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Pædagogisk Psykologisk Tidsskrift
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DE SENESTE NUMRE » 52. årgang - 2015 » 52. årgang, teman "PPR i forandring", 1 - februar - 2015
 
Abstracts ppt 1/2015:
Ringsmose, Charlotte (Professor at the University of Aarhus). Sciences, Profes-sionalism and Changes in Educational Psychology. Pædagogisk Psykologisk Tidsskrift, 2015, Vol.52, 1, 7 – 13. – This article explores practices that are formed and carried out within educational psychological paradigms. Learning and inclu-sion in educational settings are vital areas for the educational psychologist. Since many children with disadvantaged backgrounds due to their family backgrounds are at risk of marginalization, segregation and special needs it is important to raise the quality in the learning environment in families as well as institutions. Educa-tional psychology with a focus on raising quality in learning environments calls for   organizational and sociological paradigms of social psychology in special needs edu-cation. – Charlotte Ringsmose.

Nielsen, Bjarne (Chairman of the Association of Danish Educational Psychologists). Leadership of Educational Psychology as an Organization. Pædagogisk Psykologislk Tidsskrift, 2015, Vol. 52, 1, 14 – 28. – Danish government demands that educational psychologists must be used in new ways; they must engage directly in the work of the school. Therefore its leadership has to be scrutinized and changed. Three scenarios are presented: e.p. founded in psychology, e.p. in a broader context, mirroring different needs among children, and e.p. relying entirely on the needs of the school. The two first scenarios may lead to threats to e.p. that might be even re-duced or abolished. The third scenario is recommended: e.p. must reflect the needs of the schools, but in a broader sense than presently. If and when teachers and schools perceive e.p.s as engaged and interested in the work of the school, e.p. auto-matically has a legitimate right and duty to speak of the quality of the teaching and thus become an internal, critical friend of the school. – Bjørn Glæsel.

Møller, Eik (Director and chairman of the Association of Municipal Cultural chiefs). Educational Psychology In the Future – Where Is it Going? Pædagogisk Psykologisk Tidsskrift, 2015, Vol. 52, 1, 29 – 34. – Five wishes as to the work of edu-cational psychologists in the school are presented: 1. More professional curiosity from e.p.s. What are the potentials of  more cross sectional cooperation? 2. More competence in municipal networking. 3. Widen your perspective to encompass all children from 0 to 18. 4. Be proactive instead of reactive. We want strong profes-sional inputs in our decision making. 5. Recognize that being competent is not only a position for e.p.s. The legitimacy of your profession must tolerate demands from many parties in the municipality. – Bjørn Glæsel.

Strand, Henning (Chief educational psychologist in Herlev). Future Demands on Educational Psychology. Pædagogisk Psykologisk Tidsskrift, 2015, Vol. 52, 1, 35 – 48. Based on a presentation of several theories about organizational issues, the author claims that there is a connection btw. macro-phenomena and micro-phenom-ena such as development, trust and internal control. We are faced with constant changes, but at the same time we are ourselves actors in the processes. Therefore we must continually develop our professional competences, even in potentially cha-otic circumstances. In this process it is of vital importance to engage all employees. - Bjørn Glæsel.

Holm; Ida, Marie (Consultant In Skanderborg). Multi faceted Action Learning. Pædagogisk Psykologisk Tidsskrift, 2015, Vol. 52, 1, 49 – 59. – Recent legislation aims at reducing the number of pupils being excluded from normal education. In order to further this, educational psychology must widen its approach to encompass normal teaching. A model for action learning is presented. 1. Analysis – a meeting where the challenges about the teaching of a child are analyzed. 2. Participation in practice. Teachers and consultants observe the work of each other. 3. Reflection – What happened? What is our next step? Who does what? – Bjørn Glæsel.

Kirkegaard; Jan, Sejersdahl (Chief educational psychologist n Aarhus). The Future of Educational Psychology. Pædagogisk Psykologisk Tidsskrift, 2015, Vol.52, 1, 60 – 70. – The educational psychological services faces a number of professional and organizational challenges at significant levels. A number of professional services are demanded, defined by schools and day care institutions in connection with the prob-lems in inclusion efforts. At the same time, there is a considerable political wish to strengthen interdisciplinary efforts in municipalities, which has led to the reorgani-zation of PPR’s efforts and its cooperation with the social services in the municipal-ity.The Management of  PPR is centrally placed in the work to ensure the quality of this development. PPR provides the necessary professional skills to match the development, but it requires that the PPR Services are revised and rethought. – Jan Sejersdahl Kirkegaard.

Tanggaard, Lene (Professor at the University of Aalborg). Inventive and Offen-sive Educational Psychology. Pædagogisk psykologisk Tidsskrift, 2015, Vol. 52, 1, 71 – 77. –  The aim of the present paper is to give a pro-active perspective on the future of PPR. It is suggested that a possible future role of the educational, counsel-ing psychologist is a formative, pragmatic and proactive one. In this sense, the pro-fessional role of the psychologist concerns the ability to apply ones knowledge and competences in concrete situations to the benefit of the user. The paper describes six general principles for creative action based on former research done by Tanggaard and illustrates how these may benefit the practice of educational counseling. - Lene Tanggaard.
Rasmussen; Ole, V. (Chief educational psychologist in Ballerup). Educational Psy-chology – Just in Time. Pædagogisk Psykologisk Tidsskrift, 2015, Vol.52, 1, 78 – 89. – Very drastic changes are taking place in our schools and institutions with the work with children and adolescents, and e.p., has to change too. How do we cope with the new demands in teaching and with our cooperation with parents? Major progress may ensue if we combine research and practice in new ways. Research based knowl-edge transformed into practices aimed at the needs of the users. –  Bjørn Glæsel

Schumann, Thorsten (Consultant psychiatrist in Åbenrå).A Joint Venture – Future Collaboration between Child and Adolescent Psychiatry and Community Employed Psychologists. Pædagogisk Psykologisk Tidsskrift, 2015, Vol. 52, 1, 90 – 100. After a short overview over challenges in the theoretical framework and the practical delivery of child and adolescent psychiatry in Denmark the author mentions some well-functioning cooperation projects. He criticizes the guidelines on ADHD in children and adolescents issued this year by the National Board of Health because they focus on ADHD-symptom-control as outcome and because they display a distorted understanding of interagency collaboration. Likewise he points out deficits in the recent report of the Danish governmental commission on the future of psychiatry services – the report’s vision of a new direction and a new framework does not sufficiently focus on the users’ needs and does not transcend institutional barriers. Drawing inspiration from the British CAMHS’ four-tier strategic framework, the author suggests a new approach with a joint formulation of goals and a joint organisation – an agenda on which community employed psychologists and child and adolescent psychiatry could and should cooperate. – Thorsten Schumann.

Strøier, Vibe (Organizational psychologist and writer).The bold and innovative PPR. Pædagogisk Psykologisk Tidsskrift, 2015, Vol.52, 1, 101 – 110. – PPR as an organization presently faces a number of challenges. The perception of these chal-lenges as either threats or as useful information of change in the environment in which PPR operates varies.
  While embracing these areas of challenges as crucial sources of information this article in a theoretical and practical context outlines the future conduct of PPR in a dynamic institutional setting, with regards to strategy, demand, key professions, collaboration, wicked problem solving and ethics. – Vibe Strøier.

 
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