology. These are evaluation, psychological counseling, communitarian interventions, and referral to other professionals.

Evaluation involves collecting information, in a valid and reliable way, about the three target groups of the triangle diagram (in their respective contexts): teachers, students and curricula. [9] (Not to be confused with curriculum vitae). The most noteworthy function is, without a doubt, formal (rather than informal) assessment. [10] Evaluation is divided into least two main types: diagnosis (dysfunctions detection such as physical, sensory and intellectual impairments, dyslexia, attention-deficit/hyperactivity disorder, pervasive development disorders or autism spectrum disorders) and psycho-educational evaluation (detection of curriculum difficulties, poor school atmosphere or family problems, etc.). Evaluation implies detection, and, thanks to this, Prevention.

A second function, very relevant too, is psychological counseling. [11] This must be directed to students, in their various dimensions (intellectual, obviously, but also their social, affective and professional dimensions), parents, as ‘paraprofessionals’ who may implement programs, selected or developed by educational psychologists, to solve their child/student problems, teachers, to whom will be offered psycho-educational support to face psychological difficulties that may be found when implementing and adapting curricula to diversity shown by students, academic authorities, who will be helped in their decision-making, regarding the teaching (teaching process) and administrative duties (providing necessary support for students with specific educational needs, decisions about promotion to the next level, and so on).

A third function is based on communitarian interventions, with three main facets: corrective, preventative, and optimizing interventions. [12] [13] [14] [15] If disruptive behavior occurs in particular moments and contexts, then a corrective intervention is required. If the aim is school violence reduction, then tertiary preventive intervention programs are needed. If an early diagnosis of learning difficulties is carried out, then psychologist has undertaken secondary prevention. If the aim is to use psycho-educational programs to prevent future school failure, then a primary preventative intervention program is put into practice. The complement to all of these interventions is constituted by a series of optimizing activities, meant for the academic, professional, social, family, and personal improvement of all agents in an educational community, especially learners.

A fourth function, or specific activity, is a referral of those with dysfunctions to other professionals, following a previous diagnostic evaluation, with the aim to coordinate future treatment implementation. This coordination will take place with parents, teachers, and other professionals, promoting collaboration among all educational agents in order to get the fastest and best case resolution. This second triangle represents the essential components of school psychology, for some European researchers or division 16 of APA.

Academic requirements

Recently a specific Doctoral degree (Masters in Scotland) is generally required for the professional preparation of educational psychologists in the UK. In this Doctorate in Educational Psychology, it is essential the main course which prepares educational psychologists for carrying out a diagnostic and psycho-educational assessment, psychological counseling to the educational communities, and all types of communitarian interventions (corrective, preventive and optimizing). Trainees also develop external professional practices (where the specific coordination, evaluation, counseling, and intervention functions will be put into practice) on placement in local authorities, as well as a final thesis. Equally, there are a series of theoretical areas that, due to their relevancy in the teaching/learning contexts, should be included, such as: classroom diversity, drug-dependency prevention, developmental disorders, learning difficulties, new technologies applied to educational contexts, and data analysis and interpretation. In sum, taking into account all of this, perhaps educational psychologists will be able to meet adequately the demands found in different educational institutions.

The following qualifications are required: an undergraduate degree in psychology (or approved postgraduate conversion course which confers the BPS Graduate Basis for Registration) and a BPS accredited Doctorate in Educational Psychology (3 years), or, for Scotland only, an accredited master's degree in Educational Psychology. Whilst teaching experience is relevant, it is no longer an entry requirement. At least one year's full-time experience working with children in educational, childcare, or community settings is required, and for some courses, this may be two years' experience.

To use the term Educational Psychologist in the UK, one will need to be registered with the Health Care Professionals Council (HCPC), which involves completing a course (Doctorate or Masters) approved by the HCPC. [16]

In the United States

In the most basic sense of standards for education requirements in the United States, an educational psychologist needs a bachelor's degree, followed by a master's degree, and commonly finishing with a PhD or a PsyD in Educational Psychology. [17] Specifically in California, an educational psychologist candidate (commonly referred to as a LEP or Licensed Educational Psychologist) must have a minimum of a master's degree in psychology or a related field in educational psychology. This degree must be coupled with a minimum of three years of experience, including two years as a credential school psychologist and one year of supervised professional experience in an accredited school psychology program. After completing these requirements, a candidate will then take an LEP examination to determine if the applicant will be approved. [18] [19] These requirements are widely accepted by the Board of Behavioral Sciences (BBS) and are considered the common standard. [20] States may have varying standards, but the aforementioned standards are a commonality when working in a school setting. Another route that can be followed is in the research field. It involves many of the same standards without the direct link of being in a school setting. [17] Those with a research setting are typically employed through a university and do research based on their own and others' findings. They may also teach at the university in their respective field. [21]

