Frameworks for practice in educational psychology.

1. Frameworks for Practice in
Educational Psychology
Coherent perspective for a
developing profession

2. Presented to:
Sir Tariq Mehmood
Presented by:
Ayesha Rashid (MP/2015-12)
Umm-e-Rubab (MP/2015-16)

3. OBJECTIVES
Allow the trainee educational psychologist and
practitioners to be familiar with:
1.Eastabilish practice framework
2.Relative characteristics and usefulness
3.Engage them in critical reflection and give direction.

4. DEFINITION OF FRAMEWORK
 It may be conceptualized as a structure involving a set of
parts that sit or work together.
 ‘Framework’ can be applied to both theory and practice.

5. BASIS OF PROFESSIONAL DEVELOPMENT
There are three basis for professional development
 Conceptual/theory.
 Application/practice.
 Reaction of practitioners.

6. TYPES OF FRAMEWORKS
 Theoretical framework( how a theory works)
 Practice framework.
(a)Problem solving framework(Monsen et al. 1998)
(b)Integrated professional framework(Woolfson et al.
2003)
(c) COMORIA framework (Gameson et al. 2003)

7. THEORETICAL FRAMEWORK
 Theoretical framework is referred to describe as a
model and define a theoretical model as a
prototype describing how a theory works or may be
applied e.g. social constructionist .

8. PRACTICE FRAMEWORK
 They are potentially a very significant and urgently
needed professional resource, enabling a long
overdue clarification and articulation of the
profession’s complex theory, methodology and
objectives.
 Practice framework as a series of steps, stages or
actions that support the application of theoretical
model.

9. RELATIONSHIP BETWEEN THEORY AND
PRACTICE IN EDUCATIONAL PSYCHOLOGY
They reflect a range of interest but there is
a lack of cohesion and clarity.
There is a link between theory and
practice but there is no relationship.

10. SOCIAL CONSTRUCTIONISM AND DIVERGENCE
IN PROFESSIONAL DEBATE
According to Gillham’s key collection of
papers in “Reconstructing Educational
Psychology”, social constructionism is a
combination of sociological and social
psychological theories .It is used to deal
with problems related to child deficiencies
this is a complex model used in
psychology but is not derived initially
from psychology.

11. SOCIAL CONSTRUCTIONISM AND DIVERGENCE
IN PROFESSIONAL DEBATE
If we want to apply the idea of social
constructionism in educational psychology
then first of all we should be familiar with
the need in educational psychology then
we can move away from pseudo
conceptualization to professional focus on
the child

12. RIGHTNESS OF SOCIAL CONSTRUCTIONISM FOR
EDUCATIONAL PSYCHOLOGY
Social constructionism is right for
educational psychology but when there is
need for application then it is complex and
challenging because in educational
psychology we need a strong background
from different fields of study.

13. SOCIAL CONSTRUCTIONISM: IMPLICATIONS FOR
PROFESSIONAL FRAMEWORKS FOR PRACTICE.
 If we want to bring social constructionism in
practice then we should keep in mind:
(a) Realist approaches.
(b) Critical realism.
 Trainee Educational Psychologists and
practitioners should be well aware of them so
that they can explain and understand that how
educational psychology works and help to
bring change.

14. SOCIAL CONSTRUCTIONISM IN EDUCATIONAL
PSYCHOLOGY
Ecological model is an example of
social constructionism .
Ecological model is
Example: The child influences the
eco-system as much as it influences
to him/her.

15. APPLICATION OF ECO-SYSTEMIC THEORY
 Eco-systemic theory is also called ecological theory
,it identifies environmental system with which
individual interacts .
 It provides framework from which community
psychologist study the relationship with individuals
and wider society.
 For the application of this theory we need
sophisticated tools and approaches.
 We need ideological, practice and theoretical
frameworks to apply this theory.