The Role of Educational Psychologists in Supporting Nurture-Based Practices and Policy Development at a Local and National Level in Scotland: A Position Paper

Autor/inn/en	March, Sam; Moir, Taryn
Titel	The Role of Educational Psychologists in Supporting Nurture-Based Practices and Policy Development at a Local and National Level in Scotland: A Position Paper
Quelle	In: Educational & Child Psychology, 35 (2018) 3, S.32-43 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Foreign Countries; Counseling Techniques; Educational Psychology; School Psychologists; Public Policy; Educational Policy; Environmental Influences; Counselor Role; Mental Health; Poverty; Educational Environment; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Erziehungspsychologie; Pädagogische Psychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Öffentliche Ordnung; Politics of education; Bildungspolitik; Environmental influence; Umwelteinfluss; Psychohygiene; Armut; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Aims: This position paper illustrates how Educational Psychological Services (EPSs) have been instrumental through ever more systemic and universal ways of working to identify links between the needs within Scottish schools and targeted and universal nurturing approaches. Method: This paper will initially demonstrate the appropriateness of a nurturing approach within a Scottish context, as a response to issues related both to mental health and to poverty. It will then continue by exploring how at both local and national levels, nurture-based practices have been embedded into policies and practice due to the influence of EPSs. It will demonstrate this through reference to the national context and the local authority (LA) level, using North Ayrshire Council (NAC) as an exemplar of how this can be achieved. Findings: This paper will state that, while national and local policy have influenced the focus of EPSs' priorities, so too has EPSs' knowledge of psychology influenced national and local policy regarding nurturing approaches. Limitations: This position paper is drawn from the Scottish education system and may not be fully representative of other contexts. Conclusion: There is an ongoing cycle of mutual influence, enabling the continual development of good practice within schools. This can offer a template of systemic working for the future development of the profession of the educational or 'school psychologist' on a wider scale. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01