Handbooks, application forms, and board reviews can be found at various websites:

Job availability/outlook and salary

The average salary of an educational psychologist is variable dependent on where the psychologist depends on practicing. In a school setting, the professional can expect to make around $68,000 a year; however, these professionals are commonly school psychologists who have a different background than educational psychologists. [22] An educational psychologist in the research and development field could expect to make around $84,000 per year. [22] Both of these averages could be considered inflated, with another source listing the average income of an educational psychologist at around $57,000 per year. [23] However, the resounding majority seems to sit at the $67,000 per year range, making the previous income average considerably modest. [24] The latest statistics released in 2010 by the Bureau of Labor Statistics place the median annual salary at $72,540 – showing an increase over a four-year period [17] – compared to the median household income of the United States which is currently at $51,000. Educational psychologists make approximately 40% more than the average American, making it an advantageous field of study. [25]

Job outlook in the field of educational psychology is considered in good condition. By national estimates (US) growth in the field ranges from 11 to 15% between 2006 and 2022. [24] A report released in 2006 the rate of growth was listed as 15% from 2006 to 2016, [22] and a separate report released put the growth percentage at a modest 11% from 2012 to 2022. Considering most job outlook growth percentages of the time, educational psychologists had the highest in the psychology field and was also considered the highest amongst all occupations at the time of its release in 2006. [22]

See also

Related Research Articles

Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.

Psychology is the scientific study of mind and behavior. Its subject matter includes the behavior of humans and nonhumans, both conscious and unconscious phenomena, and mental processes such as thoughts, feelings, and motives. Psychology is an academic discipline of immense scope, crossing the boundaries between the natural and social sciences. Biological psychologists seek an understanding of the emergent properties of brains, linking the discipline to neuroscience. As social scientists, psychologists aim to understand the behavior of individuals and groups.

<span class="mw-page-title-main">Psychologist</span> Professional who evaluates, diagnoses, treats and studies behavior and mental processes

A psychologist is a professional who practices psychology and studies mental states, perceptual, cognitive, emotional, and social processes and behavior. Their work often involves the experimentation, observation, and interpretation of how individuals relate to each other and to their environments.

<span class="mw-page-title-main">Teacher</span> Person who helps others learn

A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching.

Applied psychology is the use of psychological methods and findings of scientific psychology to solve practical problems of human and animal behavior and experience. Educational and organizational psychology, business management, law, health, product design, ergonomics, behavioural psychology, psychology of motivation, psychoanalysis, neuropsychology, psychiatry and mental health are just a few of the areas that have been influenced by the application of psychological principles and scientific findings. Some of the areas of applied psychology include counseling psychology, industrial and organizational psychology, engineering psychology, occupational health psychology, legal psychology, school psychology, sports psychology, community psychology, neuropsychology, medical psychology and clinical psychology, evolutionary psychology, human factors, forensic psychology and traffic psychology. In addition, a number of specialized areas in the general area of psychology have applied branches. However, the lines between sub-branch specializations and major applied psychology categories are often mixed or in some cases blurred. For example, a human factors psychologist might use a cognitive psychology theory. This could be described as human factor psychology or as applied cognitive psychology. When applied psychology is used in the treatment of behavioral disorders there are many experimental approaches to try and treat an individual. This type of psychology can be found in many of the subbranches in other fields of psychology.

School psychology is a field that applies principles from educational psychology, developmental psychology, clinical psychology, community psychology, and behavior analysis to meet the learning and behavioral health needs of children and adolescents. It is an area of applied psychology practiced by a school psychologist. They often collaborate with educators, families, school leaders, community members, and other professionals to create safe and supportive school environments.

<span class="mw-page-title-main">Doctor of Psychology</span> Doctoral degree

The Doctor of Psychology is a professional doctoral degree intended to prepare graduates for careers that apply scientific knowledge of psychology and deliver empirically based service to individuals, groups and organizations. Earning the degree was originally completed through one of two established training models for clinical psychology. However, Psy.D. programs are no longer limited to Clinical Psychology as several universities and professional schools have begun to award professional doctorates in Business Psychology, Organizational Development, Forensic Psychology, Counseling Psychology, and School Psychology.

