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Specialist ServicesRole of the Educational Psychologist
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Educational psychologists aim to help those living or working with the child/young person on a daily basis to develop their own capacity to support the child/young person. Interventions are usually developed in collaboration with these service users and may involve the educational psychologist delivering training and/or offering ongoing supervision. Educational psychologists collaborate with other professionals to help ensure that interventions are co-ordinated and do not overload the child/young person or compromise their inclusion within their peer group.
Other conditions that can coexist with DCD/dyspraxia
Published in Jill Christmas, Rosaline Van de Weyer, Hands on Dyspraxia: Developmental Coordination Disorder, 2019
Jill Christmas, Rosaline Van de Weyer
The advice of an educational psychologist can also be extremely valuable to ascertain the child’s innate cognitive skills as well as their physical output. Any hidden agendas such as dyslexia or dyslexic tendencies can then be identified to assist the child and their mentors.
School refusal
Published in Quentin Spender, Niki Salt, Judith Dawkins, Tony Kendrick, Peter Hill, David Hall, Jackie Carnell, Child Mental Health in Primary Care, 2018
Quentin Spender, Niki Salt, Judith Dawkins, Tony Kendrick, Peter Hill, David Hall, Jackie Carnell
It is the role of the educational welfare officers or educational social workers (similar job, but different names in different areas) to ensure satisfactory attendance at all of the schools to which they are attached. They therefore have the important task of supporting the parents of children who are having difficulty in attending. In some areas, the school educational psychologist may also be involved. Referral to child mental health services may be made directly from these professionals or the school, or via the general practitioner.
Supporting parents in the use of the early start Denver model as an intervention program for their young children with autism spectrum disorder
Published in International Journal of Developmental Disabilities, 2021
Hannah Waddington, Larah van der Meer, Jeff Sigafoos
All parent training sessions took place in each family’s home. The trainer (first author) delivered the training via PowerPoint® presentation in Sean’s family’s dining room and in the living room for the remaining four families. Play activities took place in various locations around the house including the living room, bedrooms, and outside. Alex’s younger brother was consistently present during each session. For the remaining children no-one other than their mother was present for most of the sessions. Idris’ family moved house in the 6th week of intervention. The trainer was a PhD student and practicing educational psychologist. She had five years of experience working with children with ASD and was a certified ESDM therapist. Although she also had experience working with parents of children with ASD, she had not participated in any training related specifically to ESDM parent coaching. She prepared for the role by practicing ESDM parent coaching with a family who was not involved in the study. She received feedback from the parent and also reflected on her own fidelity.
Diagnosis of oculomotor anomalies in children with learning disorders
Published in Clinical and Experimental Optometry, 2020
Learning disorders are usually detected at the age at which children begin to read and are reported as a delay; a battery of tests to ensure a proper diagnosis and guidelines to manage these conditions exists.2018 A paediatrician or an educational psychologist diagnoses a patient with a learning disorder according to the results of scientifically validated tests for this purpose. Many authors have reported numerous visual symptoms among patients with these specific learning disorders, many of which are related to ocular motility, mainly in terms of saccades, accommodation and binocular vision.2013 However, controversy remains regarding this issue due to the potential bias of some studies and the inconsistency of some diagnostic criteria used to define the visual alterations associated with learning disorders.2001
Queer Youth in Educational Psychology Research
Published in Journal of Homosexuality, 2019
Martin H. Jones, Tara S. Hackel, Mary Hershberger, Kristopher M. Goodrich
We conducted a literature search of prominent educational psychology journals based on the Web of Science Journal Citation Reports Index. The included journals were in the top 30 impact factor journals for educational psychology. The journals were: British Journal of Educational Psychology, Child Development, Cognition & Instruction, Contemporary Educational Psychology, Educational and Psychological Measurement, Educational Psychologist, Educational Psychology Review, Gifted Child Quarterly, Instructional Science, Journal of Educational Psychology, Journal of Learning Sciences, Journal of Psychoeducational Assessment, Journal of School Psychology, Learning & Instruction, Learning and Individual Differences, Metacognition & Learning, Psychology in the Schools, School Psychology Quarterly, School Psychology Review, Social Psychology of Education, and Journal of Experimental Education. The review included issues from the journals’ initial publication through the summer of 2015. Searches were conducted using keywords in the PsychInfo search engine: bisexual, gay, homosexual, lesbian, LGB, LGBQ, queer, same-sex, sexual identity, sexual minority, and sexual orientation. The results included an array of articles from an early publication involving students’ same-sex crushes on teachers (i.e., Hurlock & Klein, 1934) to the measurement of homophobia (i.e., Currie, Cunningham, & Findlay, 2004). Nearly half of the journals searched produced no relevant articles. Further, we elected to review all articles regardless of the quality. This choice came about as we hoped to represent all published research.