In this article, we provide guidance for educational psychologists who want to advance equity-focused school policies and practices through engaged scholarship. We conceptualize a philosophy of engagement and describe how it can facilitate psychologists' efforts to address the social conditions of people from historically marginalized communities.…

This paper locates the educational psychologist's (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social…

Educational psychology is embracing the call to engage in more policy-oriented research. This special issue focuses on some of the key scholars in the field that are taking up this charge. Building upon their work, I aim to push the field to go even further, providing suggestions for how to engage in policy-oriented activism research within…

Educational psychologists seek to keep abreast of significant theoretical and practical developments within the field of inclusive education. This paper outlines and discusses Universal Design for Learning as a theory of inclusion, highly applicable for use by educational psychologists. The Universal Design for Learning (UDL) framework is…

Aims/Intention: This paper reflects on our use of a transcultural supervision exercise within our triad consisting of a university supervisor and two trainee educational psychologists. We consider the implication for our relationships, how we understand each other and our cultures and how we would use such activities in the future. Process of…

Previous studies have investigated the characteristics, influencing factors, and working strategies of highly successful educational psychologists. These studies, however, have focused mainly on male scholars. Consequently, little is known about how successful female educational psychologists go about their work and are so productive. In the…

Interest in international aspects of educational psychology and consultation, as well as other sub-specializations in the field, has grown significantly in recent years. However, a truly global perspective on human processes and behaviors has yet to come to fruition and the field remains largely Western-dominated. This paper discusses the…

The changes taking place within the Sheffield service from 1970 onwards, away from child guidance towards a broadly based application of psychology within the whole education department, not just schools, raised questions about training psychologists to take up this new role. Since the publication of the Summerfield report in 1968 (DES, 1968),…

Dynamic assessment (DA) is appealing to educational psychologists (EPs) due to: its flexibility, allowing EPs to adjust materials and processes to fit the assessment context; its usefulness, revealing ideas about how the next steps for learning might be achieved; and its focus on strengths. In Feuerstein's words, "it is the instances of…

This paper aims to contribute a framework for EPs to draw upon when working with schools and organisations where support is needed to facilitate change at group and organisational levels. A critique is offered of in-service training (INSET) and its use of an approach for facilitating organisational change, which considers supporting factors and…

In this final chapter I consider the period of the early 1990s, during my period as Principal Educational Psychologist (PEP) from 1991, up to the time I left the service, after 23 years, in 1995. At this point I took up the inaugural chair in Educational Psychology and Special Needs Education at the University of Warwick. I shall address the…

David was Principal Educational Psychologist in 1970-1991. He led the development of the Psychological Service, building upon the earlier work which had transformed the child guidance clinic into a child guidance service, which included a limited schools psychological service as well as child guidance clinic. In the 1970s David was an…

In this article, Martin Desforges reflects on his appointment as an educational psychologist (EP) to the Sheffield Psychological Service with a focus on his time there from 1980 to 1991. He begins by describing his reactions to the organization and management of Sheffield. Next, he discusses a number of initiatives that emerged over the years to…

Aims: As the number of people aged 16-25 referred to mental health services rises, the increasing complexity of their presenting needs is apparent. For those with additional communication and interaction differences, psychological assessment may be especially challenging. They often have long-standing histories of interpersonal challenge, do not…

By the late 1960s the balance between child guidance and educational psychology was beginning to change. The Child Guidance Clinic had changed to Child Guidance Centre, and although much of the work was still clinic based, the time spent by psychologists visiting schools had changed little from the 1950s -- on average one day a week. However,…