Further Iterations on Using the Problem-Analysis Framework

Autor/inn/en	Annan, Michael; Chua, Jocelyn; Cole, Rachel; Kennedy, Emma; James, Robert; Markusdottir, Ingibjorg; Monsen, Jeremy; Robertson, Lucy; Shah, Sonia
Titel	Further Iterations on Using the Problem-Analysis Framework
Quelle	In: Educational Psychology in Practice, 29 (2013) 1, S.79-95 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2012.755951
Schlagwörter	Foreign Countries; Child Psychology; Educational Psychology; Problem Solving; Psychologists; Decision Making; Australia; Iceland; New Zealand; Singapore; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Kinderpsychologie; Erziehungspsychologie; Pädagogische Psychologie; Problemlösen; Psychologist; Psychologe; Psychologin; Decision-making; Entscheidungsfindung; Australien; Island; Neuseeland; Singapur; Großbritannien
Abstract	A core component of applied educational and child psychology practice is the skilfulness with which practitioners are able to rigorously structure and conceptualise complex real world human problems. This is done in such a way that when they (with others) jointly work on them, there is an increased likelihood of positive outcomes being achieved for clients. The Problem-analysis Framework as discussed in this paper offers one way of working with such complexity which is grounded in a sound knowledge based in applied psychology. This paper provides further clarity on using the framework within applied practice. The authors were all trained in and use the Problem-analysis Framework and now work in many different types of applied settings within Australia, Iceland, New Zealand, Singapore and the United Kingdom. This paper illuminates important aspects of the problem-analysis approach itself for those currently learning it, as well as providing an "aide-memoire" to those using it and those who want to develop their skills in this area. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10