54. årgang, nr. 1 Febr. 2017- Tema: Ftremtidens PPR i nye praksisfelter

Benedicte Schilling, cand. psych. aut., Schilling CTS Ltd, Norwich, United Kingdom: Positioning: A Pedagogical and Psychological Strategy for the Psychologist Seeking Beneficial Interventions in the Future PPR. Pædagogisk Psykologisk Tidsskrift, 2017, Vol 54, 1, 5-17. The recent Danish school reform demands a very different school structure in order to bring about the development of more inclusive schools . This requires new and forward thinking of the PPR’s function as an organi- zation . It also invites rethinking the way in which the PPR Psychologists strategical- ly position themselves and contract and manage services reflecting a more service- able, collaborative and consultative approach . This article gives some suggestions as to the specific skills that the author believes the school reform and the requirements for the future PPR services requires, including an increased awareness of methods and techniques inspired by or taken from educational psychology . Inspired by edu- cational psychology and including work from Rome Harré and Michel Foucault, the article describes the concept of positioning as a range of strategic abilities that can be used to facilitate the transition of the approach and work of the PPR psychologists towards a more pedagogical and psychological inspired practice in the future . In this way, any interaction between people can be understood as an opportunity for forming etiquette and courtesy cultures, change, learning and child development . The article contains concrete, practical ideas for the future practice of PPR psychologists that focuses on contracting, the use of learning objectives, outcome focus and monitoring techniques .

Sara Bork, Louise Einspor, Lone Hygum og Vibe Strøier: “New Times, New Op­ portunities”: Action Learning and Knowledge Acquisition in the Specialist Module in Educational Psychology. For specialists in Educational Psycho­ logy. Pædagogisk Psykologisk Tidsskrift, 2017, Vol 54, 1, 18-28. This article de- scribes the program for partial fulfillment of the academic requirements for obtain- ing qualifications for the specialization in pedagogical psychology . This article de- scribes the considerations behind the creation of the program . The program consists of three parts, each of 50 hours . The program consists of lectures from different dis- ciplines . These 50 hours are followed by action learning projects carried out in the participants’ own work arena . We have aimed at reaching a profession-identity of considering pedagogical psychologists as specialists in being generalists . This arti- cle also reflects organizational targets concerning the pedagogical psychological po- sition . Hopefully this first step into mastering a specialization in pedagogical psy- chology will inspire other psychologists in PPR to also aim for a specialization .

Jacob Stenholt-Jacobsen, tidligere leder af PPR Solrød: Innovations in PPR: The Devil is in the Detail – the Beauty of Taking Small Steps. Pædagogisk Psykolo- gisk Tidsskrift, 2017, Vol 54, 1, 29-39. It is the small new initiatives and actions in everyday work in PPR, which make the main difference . It is not the grand organized innovations that provide a sustainable organization . It is the practical changes, initi- ated by the leader, but designed and created together with the employees, as well as the collaborators, which ensures that the changes are more than just fine initiatives in an annual plan .Jørn Nielsen, cand.pæd.psych., ph.d. og klinisk psykolog: PPR ­ Responding to Children and Young People in Vulnerable Positions. Pædagogisk Psykologisk Tidsskrift, 2017, Vol 54, 1, 40-51. The most serious cases call for the highest atten- tion on changes and possible development . In order to obtain that you must take  in account the quality and content in the significant contexts . Through a case, the article argues that development occurs if you focus beyond educational strategies such as placement, compensation and regulation . The child’s symptoms should be understood as expressions of core phenomena that need to be taken care of . Hence, educational psychology services need a scientific reorientation and a broader focus on intervention including family arenas .

Anne-Marie Keis, indskolingskonsulent, Cand.pæd. pæd. psyk, PPR Lolland.Vibeke Fold, ledende psykolog, PPR Lolland: A New Practice Field in PPR Lolland.
Pædagogisk Psykologisk Tidsskrift, 2017, Vol 54, 1, 52-60. Out of a desire to help solve articulated transition problems for vulnerable children in the transition be- tween day care and school, PPR Lolland created a “School Starting” consulting posi- tion, with a bridging function between day care and school .
The School Starting consultant becomes acquainted with the coming school starters in day care, six months before they start in the pre-SFO, April 1 . The School Starting consultant makes observations of the pedagogical practice in relation to the group of children and in relation to individual vulnerable children in day care, and thereby gains knowledge of what works pedagogically for the group and the individual vul- nerable child . The School Starting consultant then shares this knowledge in a series of meetings between day care and school . These meetings create a space where the two learning contexts (day care and school) become more transparent to each other . The School Starting consultant then provides guidance and supervision to the school about how to organize appropriate learning and children´s communities that benefit both the group, as well as the individual vulnerable child . It is possible for the school to draw on the school starting consultant’s expertise and knowledge throughout the whole school start process, giving the school staff the ability to fol- low up and further develop didactics and pedagogy, in relation to individual vulner- able children, as well as the entire children’s group .