Educational Psychology Service Contribution to Community Cohesion: An Appreciative Inquiry

Autor/inn/en	Jackson Taft, Leanne; Woods, Kevin; Ford, Anne
Titel	Educational Psychology Service Contribution to Community Cohesion: An Appreciative Inquiry
Quelle	In: Educational Psychology in Practice, 36 (2020) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson Taft, Leanne) ORCID (Woods, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2019.1650722
Schlagwörter	Children; Childrens Rights; Foreign Countries; International Law; Treaties; Educational Psychology; Social Integration; Peace; School Psychology; School Psychologists; Counselor Role; Barriers; Delivery Systems; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Ausland; Law of nations; Völkerrecht; Abkommen; Erziehungspsychologie; Pädagogische Psychologie; Soziale Integration; Frieden; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Auslieferung
Abstract	The United Nations Convention on the Rights of a Child (UNCRC) calls for education to prepare children for ' … responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin'. The current study examines the potential role of Educational Psychologists (EPs) in addressing the UNCRC call to promote community cohesion through their work in schools. Through an Appreciative Inquiry cycle EPs considered facilitators of and barriers to working with communities. Facilitators included EP practices, skills and knowledge and seeing schools as communities in themselves. Barriers included public service funding and aspects of service delivery. A multi-level approach to promoting community cohesion is put forward, including acknowledgement of the context within which the work takes place as well as positing a continuum of community cohesion to community conflict. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01