School and Educational Psychology

 

**Definition**:

School and educational psychology applies psychological principles to support students’ learning and well-being in

educational settings.

**Key components**

1. Learning Processes: Examines cognitive processes and environmental influences on learning.

2. Assessment and Intervention: Identifies learning disabilities and creates individualized education plans (IEPs).

3. Mental Health Support: Provides counseling for issues like anxiety and depression.

4. Social-Emotional Learning (SEL): Implements programs to teach emotional regulation and resilience.

5. Diversity and Inclusion: Advocates for inclusive practices for diverse learners

**father of educational psychology **

Johann Herbart (1776-1841) is considered the father of educational psychology.

**History**

Before 1890:

Philosophers of education such as Juan Vives, Johann Pestalozzi, Friedrich Frobel, and Johann Herbart had examined,

classified and judged the methods of education centuries before the beginnings of psychology in the late 1800s.

Juan Vives:

Juan Vives (1493-1540) proposed induction as the method of study and believed in the direct observation and

investigation of the study of nature. His studies focused on humanistic learning, which opposed scholasticism and was

influenced by a variety of sources including philosophy, psychology, politics, religion, and history. He was one of the first

prominent thinkers to emphasize that the location of a school is important to learning. He suggested that a school should

be located away from disturbing noises; the air quality should be good and there should be plenty of food for the students

and teachers.Vives emphasized the importance of understanding individual differences of the students and suggested

practice as an important tool for learning.

Vives introduced his educational ideas in his writing, "De anima et vita" in 1538. In this publication, Vives explores moral

philosophy as a setting for his educational ideals; with this, he explains that the different parts of the soul (similar to that

of Aristotle's ideas) are each responsible for different operations, which function distinctively. The first book covers the

different "souls": "The Vegetative Soul"; this is the soul of nutrition, growth, and reproduction, "The Sensitive Soul", which

involves the five external senses; "The Cogitative soul", which includes internal senses and cognitive facilities. The second

book involves functions of the rational soul: mind, will, and memory. Lastly, the third book explains the analysis of

emotions.

Johann Herbart:

Johann Herbart (1776-1841) is considered the father of educational psychology. He believed that learning was influenced

by interest in the subject and the teacher. He thought that teachers should consider the students’ existing mental sets

what they already know-when presenting new information or material. Herbart came up with what are now known as the

formal steps. The 5 steps that teachers should use are:

1. Review material that has already been learned by the student

2. Prepare the student for new material by giving them an overview of what they are learning next

3. Present the new material.

4. Relate the new material to the old material that has already been learned.Show how the student can apply the new material and show the material they will learn next

William James (1842-1910):

The period of 1890-1920 is considered the golden era of educational psychology when aspirations of the new discipline

rested on the application of the scientific methods of observation and experimentation to educational problems. From

1840 to 1920 37 million people immigrated to the United States. [10] This created an expansion of elementary schools

and secondary schools. The increase in immigration also provided educational psychologists the opportunity to use

intelligence testing to screen immigrants at Ellis Island. Darwinism influenced the beliefs of the prominent educational

psychologists. [10] Even in the earliest years of the discipline, educational psychologists recognized the limitations of this

new approach. The pioneering American psychologist William James commented that:

“Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An

intermediate inventive mind must make that application, by using its originality”.

James is the father of psychology in America, But he also made contributions to educational Psychology. In his famous

series of lectures Talks to Teachers on Psychology, published in 1899, James defines education as “the Organization of

acquired habits of conduct And tendencies to behavior”. He states that Teachers should “train the pupil to behavior” So

that he fits into the social and physical World. Teachers should also realize the Importance of habit and instinct. They

should Present information that is clear and Interesting and relate this new information And material to things the student

already Knows about. [16] He also addresses important Issues such as attention, memory, and Association of ideas.

2. **1920s – 1940s**:

**Behaviorism** influenced education, focusing on reinforcement and observable behaviors. IQ testing became a

common tool for assessing students.

3. **1950s 1970s**:

School psychology became a formal profession, with a focus on identifying and helping students with learning disabilities

and emotional challenges.

5. **1970s 1990s**:

Special education laws like IDEA gave school psychologists a key role in creating individualized education plans

(IEPs). Cognitive psychology, influenced by **Jean Piaget** and **Lev Vygotsky**, changed teaching methods.

**2000s Present**:

School psychology now focuses on **mental health**, **social- emotional learning (SEL)**, technology

integration, and supporting diversity and inclusion in education.

Here’s an overview of how school and educational psychology is evolving in various well- known countries:

**Current status in world**

###1.**United States**

**Mental Health Focus**: There is a significant focus on student mental health in U.S. schools. School psychologists are

working on interventions to combat increasing rates of anxiety, depression, and stress in students.-**Special Education Support**: The U.S. has strong legislation like the Individuals with Disabilities Education Act

(IDEA), which mandates special education support. School psychologists play a central role in assessing and

implementing individual education plans (IEPS) for students with disabilities.

-**Social-Emotional Learning (SEL)**: The U.S. leads in integrating SEL into public school systems, with psychologists

helping to measure and implement programs that build emotional intelligence, empathy, and resilience.

### 2. **United Kingdom**

**Inclusion and SEN**: Educational psychologists in the U.K. work primarily on supporting *Special Educational Needs

(SEN)”. They play a vital role in providing assessments for children with learning difficulties like dyslexia or autism.

**Government-Funded Services**: The role of educational psychologists is often funded by local authorities, and there

is growing demand for psychological services due to the rising awareness of mental health challenges.

-**Increased Mental Health Support: The U.K. has been prioritizing mental health through initiatives like “Mental Health

Support Teams in schools, where psychologists collaborate with teachers and parents to ensure a supportive

environment.

###3.**Australia**

**Well-Being and Learning Outcomes**: Australian school psychologists focus on improving both academic and mental

health outcomes. The “National School Mental Health Framework helps educational psychologists deliver services that

address learning barriers and promote student well-being.

**Indigenous Support**: Educational psychology in Australia also extends to supporting indigenous students, recognizing

the unique cultural and learning needs of Aboriginal and Torres Strait Islander communities.

**Technology in Learning**: Australia is a leader in integrating digital tools for learning and psychological assessment,

with psychologists using technology to assess cognitive and emotional development in students.

### 4. **Canada**

-**Multi-Tiered Support Systems (MTSS)**: Canadian schools use MTSS frameworks where psychologists help identify

and support students at various levels of need, from universal prevention to targeted interventions.- **Bilingual Services**: In provinces like Quebec, educational psychologists often work within bilingual systems, offering

support in both English and French, with an emphasis on inclusion and diversity.

-**Focus on Early Intervention**: Canada has a strong emphasis on early intervention, with psychologists working to

identify learning or developmental issues in young children before they become long-term obstacles.

### 5. **China**

**High-Pressure Academic System**: Educational psychology in China focuses on managing the stress and mental

health challenges associated with the country’s high-pressure academic environment, particularly for students preparing

for the “Gaokao (national university entrance exam).

**Emerging Mental Health Focus**: While mental health services in schools are still developing, there has been a growing

awareness of the importance of psychological support, and schools are increasingly employing psychologists.

-**Technology and Data Use**: Educational psychologists in China are beginning to use data analytics and Al to monitor

student performance and well-being, though the focus remains on academic achievement.

### 6 **India**

**Limited Access in Rural Areas: While major cities like Delhi and Mumbai have increased access to school

psychologists, many rural areas still lack comprehensive educational psychology services,

**Focus on Learning Disabilities**: There is growing awareness of learning disabilities. Like dyslexia and ADHD, and

school psychologists are playing a role in identifying and supporting students with such conditions.

-**Parental Involvement**: In India, psychologists often involve parents in the process to ensure the child’s academic and

emotional well-being, given the cultural emphasis on family involvement in education.

###7.**Japan**

-**High Academic Pressure**: Similar to China, Japanese educational psychology addresses the mental health

challenges associated with the country’s rigorous educational system, especially around entrance exams.

-**Bullying and Mental Health**: Japan has seen a rise in school bullying and mental health concerns, prompting a

greater focus on the role of school psychologists in addressing these issues.**Holistic Development**: There is a focus on helping students develop not only academically but also socially and

emotionally, with school psychologists integrating SEL into the curriculum.

The ratio of educational psychologists in Pakistan :

The ratio of educational psychologists in Pakistan is relatively low compared to developed countries, as the field of

educational psychology is still emerging. The profession is not as well-established in terms of presence in schools,

educational systems, and mental health support services. Here are some key points to understand the situation:

1. Limited Availability of Educational Psychologists

Pakistan faces a shortage of trained educational psychologists. The profession is not widely recognized or integrated into

the educational system at a large scale.

• The number of educational psychologists working in schools, universities, or special education centers is quite limited,

especially in rural areas. Most professionals who are involved in education-related psychological services tend to be

concentrated in urban centers like Karachi, Lahore, Islamabad, and Peshawar.

2. Emerging Academic Programs

Educational psychology as an academic discipline is available in a few universities, offering degrees or courses

that specialize in child development, learning theories, and cognitive psychology. However, the number of

graduates who pursue careers specifically in educational psychology is small.

• Universities such as Punjab University, University of Karachi, and Lahore College for Women University offer

programs in psychology, and some may have courses focused on educational psychology or related fields like

guidance and counseling. However, specialized training specifically for educational psychologists is less

common.

3. Role of Psychologists in Schools

• In Pakistan, there is no widespread system of employing educational psychologists within the public school

system. While some private schools and elite institutions may employ school counselors or psychologists, the

majority of public schools do not have dedicated professionals for educational psychology.

