The Role of Psychological Theory in the Training of Educational Psychologists

The role of psychological theory in the training of educational psychologists Ingrid Cecifia Lunt Thesis submitted for the degree of Doctor of Philosophy, Institute of Education, University of London, June 1996 Contents page Acknowledgements Abstract Chapter 1. Introduction and rationale The training of educational psychologists: theory-practice relationship * Introduction * The training of Educational Psychologists (EPs) in England and Wales * The role of the British Psychological SocIety (BPS) In the professional training of psychologists * The role of the BPS (DECP) and Association of Educational Psychologists (AEP) In the profession * Early training courses In educational psychology and the current situation * Training In the professions * The place of theory in professional training * Trainee professional attitudes to theory * Debates over the training of educational psychologists * Debates over the role of educational psychologists * How far Is EPs' work psychological? The thesis Chapter 2. Literature review: the nature of 21 educational psychology * Definition of educational psychology * Academic and practitioner educational psychologists * The scope of educational psychology * Educational psychology as applied psychology * Psychology as a base for application or professional training * Practitioner educational psychology Chapter 3. LIterature review: professional education and 55 training of educational psychologists a Introduction * The professions: are educational psychologists members of a profession? * How are educational psychologists members of a profession? * Professional knowledge and competence * Professional training and the relationship between theory and practice * The reflective practitioner * Educational psychology training Chapter 4. Summary of key Issues and formulation 84 of questions * The relationship between theory and practice during the trainIng year * Thesis questions Chapter 5. Methodology 88 Chapter 6. The courses 112 * the context of the seven courses • Andertown • Eastshire • Meretown • Northtown • Sandtown • Hamden • Seashore Chapter 7. Major themes emerging from the individual 141 interviews and focus group discussions * educational psychology as an applied psychology * The nature of the base in psychology from the undergraduate degree * the lack of psychology in the field * the nature of educational psychologists' work in LEAs * the role of the profession In relation to the nature of their work * the kinds of theories introduced and used during the training year * the links and potential tension between theory and practice during the training year * a question over whether courses should lead or follow the field * the length of the Master's training course * the gap in culture and contact between academic and practitioner educational psychologists * the culture of the education service contrasted with the health service * the trainee groups' enjoyment of this activity and the focus which they considered that it gave to their trainIng year Chapter 8. The researcher's course: summary of and 163 reflections on the focus group Interview Chapter 9. Discussion of findings and critical reflections 175 on the study * educational psychology as applied psychology * the psychological theories which inform educational psychologist practice during the traIning year * the relationship between theory and practice In the one year Master's degree of professional training as an educational psychologist * educational psychology as a profession * critical reflections on the study Chapter 10. Conclusions 197 References 211 Appendices 239 * Appendix 1 Tutor interview schedule * Appendix 2 Transcript of tutor interview and focus group session S Appendix 3 Analytic themes from interview data 5 Appendix 4 Core curriculum for educational psychology courses * AppendIx 5 Criteria for evaluation of educational psychology courses * Appendix 6 Framework for pilot study focus group * Appendix 7 LIst of author's publications Within the area Acknowledgements I would like to acknowledge the support of my supervisor Professor Caroline Gipps. My thanks are also due to my colleague Professor Brahm Norwich, to Professor Tony Gale and to Julian Hall, all of whom have been enormously encouraging and supportive in their very different ways. I am grateful to the tutors and the 1993 trainee educational psychologists of the eight courses who took part in the study, and to my colleague Associate Tutors and other staff at the Institute of Education and to the 1996 Institute of Education trainee cohort for supporting my study leave. Ingrid Cecilia Lunt The place of psychological theory in the training of educational psychologists Thesis abstract This thesis looks at the place of psychological theory in the training of educational psychologists, and at the relationship between theory and practice during the training period. Training of educational psychologists in England and Wales consists of a first degree in psychology, followed by teacher qualification and experience, which is followed by a one year Master's degree. Professional psychologists are recognised in the UK through Chartered Psychologist Status of the British Psychological Society, which generally assumes a scientist practitioner model of training and practice. The literature review explores the nature of educational psychology and the question of how far educational psychologists are applied psychologists. It also explores the nature of professional training, including reference to other professions, and some aspects of the theory-practice relationship in professional training. Empirical work consisted of focus group interviews carried out at the end of their Master's year with trainee groups from a sample of the universities, and individual semi-structured interviews of tutors from the same courses. Documentation concerning the courses and training in educational psychology was reviewed and analysed to provide additional information. The data are presented thematically and used to illuminate issues which emerge from the literature. The literature analysis and the data suggest that there are difficulties over the role of psychological theory In the training of educational psychologists, and that there are aspects of their role which make It difficult for educational psychologists to function as applied psychologists. These difficulties may In part be due to the nature and length of the training, and in part due to factors within the profession itself including its position within the LEA. Chapter 1 Introduction and Rationale The training of educational psychologists: theory-practice relationship Introduction This chapter sets the context and raises the issues which will be covered in the research. Each of the issues Is picked up again In the literature review where it Is considered In some detail. Psychology has held a powerful position within education and the field of education is considered to provide an appropriate ground for the application of psychological theories and techniques. Yet there is a tension In the field which may be linked to a tension between 'two cultures', the 'scientific' and the 'humanistic', or that between the early American educational psychologists Thorndike and Dewey, and their different world views and epistemologies, and to an extent their very different views of science and its relation to education. One manifestation of this tension is the question whether educational psychology emerges from and has roots in education or whether it emerges from psychology. These two alternatives Imply different views of psychology and its place in relation to education and contribute to a difficulty over the relationship between educational psychology and education. In considering the field of educational psychology, it is important to be aware of the existence in the UK of two groups who call themselves educational psychologists, and who lay claim to be applying psychology to education (e.g. Francis 1995), academic and practitioner (sometimes called professional) educational psychologists. Although the thesis focuses mainly on the second group, the relationship between the two groups is of interest and relevance here. Professional educational psychology claims to be an application of psychology to education, an applied or professional psychology, and indeed provided one of the earliest practitioner psychologists in 1913, Cyril (later Sir) Burt who was appointed the first educational psychologist. Professional psychologists claim to have a scientific 1 knowledge base, a foundation in theories of psychology which provide the basis for developing and applying professional knowledge and the competence to apply this knowledge to the professional context (Lunt 1994b, Lunt & Lindsay 1993). Educational psychologists claim to base their professional practice on the discipline of psychology; their professional knowledge is defined in university curricula through 'academic knowledge' such as theories of child development and social psychology, 'professional knowledge' such as understanding of confidentiality, ethics, professional responsibility, and 'practical skills' such as interpersonal and communication skills, assessment techniques, and attitudes such as equal opportunities and client issues. This professional knowledge is gained in part through university teaching, and in part through the apprenticeship or socialisation processes taking place on placement in Psychological Services during the trainIng year, and, in particular, the year after the Master's

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