Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Chapter 7 Implementation Science and Enhancing Delivery and Practice in School Psychology Services
- Chapter 8 The Role of Executive Problem-Solving Frameworks in Preparing for Effective Change in Educational Contexts
- Chapter 9 Researching Readiness for Implementation of Evidence-Based Practice
- Chapter 10 Change-Focused Organizational Consultation in School Settings
- Chapter 11 Implementation of Interventions to Promote School Readiness
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Chapter 7 - Implementation Science and Enhancing Delivery and Practice in School Psychology Services
Some Lessons from the Scottish Context
from Part III - Preparing for Effective Implementation:
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Chapter 7 Implementation Science and Enhancing Delivery and Practice in School Psychology Services
- Chapter 8 The Role of Executive Problem-Solving Frameworks in Preparing for Effective Change in Educational Contexts
- Chapter 9 Researching Readiness for Implementation of Evidence-Based Practice
- Chapter 10 Change-Focused Organizational Consultation in School Settings
- Chapter 11 Implementation of Interventions to Promote School Readiness
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Summary
This chapter explores the potential of implementation science to support the development of school psychology. Implementation science perspectives and evidence base provide essential information for effective school psychology service delivery. In Scotland in particular, systems and frameworks exist in school psychology that provide a substrate for the effective incorporation of evidence-based implementations. Over the last forty years, school psychology practitioners have anticipated much of the evidence now emerging from implementation science. They have highlighted contextual barriers to change experienced in schools but arguably have lacked sufficient scientific influence and the large-scale evidential basis required to create scientific impact. Diversity in origins and scope is clearly influential in the context of the development of the role of educational psychology day to day. For school psychology, the development of realist epistemology has proved central to understanding, defining, focusing and measuring the processes which govern change in real-world contexts.
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- Handbook of Implementation Science for Psychology in Education , pp. 111 - 131Publisher: Cambridge University PressPrint publication year: 2012
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