Developing a Competency Framework for the Initial Training of Educational Psychologists Working with Young People Aged 16-25

Autor/inn/en	Atkinson, Cathy; Dunsmuir, Sandra; Lang, Jane; Wright, Sarah
Titel	Developing a Competency Framework for the Initial Training of Educational Psychologists Working with Young People Aged 16-25
Quelle	In: Educational Psychology in Practice, 31 (2015) 2, S.159-173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2015.1004038
Schlagwörter	Educational Psychology; Psychologists; Counselor Training; Trainees; Young Adults; Late Adolescents; Learning Disabilities; Mental Health; Special Education; Professional Education; Competency Based Education; Delphi Technique; Foreign Countries; Questionnaires; United Kingdom + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Auszubildender; Weibliche Auszubildende; Young adult; Junger Erwachsener; Halbstarker; Learning handicap; Lernbehinderung; Psychohygiene; Special needs education; Sonderpädagogik; Sonderschulwesen; Berufsausbildung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Delphi-Methode; Ausland; Fragebogen; Großbritannien
Abstract	The Children and Families Act (2014) extends statutory protections for young people with special educational needs and disabilities until age 25. Consequently the core curriculum for trainee educational psychologists (TEPs) needs to be developed beyond the current focus of work with early years and school-age children. In order to define requisite professional competencies for working with young people aged 16-25 with learning difficulties and disabilities, and mental health needs, the Delphi Technique was employed to obtain consensus amongst an expert reference group. Two rounds of an online questionnaire and a face-to-face meeting with educational psychologists (EPs) reporting expertise in working with post-16 learners enabled the identification of areas to be added to, or extended within, existing training curricula. A competency framework for EPs working with young people aged 16-25 is proposed and implications for both TEPs and practitioner EPs explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01