Intro -- Series -- Title Page -- Copyright -- Contributors -- Introduction -- Educational Psychology: Towards a human science -- Psychology in education: Building blocks for reconstruction -- Structure of the book -- Getting On With It -- Notes -- References -- Part I: Reflexive Foundationalism: Critical Psychological Resources -- 1: Psychology and Education: Unquestionable Goods -- Preface -- Notes -- References -- 2: Ontological Constructionism -- Questioning Ontology -- Justifying a Rationale -- Conclusion -- References -- 3: What Use Is a Story? Narrative, in Practice -- Stories of Experience -- Identity: Knowing who we are -- Working with stories: Doing narrative practice -- Mapping the influence -- Re-membering and re-authoring -- Conclusion -- References -- 4: Post-Conventionalism: Towards a Productive Critical Educational Psychology -- Post-conventionalist starting points -- Post-conventionalism and children's embodiment -- Post-conventionalism, pedagogy and the school -- Conclusions -- References -- 5: Psychoanalysis -- Introduction -- Psychoanalytic assumptions about self and others -- Defence against anxiety -- Projection -- Transference -- Countertransference -- Containment -- Notes -- References -- Part II: Ethics and Values in Practice -- 6: Critical Educational Psychology and Disability Studies: Theoretical, Practical and Empirical Allies -- Introduction -- What is critical educational psychology? -- What is critical disability studies? -- Connecting Themes -- Conclusions and future connections -- Acknowledgement -- References -- 7: Thinking Critically About Professional Ethics -- Professional codes of ethics and conduct -- So what's the problem? -- Ethics and Power -- Ethical dilemmas -- Summary -- Note -- References -- 8: The Ethical Demand in an Impossible Profession -- An ethical vocabulary for the 'everyday'.

Troubling Educational Psychology: 'M' -- Resistance is never futile -- Conclusions -- Note -- References -- 9: EP Becoming Phronimos: The Virtue of Phron�esis in Educational Psychology -- Introducing Mark, 
his family and the EP -- Chapter summary -- References -- 10: Traversing the Expert Non-Expert Binary: The Fluid and Contested Nature of Expertise -- A philosophical starting point -- Interaction 1 -- Interaction 1: Traversing the expert non-expert binary -- Interaction 2 -- Interaction 2: Traversing the expert non-expert binary -- Interaction 3 -- Interaction 3: Traversing the expert non-expert binary -- References -- 11: Joining the Q: What Q Methodology Offers to a Critical Educational Psychology -- Q in brief -- Q as an ethical methodology -- Examples from Sheffield University -- Acknowledgement -- References -- 12: Are We All Psychologists Now? -- The Job Psychologists Do -- Psychology as Ideology -- From Psychology to Psychologisation -- Note -- References -- Part III: Putting Critical Psychological Resources to Work in Educational Psychology -- 13: Epidemic or Psychiatrisation? Children's Mental Health in a Global Context -- The Globalisation of ADHD -- The Side Effects of Psychiatrisation -- Psychotropic Childhoods: ADHD examined -- References -- 14: The Teacher's Role in Supporting Student Mental Health and Well-being -- The Study -- Repertoire 1: Mental Health as Illness -- Repertoire 2: Mental Health as Well-being -- Repertoire 3: Mental health and behaviour -- Control and Responsibility -- Dilemmas and Tensions -- Listening to the Teachers -- Implications for Practice -- The Role of the Educational Psychologist -- References -- Appendix -- 15: Towards Restorative Justice -- Introduction -- Dominant Discourses on Difficult Behaviour -- Restorative Justice -- Bridging between Discourses -- Conclusions -- References.

16: Faith and Educational Psychology: Empowering Islamic Perspectives of Muslim Parents -- Muslim Communities in the UK -- Limitations of Educational Psychology -- Commonality and Diversity Among Muslim Communities -- Islamic Concept of Disability -- Is a Psychological Offer Universal? -- Language -- Chapter Summary -- References -- 17: Gender, Non-normativity and Young Women who Have Been Excluded -- Gender, Systems and Structures -- Subjective Being and the Lived Body -- Stacey's experience -- Ontological concerns of the body -- Voice, Control and Silencing -- Conclusions -- References -- 18: A Mindful Educational Psychology Practice -- A Radical Approach to Continuing Professional Development -- What is Mindfulness? -- Narrative Approach to Mindfulness -- Freeing from Oppressive Discourses and Manifesting Values -- Conclusion -- References -- 19: Some Reflections on Educational Psychology Practice -- Critical Issues -- What are Educational Psychologists Dreaming About? -- Will I Still Be Needed Tomorrow? -- Chapter Summary -- References -- 20: Finding Attunement and Promoting Positive Attachments -- Examples From Educational Psychology Practice -- Target, Monitoring and Evaluation in VIG -- Vignette Reflections -- Conclusion -- Note -- References -- 21: Social Theatre for Social Change: The Relevance of Performance Art in Educational Psychology -- Social Theatre in the UK -- Alice in No-man's Land -- Silent Echoes -- Evidence and Political Agenda -- Conclusion -- Note -- References -- 22: 'Being' Dyslexic in Higher Education: Reflections on Discourse and Identity -- Dyslexia? What is it, anyway? -- Why does it matter? -- What different ways of 'being' dyslexic are there? -- Why do these different conceptions of DYSLEXIA matter? -- Discourse, being and choice -- Chapter Summary -- References.

23: A Future? Why Educational Psychologists Should Engage with a Critical Neuroscience -- Epistemological Choices -- Critical Neuroscience -- James's 'quest' for the 'conditions' -- References -- Further Reading and Resources -- Index -- EULA.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.