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Between education and psychology: school staff perspectives
When discussing contributions from psychology in/to educational practices like school-based mental health promotion, it is peculiar that psychologists (of an educational or clinical kind) or education-oriented sociologists, both not often based in schools or classrooms, dominate the topic. It has been acknowledged that school staff have been over looked and underutilised in contributing to the discussion, particularly as this pertains to sharing perspectives on how they experience their role in relationship to education policy and practice. The study presented here looked to address this situation by seeking the perspectives of school staff on a range of concerns situated at the nexus between education and psychology. Contrary to the type of displaced assessment intimated above, this group of school staff generally accepts they perform a crucial task in supporting students, their main concern being to incisively question how they might negotiate existing role-related pressures to better current school-based practice.
History
Journal
Emotional and behavioural difficultiesVolume
20Issue
1Pagination
98 - 113Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
1741-2692Language
engPublication classification
C1.1 Refereed article in a scholarly journal; C Journal articleCopyright notice
2015, SEBDAUsage metrics
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