Post-school educational psychology services: The historical and international context
| Autor: | Tommy MacKay |
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| Rok vydání: | 2020 |
| Předmět: | |
| Zdroj: | Educational and Child Psychology. 37:8-18 |
| ISSN: | 2396-8702 0267-1611 |
| DOI: | 10.53841/bpsecp.2020.37.2.8 |
| Popis: | The development of educational psychology services for young people and young adults after they reach school leaving age has been subject to very little research. Services internationally have largely been marked by the absence rather than the presence of any initiatives of this kind. Nevertheless, it was over 60 years ago that an international template for post-school services was proposed in the 1956 UNESCO report by William Wall. Although titledPsychological Services for Schools,its vision was broad and far-reaching, with sections covering not only the age ranges through preschool, primary and secondary, but also technical and pre-vocational education, transition from school to working life and guidance and counselling services at university.In general, this vision did not materialise, and in almost all countries with a formal structure for educational psychology services the remit which developed focused on school settings, with a primary concern for those with special educational needs rather than a broader and more universal view of service provision. It was half a century after the Wall report before Scotland in 2006 became the first country to have a formal remit for post-school services, recognised at government level. This paper provides a historical and international context in which to locate the extension in England and Wales of the role of the educational psychologist to the population up to 25 years following the Children and Families Act 2014. The implications for how we conceptualise educational psychology as a profession are discussed. |
| Databáze: | OpenAIRE |
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