Clinical psychology is an integration of human science, behavioral science, theory, and clinical knowledge for the purpose of understanding, preventing, and relieving psychologically-based distress or dysfunction and to promote subjective well-being and personal development. Central to its practice are psychological assessment, clinical formulation, and psychotherapy, although clinical psychologists also engage in research, teaching, consultation, forensic testimony, and program development and administration. In many countries, clinical psychology is a regulated mental health profession.

Counseling psychology is a psychological specialty that began with a focus on vocational counseling, but later moved its emphasis to adjustment counseling, and then expanded to cover all normal psychology and psychotherapy. There are many subcategories for counseling psychology, such as marriage and family counseling, rehabilitation counseling, clinical mental health counseling, educational counseling, etc. In each setting, they are all required to follow the same guidelines.

Community psychology is concerned with the community as the unit of study. This contrasts with most psychology, which focuses on the individual. Community psychology also studies the community as a context for the individuals within it, and the relationships of the individual to communities and society. Community psychologists seek to understand the functioning of the community, including the quality of life of persons within groups, organizations and institutions, communities, and society. They aim to enhance the quality of life through collaborative research and action.

This is an index of education articles.

The Lynch School of Education and Human Development is the professional school of education at Boston College.

A mental health professional is a health care practitioner or social and human services provider who offers services for the purpose of improving an individual's mental health or to treat mental disorders. This broad category was developed as a name for community personnel who worked in the new community mental health agencies begun in the 1970s to assist individuals moving from state hospitals, to prevent admissions, and to provide support in homes, jobs, education, and community. These individuals were the forefront brigade to develop the community programs, which today may be referred to by names such as supported housing, psychiatric rehabilitation, supported or transitional employment, sheltered workshops, supported education, daily living skills, affirmative industries, dual diagnosis treatment, individual and family psychoeducation, adult day care, foster care, family services and mental health counseling.

<span class="mw-page-title-main">Career counseling</span> Counseling focused on career-related issues

Career counseling is a type of advice-giving and support provided by career counselors to their clients, to help the clients manage their journey through life, learning and work changes (career). This includes career exploration, making career choices, managing career changes, lifelong career development and dealing with other career-related issues. There is no agreed definition of the role of a career or employment counsellor worldwide, mainly due to conceptual, cultural and linguistic differences. However, the terminology of 'career counseling' typically denotes a professional intervention which is conducted either one-on-one or in a small group. Career counseling is related to other types of counseling. What unites all types of professional counseling is the role of practitioners, who combine giving advice on their topic of expertise with counseling techniques that support clients in making complex decisions and facing difficult situations.

International or global psychology is an emerging branch of psychology that focuses on the worldwide enterprise of psychology in terms of communication and networking, cross-cultural comparison, scholarship, practice, and pedagogy. Often, the terms international psychology, global psychology, transnational psychology, and cross-cultural psychology are used interchangeably, but their purposes are subtly and importantly different: Global means worldwide, international means across and between nations, transnational means to transcend the nation-state, cross-cultural means across cultures. In contrast, the term "multicultural" is more often used to refer to ethnic and other cultural differences existing within a given nation rather than to global or international comparisons.

In the United States education system, School Psychological Examiners assess the needs of students in schools for special education services or other interventions. The post requires a relevant postgraduate qualification and specialist training. This role is distinct within school psychology from that of the psychiatrist, clinical psychologist and psychometrist.

Psychology encompasses a vast domain, and includes many different approaches to the study of mental processes and behavior. Below are the major areas of inquiry that taken together constitute psychology. A comprehensive list of the sub-fields and areas within psychology can be found at the list of psychology topics and list of psychology disciplines.

Pediatric psychology is a multidisciplinary field of both scientific research and clinical practice which attempts to address the psychological aspects of illness, injury, and the promotion of health behaviors in children, adolescents, and families in a pediatric health setting. Psychological issues are addressed in a developmental framework and emphasize the dynamic relationships which exist between children, their families, and the health delivery system as a whole.

Toshinori Ishikuma is a Japanese psychologist. He is known for his work on introducing and establishing the system of school psychology services in Japan, and his expert guidance and training in chosen students for psychology He was among key psychologists who started certifying school psychologists in Japan in 1997. He is also famous for development of individual intelligence tests such as the Japanese versions of Kaufman Assessment Battery for Children, Kaufman Assessment Battery for Children-Second Edition, and Japanese versions of Wechsler Intelligence Scale for Children -III and IV, as well as Wechsler Adult Intelligence Scale,- IV. He is now working to produce the Japanese version of Wechsler Intelligence Scale for Children -V. He was also among important members of movement toward "Certified Public Psychologist Bill", which was passed in 2015.

