How to Become an Educational Psychologist

1. Auflage 2018
ISBN: 978-1-138-68231-3
Verlag: Taylor & Francis

Buch, Englisch, 128 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 299 g

Reihe: How to become a Practitioner Psychologist

Educational psychologists can play a fundamental and inspiring role in people’s lives. A vibrant and expanding profession, educational psychology is becoming more influential in the lives of children and in its influence in government policy. But how do you qualify, and what is being an educational psychologist really like?

How to Become an Educational Psychologist is the first book to provide a clear, practical guide to the pathway to qualifying as an educational psychologist. Written by two educational psychologists with a wealth of experience in both education and training, and incorporating testimonials from trainees, trainers, and qualified educational psychologists, it explains every step of the journey, including advice on a suitable degree course, making the most of a training placement, how to prepare for the job interview, and the challenges of making the transition from training to qualification.

Written for anyone from current students to those interested in a change of career, How to Become an Educational Psychologist is the perfect companion for anyone interested in this varied, rewarding, and popular profession.

Zielgruppe

AS/A2, Adult education, General, Postgraduate, Professional, and Undergraduate

Autoren/Hrsg.

Swinson, Jeremy

Stringer, Phil

Fachgebiete

• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Allgemeines

Inhaltsverzeichnis

Chapter 1: Introduction: how to become a practioner psychologist

Chapter 2: What does an educational psychologist do?

Chapter 3 How to train to be an educational psychologist

Chapter 4: The training experience

Chapter 5: Starting out

Chapter 6: A Career in educational psychology

Chapter 7: Other career paths and research

Über Autor(innen)

Dr Jeremy Swinson has over 30 years’ experience working as an educational psychologist. He has presented his work at major conferences both in the UK and abroad, and been consulted by both the Department of Education and Science and the Cabinet Office on issues relating to classroom behaviour.

Dr Phil Stringer is currently an associate Academic and Professional Tutor at UCL, UK, where he is involved in the post-experience doctoral programme. He is also on the editorial board of Educational and Child Psychology and has previously been editor of Educational Psychology in Practice.