There is a growing demand for educational psychologists in special education and for addressing learning

disabilities, but this need is far from being met due to a lack of resources, infrastructure, and trained personnel.

In summary, the ratio of educational psychologists in Pakistan is low due to limited training opportunities,

insufficient integration into the educational system, and challenges related to resources and awareness.

However, there is a growing recognition of the need for these professionals, particularly in addressing learning

difficulties and providing mental health support in schools. The field may grow as educational reforms continue

and as awareness about mental health and learning development increases in the country.

The ratio of educational psychologists in Balochistan:

The ratio of educational psychologists in Balochistan, one of the least developed provinces of Pakistan, is

extremely low. The field of educational psychology is underdeveloped across Pakistan, but it faces even greater

challenges in Balochistan due to its unique socio-economic and infrastructural conditions. Here’s a closer look

at the situation:

1. Scarcity of Educational Psychologists:• In Balochistan, there are very few, if any, formally trained educational psychologists working in schools or

educational institutions. The province’s education system lacks specialized services that address the

psychological needs of students, such as learning difficulties, behavioral issues, and emotional well-being. This

scarcity of professionals negatively impacts the quality of education and the overall well-being of students, as

schools are unable to provide proper guidance and support for children facing psychological or learning

challenges.

2. Lack of Academic Programs

There are limited academic institutions in Balochistan offering programs related to psychology in general, and

even fewer with a focus on educational psychology. Universities such as University of Balochistan offer degrees

in psychology, but specialization in educational psychology is not common.

This shortage of academic programs means that there are few trained professionals in the province who can

work as educational psychologists.

Challenges in Education:

Balochistan faces significant challenges in its education sector. The province struggles with limited

infrastructure, inadequate teacher training, lack of resources, and a shortage of educational psychologists and

other specialized professionals. These issues result in low literacy rates, high dropout rates, and anequal access

to quality education, especially in rural and remote areas. Addressing these challenges requires increased

investment in education, improved teacher training programs, and the development of inclusive and specialized

services to support students with diverse learning needs.

4. Special Education and Mental Health Services:

• There are very few special education programs in Balochistan that would require the expertise of educational

psychologists. The province is still in the early stages of recognizing and addressing issues like learning

disabilities and mental health in the education system.

Even in urban centers like Quetta, psychological services are limited, and those that do exist are focused more

on general mental health rather than educational psychology.

5. Cultural and Social Barriers

• In Balochistan, traditional and cultural attitudes toward mental health and psychology create barriers to the

acceptance of psychological services in schools. There is a significant stigma surrounding mental health, which

further limits the demand for educational psychologists.

Current Status (2020s)

• As of the 2020s, educational psychology in Balochistan remains in its infancy. There are only a few trained

professionals in the field, and they are mostly located in urban centers like Quetta.

Educational psychology is still not integrated into the mainstream education system, and there is a general

shortage of psychologists across the province.

• Most of the psychological services that do exist focus on general mental health rather than the specific needs

of students or schools. Educational psychologists are not yet a recognized or common presence in schools,

especially in rural areas, where the focus remains on overcoming basic educational deficits.• There is a growing awareness of the importance of addressing students’ psychological needs, but significant

barriers still exist, such as a lack of funding, insufficient training programs, and societal stigma surrounding

mental health issues. For educational psychology to flourish in Balochistan, there must be targeted efforts to

integrate psychological services into schools, provide adequate training for professionals, and raise awareness

among educators and the community about the benefits of educational psychology for student success and

well-being.

Conclusion:

Educational psychology has evolved significantly over the years, emphasizing the importance of mental health,

learning processes, and individualized support in educational settings. While countries like the United States,

the United Kingdom, and Australia have integrated educational psychology into their educational systems

effectively, Pakistan, particularly Balochistan, faces considerable challenges. The ratio of educational

psychologists is low, with limited training opportunities, insufficient integration into schools, and cultural

barriers impacting the recognition of psychological services. There is a growing awareness of the need for

educational psychologists to support students’ learning and well-being, highlighting the importance of investing

in resources, training, and inclusive practices to enhance educational outcomes in these regions.

REFRENCES

Herbart, J. (1901). Principles of educational psychology (H. McKeever, Trans.). Longmans, Green, and Co.

James, W. (1899). Talks to teachers on psychology. Henry Holt and Company.

Santrock, J. W. (2016). Educational psychology (6th ed.). McGraw-Hill Education.

Woolfolk, A. (2019). Educational psychology (14th ed.). Pearson.

Vives, J. L. (1538). De anima et vita (Reprint). Nabu Press.

National Association of School Psychologists. (2020). Role of the school psychologist. https://www.nasponline.org

Australian Government Department of Education, Skills and Employment. (2020). National school mental health framework. https://www.education.gov.au

UNESCO. (2021). Education and mental health in Pakistan. https://www.unesco.org