Rehabilitation psychology is a specialty area of psychology aimed at maximizing the independence, functional status, health, and social participation of individuals with disabilities and chronic health conditions. Assessment and treatment may include the following areas: psychosocial, cognitive, behavioral, and functional status, self-esteem, coping skills, and quality of life. As the conditions experienced by patients vary widely, rehabilitation psychologists offer individualized treatment approaches. The discipline takes a holistic approach, considering individuals within their broader social context and assessing environmental and demographic factors that may facilitate or impede functioning. This approach, integrating both personal and environmental factors, is consistent with the World Health Organization's (WHO) International Classification of Functioning, Disability and Health (ICF).

References

  1. ↑ Cameron, R. J. (2006). Educational psychology: The distinctive contribution. Educational Psychology in Practice, 22, 289-304.
  2. ↑ Fagan, T. K., & Wise, P. S. (Eds.). (2007). School psychology: Past, present and future (3rd ed.). Bethesda, MD: National Association of School Psychologists. ISBN   978-0-932955-71-5.
  3. ↑ Jimerson, S. R., Oakland, T. D., & Farrel, P. T. (Eds.).(2007). The handbook of international school psychology. Thousand Oaks, CA: Sage. ISBN   978-1-4129-2669-0.
  4. ↑ Mayer, R., & Alexander, P. A. (Eds.) . (2010). Handbook of research on learning and instruction. New York: Routledge. ISBN   978-0-415-80461-5.
  5. ↑ Reynolds, W. M., & Miller, G. J. (Eds.).(2003). Handbook of psychology. Vol. 7: Educational Psychology. New Jersey: Wiley. ISBN   978-0-471-38406-9.
  6. ↑ Wittrock, M. C. (1992). «An empowering conception of educational psychology». Educational Psychologist, 27, 129-141.
  7. ↑ Zimmerman, B. J., & Schunk, D. H. (Eds.). (2003). Educational psychology: A century of contributions. Mahwah, NJ: Erlbaum. ISBN   978-0-8058-3682-0.
  8. ↑ Bonfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. ISBN   0-674-22457-4.
  9. ↑ Fernández, J. (2008). Assessment of teaching quality: A circular model of evaluation. Madrid: Editorial Complutense. ISBN   978-84-7491-943-1.
  10. ↑ Watkins, M. W., Crosby, E. G., & Pearson, J. L. (2001). Role of the school psychologist: Perceptions of school staff. School Psychology International, 22, 64-73.
  11. ↑ Erchul, W. P., & Sheridan, S. M. (Eds.).(2008). Handbook of research in school consultation: Empirical foundation for the field. New York: Erlbaum. ISBN   978-0-8058-5336-0.
  12. ↑ Burns, M. K., Codding, R. S., Boice, C. H., & Lukito, G. (2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction. School Psychology Review, 39, 69-83.
  13. ↑ Fuchs, L. S., & Fuchs, D. (1986). Linking assessment to instructional intervention: An overview. School Psychology Review, 15,318-323.
  14. ↑ Shonkoff, J., & Meisels, S. J. (Eds.).(2000). Handbook of early childhood intervention (2nd ed.). New York: Cambridge University Press. ISBN   978-0-521-58573-6.
  15. ↑ Turner, R. K., & Reese, H. W. (Eds.).(1980). Life-span developmental psychology: Intervention. New York: Academic Press. ISBN   978-0-12-704150-6.
  16. ↑ "Educational psychologist job profile - Prospects.ac.uk".
  17. 1 2 3 "How To Become an Educational Psychologist - Education Requirements - Salary Data - CareersinPsychology.org".
  18. ↑ Sciences, California Board of Behavioral. "Licensed Educational Psychologist (LEP) Requirements - California Board of Behavioral Sciences".
  19. ↑ "LICENSED EDUCATIONAL PSYCHOLOGIST APPLICATION PACKET" (PDF).
  20. ↑ Volynsky, Dr. "Common Questions".
  21. ↑ "Educational Psychology - College of Education and Human Ecology".
  22. 1 2 3 4 "Educational Psychology Salary & Growth Potential". 2 April 2021.
  23. ↑ "Educational Psychologist Salary - Indeed.com".
  24. 1 2 "Educational Psychology: Job Description, Salary and Outlook".
  25. ↑ Household income in the United States#Median inflation-adjusted .28.22real.22.29 household income
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