Solution-Focused Approaches in the Practice of UK Educational Psychologists
Solution-focused approaches are increasingly widely used in the practice of the applied educational psychologist (EP) (Ajmal and Rees, 2001; Durrant, 1993; Redpath and Harper, 1999; Rhodes and Ajmal, 1995). Based on a small-scale computer-mediated exploratory survey, this article examines the nature of such practice and investigates whether and how solution-focused practice is evaluated and contributes to EPs' knowledge and skills base. The exploratory study is integrated into an overview of solution-focused therapy and a literature review of the application of solution-focused practice by EPs. Based on the review and analysis of the survey, the article proposes ways by which solution-focused practice can be evaluated by busy EP practitioners and therefore become potentially evidence-based.
Is it possible to approach the suicide of teenage Inuit in the same way as in other communities, especially when taking into account the fact that suicide in Inuit is part of their traditions? The issue raised by the author essentially concerns the interpretation of data. This article offers new approaches to researching the meaning of suicide through a cultural viewpoint of the phenomenon and by taking into consideration the socio-political context. The author presents a new vision of suicide as an all-encompassing social fact that opens the door to more relevant interventions. Language: fr