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Educational Psychologists as Researchers

Published online by Cambridge University Press:  19 June 2013

Keith Topping  and
Fraser Lauchlan
Keith Topping
Affiliation:
School of Education, University of Dundee, United Kingdom
Fraser Lauchlan*
Affiliation:
School of Psychological Sciences and Health, University of Strathclyde, United Kingdom
*
Address for correspondence: Fraser Lauchlan, School of Psychological Sciences and Health, University of Strathclyde, 16 Richmond Street, Glasgow, G1 1XQ. Scotland, United Kingdom. Email: fraser.lauchlan@strath.ac.uk
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Abstract

The role of educational (school) psychologists around the world is often debated, and usually involves the discussion of many key functions. Traditionally, the role has focused on the importance of cognitive assessment; however, increasingly this role is gradually being marginalised in favour of other more generic and systemic activities, such as research. This article will outline the importance of research in the role of educational psychologists, and will consider how this role can be fostered across the profession in order to meet the demands of the educational marketplace, thus ensuring that the profession of educational psychology will survive well into the 21st century. Implications for the organisation of psychological services are also discussed, as well as implications for the training of educational psychologists.

Keywords

educational psychologyschool psychologyschool-based programseffective interventionsresearch
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 30 , Issue 1: Educational Psychology: Looking to the Future , July 2013 , pp. 74 - 83
Copyright
Copyright © Australian Psychological Society Ltd 2013 

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