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Educational Psychology
Relevant information about Educational Psychology.
- An overview of the treatment
Since the establishment of psychology as a discipline of intervention related to mental health, there was a current that was characterized by a concern in the study of individual differences and the administration of tests for the diagnosis and treatment of children problems in the school environment. In fact, in the early twentieth century, Educational Psychology appeared strongly linked to special education.
Currently, it is concerned with the dimensions that constitute the subject as a subject with opportunities for learning. In this frame, it reflects and it takes part on the human behavior, in educative situations, by means of the development of the capacities of the people, groups and institutions. By "education" means any training and development situation of personal and collective at large.
Since 1970, the models by which this type of psychology was inspired made come together different elements: cognitive theories, systemic, organizational, environmental and community psychology. With this, it was tried to shift the traditional pattern of individual attention to problem cases, stressing the importance of context.
Thus, the educational psychologist professional operates primarily in the context of social systems dedicated to education at all levels and modalities. This means intervening in all psychological processes that affect learning, or those derived from it.
The educational psychologist's role may vary between three major lines of action. From the laboral approach seeks effective and mature integration of students in life skills (functions of vocational guidance and vocational counseling). Starting from the education, aims to improve school life, in a line for the educational community (advisory and training support). A third line of action is of therapeutic orientation, that is, re-education or compensatory. All three are valid ways to lead an educational intervention in practice and they feed each other.
- What problems are expected to be solved
Educational Psychology has several levels of objectives. First, is to detect and prevent, to the social and educative effects, the functional, psychic and social incapacities and maladjustments of the children.
Now, as counselor, educational psychologist seeks to collaborate in the development of personal skills in order to clarify personal projects, vocational and professional to strengthen the decision-making processes.
In regard to preventive interventions, the psychologist suggests the introduction of amendments to the social and educational environment designed to prevent or mitigate the alterations in the maturation, educational and social. In this sense, provide advisory assistance in both educational agents in the development of specific programs (health education, affective-sexual education, drug prevention, etc.).
The improvement of the educational act itself is also one of the goal of educational psychological approach. These functions are performed through counseling, teaching and planning, such as teacher training. Institutional phenomena that shape the schools (organization, spatial distribution, relationship between objectives and actual operation, curriculums) can also be an educational intervention.
Finally, this therapy also aims to promote and organize information and training to mothers and fathers, to support the development of the subject who is going through a learning process.
The psychologist can intervene in the personal, familial, organizational, institutional, socio-educational community and general. In any case, you can also change the subjects on which made the intervention: learners, receivers, educational staff and even families.
In general, an educational psychologist work in connection with an early stage of assessment and diagnosis, a second stage of intervention, a third stage of monitoring and final evaluation, and a fourth stage of assessment and decision making.
Depending on demand, problems or needs, is organizing the evaluation. Here, detailed analysis of the psychological variables that influence human behavior within the educational context. This results in a diagnosis on the basis of that work is organized.
The psychological interview, observation, reports and psychological tests are some of the techniques used in Educational Psychology. With these elements are working both on individuals, as groups, or entire institutions.
Intervention techniques of educational psychology may vary depending on the approach. Thus, there may be some more focused on cognition (allocation of tasks for the reformulation of the conceptual frameworks) as well as others from the field of Social Psychology Pichon Riviere (Task Force to promote ties symbolization and reconstruction).
Educational interventions tend to walk the long term. This means that usually exceed six months. Sometimes the institutions are matched the school year with the period of psychological intervention. Indeed, the institutional framework is always a reference to define the approaches. They can be brief interventions, based on directed goals.
This type of therapy focuses on specific cognitive processes of individuals in a learning situation, be it formal or informal. Today, this type of intervention theory seeks to build on specific skills in each area of learning. Examining cognition in the context of real tasks, rather than artificial laboratory tasks, the results in relation to the improvement of teaching and learning processes are much more promising.
For education, psychological interventions can contribute to achieving more effective teaching methods. Moreover, the emphasis on institutional functioning promotes more structural approaches and less aggressive to the learners.
In short, educational psychology provides an answer about the cognitive conditions necessary for school learning is significant.
Also supports a wider field of application that includes organizational learning, educational technology, development of curriculum, design education and special education.
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