Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16249
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dc.contributor.authorBoyle, Christopheren
dc.date.accessioned2014-12-12T15:40:00Z-
dc.date.issued2014-
dc.identifier.citationAustralian Educational and Developmental Psychologist, 31(2), p. iii-iven
dc.identifier.issn1839-2504en
dc.identifier.issn0816-5122en
dc.identifier.urihttps://hdl.handle.net/1959.11/16249-
dc.description.abstractThe College of Educational and Developmental Psychologists (CEDP) in Australia, like other colleges, has exceptionally skilled and well-qualified practitioners. But, are the differences between the colleges significant? Is some of the psychology practised by one College so different to that of another? It is not clear that there are any general differences. It is at the level of the individual practitioner who, irrespective of her college membership, will either be particularly skilled or not. It seems pertinent to ask what particular skills does our College have over others. What is it that makes the CEDP practitioners different from the focus of other colleges? Practitioners in educational and developmental psychology have been trained across a wide range of psychological domains and practise in diverse areas, such as gerontopsychology and child development. However, in some ways it is about marketing the skill base and aligning with recognised areas of psychology. In Australia there is a bizarre disparity across states and territories vis-á-vis who is qualified to work as school psychologists but who are not members of the CEDP, either through choice or their qualifications not quite aligning. Focusing on bringing this group more into the fray will, in the opinion of the Editor, provide a clearer focus as to one of the areas of practice that falls clearly into that domain. This is an opportunity to strengthen our focus while strengthening the College's ability to accentuate the wide areas of practice that College endorsement offers.en
dc.languageenen
dc.publisherCambridge University Pressen
dc.relation.ispartofAustralian Educational and Developmental Psychologisten
dc.titleEditorial - The Death of Difference: Psychology is Psychologyen
dc.typeJournal Articleen
dc.identifier.doi10.1017/edp.2014.20en
dc.subject.keywordsSpecialist Studies in Educationen
dc.subject.keywordsSpecial Education and Disabilityen
local.contributor.firstnameChristopheren
local.subject.for2008130399 Specialist Studies in Education not elsewhere classifieden
local.subject.for2008130312 Special Education and Disabilityen
local.subject.seo2008930102 Learner and Learning Processesen
local.profile.schoolSchool of Educationen
local.profile.emailcboyle7@une.edu.auen
local.output.categoryC4en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20141212-105643en
local.publisher.placeUnited Kingdomen
local.format.startpageiiien
local.format.endpageiven
local.identifier.volume31en
local.identifier.issue2en
local.title.subtitlePsychology is Psychologyen
local.contributor.lastnameBoyleen
dc.identifier.staffune-id:cboyle7en
local.profile.roleauthoren
local.identifier.unepublicationidune:16486en
local.identifier.handlehttps://hdl.handle.net/1959.11/16249en
dc.identifier.academiclevelAcademicen
local.title.maintitleEditorial - The Death of Differenceen
local.output.categorydescriptionC4 Letter of Noteen
local.search.authorBoyle, Christopheren
local.uneassociationUnknownen
local.year.published2014en
local.subject.for2020390499 Specialist studies in education not elsewhere classifieden
local.subject.for2020390407 inclusive educationen
local.subject.seo2020160101 Early childhood educationen
Appears in Collections:Journal Article
School of Education
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