Situating Educational Psychology Practice. Exploring the Call for a ‘Practice Turn’ in Contemporary Danish Educational Psychology Practice
Bibliographic Data
| ID | 6071242 |
|---|---|
| Authors | Sarah Kirkegaard Jensen (0000-0003-1208-3280, corresponding author), Thomas Szulevicz (0000-0002-6830-4583, Aalborg University) |
| Year | 2025 |
| Volume | 59 |
| Issue | 2 |
| Pages | 50-50 |
| Publication date | 2025-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Integrative Psychological and Behavioral Science (JOURNAL) |
| Journal identifiers | ISSN: 1932-4502 • E-ISSN: 1936-3567 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12124-025-09915-6 |
| PMID | 40465143 |
| OpenAlex | W4411037369 |
| Language | EN |
| Citations received | 2 |
| References cited | 60 |
In recent years, Denmark has witnessed issues related to the mental health and well-being of children and adolescents, marked by rising psychiatric diagnoses, school absenteeism, and increasing segregation in educational settings. This development has intensified the demand for Educational Psychology (EP) practice services but also started a public and professional debate about the role and effectiveness of EP practice. Critics argue that EP practice is too detached from pedagogical realities, focusing excessively on documenting individual difficulties rather than supporting educational practices. Thus, educational psychologists are requested to make a turn towards practice. Through a situated psychological lens, this article explores the desired practice turn of EP practice: what kind of practice is presented in the current educational and political discussion and what is the role of educational psychology and educational psychology practice in this raised critique of a ‘practice-distant’ EP practice? Through a situated psychological lens, the article argues that understanding the field of EP practice, including the role of educational psychologists in contemporary educational practices, requires acknowledging its historical and contextual situatedness inside the practice of institutionalized education. In addition, the article argues for a fundamental theoretical and normative discussion about the type of practices educational psychologists should support
Critical psychology · Educational psychology · Normative · Pedagogy · Political science · School psychology · Situated · Social science · Sociology · Educational and Psychological Assessments · Innovative Education and Learning Practices · Law · Psychology · Teacher Education and Leadership Studies
The Definition of a Profession
Constructing and Reconstructing Childhood
Visible Learning
Good education in an age of measurement
Explaining the Origins and Expansion of Mass Education
Frames of mind
Teachers’ preferences and perceptions of the psychological report
Risking Ourselves in Education
A structured learning envi ronment
Toward an experimental ecology of human development
Psychology as a means of promoting human welfare
Recommendation section of psychoeducational reports
Cognition in Practice
Relational Thinking
Manifesto for a Relational Sociology
Relational ethnography
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |