Critical Diary Entries on Lectures The lecture notes that focus on the educational psychology within children’s services, especially that which was entitled “The Role of Applied Developmental, Child and Educational Psychology” (Theodoratou, 2012) was found to be virtually interesting and stimulating…
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From the initial scenario that was presented in the noted lecture, one was so engrossed on the potentials for applying psychology in promoting children’s and young people’s inclusion into social circles. Theoretical Framework Spurring Interest In the course of pursuing one’s academic program, an article written by Fallon, Woods and Rooney (2010) entitled “A discussion of the developing role of educational psychologists within Children’s Services” provided the impetus for spurring enthusiasm in this endeavor. The authors initially presented a brief historical background on the origin of the role of educational psychologists (EPs) in the public educational system in the United Kingdom. Likewise, various other researches on the role of EP as it evolved were mentioned; in conjunction with reportedly increased core functions and work contexts (Fallon, et al., 2010, p. 4). In addition, with increasing news and events that focus on disturbing violence and abuse afflicted on children (either directly or indirectly), there is a paramount concern for EPs to intensify applying psychological frameworks to immediately identify the need for intervention and to prevent serious repercussions that could lead to injuries or even death. Other readings that provided greater interest and understanding on the subject included the following: (1) Robinson & Dunsmuir’s (2010) “Multi-professional assessment and intervention of children with Special Educational Needs in their early years: The contribution of educational psychology” which was published in the Educational and Child Psychology focused on delving into ways in which EP’s “participation in multi-agency teams in Children’s Centres presents opportunities to extend involvement with young children and contribute to high quality assessment and intervention” (Robinson & Dunsmuir, 2010, p. 11); (2) Byrnes’ (2012) study which was published in the Educational and Child Psychology, and entitled “Educational psychologists in the community: Supporting parents of children with Down syndrome through times of transition” presented concerns in “six subtasks, all of which had a focus on engaging with parents at times of transition: transition from education, transition between schools, development of a database, early years groups, youth groups, and parent forums” (Brynes, 2012, p. 82); and (3) Hobbs, et al. (2012) article entitled “The professional practice of educational psychologists: Developing narrative approaches” also published in the Educational & Child Psychology and presented pertinent issues relative to providing a “a brief overview of narrative therapy and then sets out to illustrate how narrative approaches have been applied by Darlington Educational Psychology Service (DEPS) using examples of work with individuals, groups and systems” (Hobbs, et al., 2012, p. 42). Through the concepts, applications, cases, and scenarios learned from these studies, in conjunction with the theoretical framework appreciated in Cline and Frederickson’s (2009) Special Education Needs, Inclusion and Divesity, the subject enabled one to gain an in-depth understanding on the relevance of EP in addressing distinct and special needs of diverse children in varied scenarios and challenging cases. Issues Raised in the Lecture There were immensely relevant issues raised in the lecture categorized as follows: (1) multiple roles for applied psychologists; such as consultants, assessors, advisers,
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