Abstract
Over the last 20 years, the wish has been broadly and clearly expressed that educational psychology practice become more consultation-based. As we have seen in several of the previous chapters however, considerable problems arise in connection with the transition to more consultative practice forms. In general, educational psychologists have been admonished for being too slow and conservative in adopting more consultation and more cultural and context-sensitive work methods, so that educational psychology practice has often been on the receiving end of extremely harsh criticism. And it is interesting to note that some of this criticism concerns the attempts to work with consultation. For example, one teacher remarked in an interview on his experience of consultation with psychologists,
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Szulevicz, T., Tanggaard, L. (2017). A Pragmatic Consultation Approach. In: Educational Psychology Practice. Cultural Psychology of Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-44266-2_5
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DOI: https://doi.org/10.1007/978-3-319-44266-2_5
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