Educational Psychologist

Educational Psychologists look at the problems and needs of young people and children. They may spend a fair proportion of their time working in schools, but they will carry out different tasks and functions.

In the UK, for example, they are largely employed by local educational authorities in Schools Psychological Services. Where they work and how they work will differ according to different countries.

Educational Psychologists work with children from birth until 19 (usually). They may work in different settings, such as home, nursery, primary and secondary schools, special schools and units, social services provisions, child guidance clinics and hospitals. They will work closely with parents, children and teachers, and maybe social works, youth workers, doctors and other professionals.

Children have complex and varied needs and difficulties to which the educational psychologist will respond to. Their training will offer different techniques from which to help the child.

Educational Psychologists work directly with children and young people. Their work often involves a form of assessment, followed by intervention. Assessment involves finding out what the problem is by observing the child, interviewing the child, also parents and teachers where necessary and relevant. Sometimes, they may use tests or materials to see how the child s learning and thinking. Intervention involves a treatment or help of some kind for the problem. Forms of intervention or treatment may be used, such as counselling, planned learning programmes and family therapy.

Children may come into contact with educational psychologists in a variety of ways. For example, some educational psychology services have an open referral system, where parents or children can contact them directly. Otherwise, the educational psychologist may be contacted via teachers, social workers, parents etc.

The kind of work the educational psychology may do include –

*Giving advice to parents and teachers

*Individual counselling

*Group counselling

*Assessing children

*Making formal recommendations of the child’s needs

*Designing appropriate curriculum for the child.

*Conducting research

*Giving careers or vocational advice

*In service training for teachers and other professionals.

*Consulting with staff groups and institutional groups.

Children may experience difficulties in a range of ways, which may overlap into other areas. For example –

Emotional – poor social relationships, depression, anxiety, school refusal, school phobia, poor attendance.

Behavioural – Conduct disorders, truancy, temper tantrums, delinquency, disruptive behaviour.

Learning/educational problems – mild, moderate and severe learning disabilities, educational difficulties, general difficulties with reading and numeracy, gifted children.

Physical – hearing and visual impairments, physical and neurological impairments.

Working Hours

There are opportunities for part-time work within the profession and there can be options of job sharing. Often the training undertaken is to ensure that employees work within a particular educational system. This is something the student should consider before engaging in a course. If they wish to work abroad, the course may not necessarily be suitable. There is a possibility of freelance work, but this is limited.

Salaries:

Salaries will vary according to hours work, whether they are freelance or employed and which country they work in.

Recommended Course

Educational Psychology http://www.acsedu.co.uk/Courses/Psychology/EDUCATIONAL-PSYCHOLOGY-BPS105-392.aspx

Duration100 hours

COURSE STRUCTURE

There are seven lessons:.

1. Introduction –Development & Learning Theory
2. Behavioural Learning
3. Information Processing
4. Memory Retention & Loss
5. Individual Needs
6. Constructivist Learning
7. Motivation

Aims

• Discuss theories of development and learning.
• Explain behavioural theories of learning
• Describe how Information Processing Model Works
• Describe processes involved in memory loss and retention
• Describe different methods of effective instruction to cater for individual needs.
• Explain the relevance of constructivist learning in education
• Differentiate definitions of motivation and the application of motivation to learning