Abstract

This article addresses how the current mental health challenges among children and young people call for new educational psychology perspectives, and even more importantly, how the current challenges also call for normative reflections about the reasons behind the rising mental health issues.

In the paper, it is claimed that many of these normative reflections tend to be overlooked in educational psychology practice. The paper further claims that when taking a closer look at educational psychology practice, focus has mainly been on how EPs most effectively can support schools in their everyday work by providing therapeutic interventions or by supporting different educational aims. However, less emphasis has been put on the why of educational psychology practice. Based on empirical evidence, it is shown how EPs often are faced with normative dilemmas. The article concludes by introducing a distinction between an affirmative and a non-affirmative approach to educational psychology practice.

摘要

本文讨论了当前儿童和青少年的心理健康挑战如何需要新的教育心理学观点，更重要的是，当前的挑战如何也需要对心理健康问题日益严重的原因进行规范反思。

在论文中，声称许多这些规范性反思在教育心理学实践中往往被忽视。该论文进一步声称，在仔细研究教育心理学实践时，重点主要放在EP如何通过提供治疗干预或支持不同的教育目标来最有效地支持学校的日常工作。然而，较少强调教育心理学实践的原因。根据经验证据，显示了 EP 如何经常面临规范困境。文章最后介绍了教育心理学实践中肯定方法和非肯定方法之间的区别。