An accountable model of practice

Summary

’If we can really understand the problem, the answer will come out of it, because the answer is not separate from the problem’ (Krishnamurti).

The importance of utilising systematic problem‐solving approaches in educational psychology practice has long been recognised. Human problems are, by their nature, complex and problem‐solving approaches need to be both conceptually sophisticated as well as practical. The problem analysis framework, discussed in this article, offers one way of understanding and managing the complexity of human problems which is grounded in a sound knowledge base in applied psychology. The problem analysis framework is outlined and possible implications (and opportunities) for educational psychology training and practice are highlighted.

Additional information

Notes on contributors

Jeremy Monsen

The four authors form the team of tutors on the MSc (Educational Psychology) at University College London. In addition they each work as senior educational psychologists: Jeremy Monsen for the Kent EPS

Beverley Graham

The four authors form the team of tutors on the MSc (Educational Psychology) at University College London. In addition they each work as senior educational psychologists: Beverley Graham for the Hackney EPS

Norah Frederickson

The four authors form the team of tutors on the MSc (Educational Psychology) at University College London. In addition they each work as senior educational psychologists: Dr Norah Frederickson for the Buckinghamshire EPS

R. J. (Seán) Cameron

The four authors form the team of tutors on the MSc (Educational Psychology) at University College London. In addition they each work as senior educational psychologists: Dr Sean Cameron for the Surrey EPS.