Approaches and Methods Used in Educational Psychology Practice

Abstract

As has emerged from the historical outline given in the previous chapter, school psychology practice has undergone significant changes over recent decades, often characterised by a general tendency towards two separate approaches to the work. On the one hand, the psychometric legacy and the close association of educational psychology practice with testing have played a central role. This approach to psychology continues. On the other hand, however, the winds of consultation- and relation-oriented methods have made themselves felt in the field of educational psychology. Szulevicz and Tanggaard (2015) are ones of several to discuss a two-pronged strategy which implies (1) measures to help the individual child who experiences considerable difficulties and (2) measures directed at groups, institutions and systems. The first prong involves direct intervention, typically in the form of an individual psychological examination of the child. The second prong comprises actual preventive and pre-emptive measures whereby the psychologist intervenes indirectly in respect of the individual child. Often, it is argued that it is necessary to develop an appropriate balance between the two main types of measure.