Dr. Helen E. Bakker, Associate professor, Program Chair Postmaster School Psychology
Place des psychologues dans les systèmes éducatifs européens
Depuis plusieurs décennies, la plupart des systèmes éducatifs européens se sont dotés de psychologues.
Chaque pays a organisé la présence et les interventions de psychologues de façon très diversifiées tant pour le cursus de formation, les missions, la structuration de leurs interventions, leur organisation au sein du système éducatif, leur hiérarchie, leur formation continue que les modalités de recrutement.
Quels sont les points communs, mais également les dissemblances, pour quels avantages et inconvénients ? Quelles modifications pourraient être fructueuses du point de vue des psychologues, des usagers et des partenaires ? Quels sont les enjeux actuels ?
Deux intervenants européens, Helen BAKKER et Gengoux GOMEZ vont nous présenter la situation des psychologues dans leurs pays respectifs les Pays-Bas et la Belgique.
La comparaison avec la situation française, permettra de mettre en perspective les problématiques actuelles, suite à la création du corps des psychologues de l’EN en 2017.
Psychologists in European educational systems
For several decades, most European education systems have had psychologists.
Each country has organized the presence and interventions of psychologists in a very diverse way, both for the training curriculum, the missions, the structuring of their interventions, their organization within the education system, their hierarchy, their continuing training, and the methods of recruitment.
What are the commonalities, but also the differences, for what advantages and disadvantages? What changes could be successful from the perspective of psychologists, users and partners? And what are the challenges for the current times?
Two European speakers, Helen BAKKER and Gengoux GOMEZ, will present the situation of psychologists in their respective countries, the Netherlands and Belgium.
The comparison with the French situation, will allow to put in perspective the current problems, following the creation of the status of psychologists of the EN in 2017.
Bibliographie:
Nolan, S., Bakker, H.E., Cranney, J., Hulme, J. & Dunn, D.S. (2020). Project Assessment: An international Perspective. In: Scholarship of Teaching and Learning in Psychology, 6(3), 185-197.
Bakker, H.E. & van Beek, B. (2020). Psychology education and training: preparing psychologists for the profession in the Netherlands. In: J.Rich, Luis Alfredo Padilla Lopez, Liesel Ebersohn, Jacqui Taylor, Shirley Morrissey (eds). Teaching Psychologye around the Xorld, vol. 5. Cambridge Scholars Publishing, p. 354-365
Dutke, S., Bakker, H., Sokolova, L. Stuchlikova, Salvatore, S. & Papageorgi, I. (2019). Going too far or not far enough? The framework for psychology curricula for non-psychologists revisited. Psychology Learning and Teaching (July 2019 issue).
Dutke, S., Bakker, H., Sokolova, L. Stuchlikova, Salvatore, S. & Papageorgi, I. (2018). Psychology curricula for non-psychologists? A framework recommended by the EFPA Board of Educational Affairs. Psychology Learning and Teaching, https://doi.org/10.1177/1475725718810929
Hurks, P.M. & Bakker, H. (2016). Assessing intelligence in children and youth living in the Netherlands. International Journal of School and Educational Psychology, vol.4, 4, 266-275.
