THE ESPIL DATABASE OF GOOD PRACTICES AND TOOLS
IN EDUCATION,TRAINING AND SERVICES OF SCHOOL PSYCHOLOGISTS ON THE BACKGROUND OF EUROPE AS AN AREA OF LIFELONG LEARNING
Description and definition
The EFPA Policy paper on school psychology can be enhanced by the sharing of information on effective policy, programmes,resources and best practice examples in school psychology across member states.
In order to collect and disseminate good practices on the ESPIL priority themes, N.E.P.E.S. has created a database infrastructure. This will allow school psychology associations and their members to present and access good practices in school psychology, thereby promoting the exchange across the EU.
This database will include good practice at a variety of levels, such as:
- national or regional policies;
- programmes and best practice implemented at the European, national or regional level;
- training courses or events;
- national or thematic databases or other information resources, such as bibliographic or online material.
To be considered good practice, an action, policy, resource or best practice example must be:
- Based on sound theoretical and ethical principles and basic assumptions;
- Be well-managed (in terms of leadership, planning, capacity and communication);
- Be well-developed, implemented and evaluated;
- Be successful (with positive results for a specific objective and evidence of effectiveness in the case of programmes);
- Be related to lifelong learning strategies
- Have a possible multiplying effect or transference to other areas (either horizontally communicable and shareable or vertically with downstream positive effect);
- Be sustainable (self-supporting in that it creates a need, is assumed under the banner of services or produces evident improvements for society).
This database will be available through the N.E.P.E.S. webpage www.nepes.eu, and will be constantly expanding.
Good practices will be added from the 3 thematic areas of the ESPIL project:
- Education and training,
- Professional Profile and Practice,
- Service structure, management and quality,
in parallel with preparations for each topic by three virtual working groups.
Input to the Database
We are interested in including good practice and policy from all European Member States and regions. In order to suggest a good practice for inclusion in the ESPIL database, we would be grateful if you could provide us with a standard set of information on the policy, programme, resource or tool in the template posted on the website.
Please complete a separate template form (click below on the relevant template which can be downloaded directly - please save a version locally, edit, change the name and reattach in the forum discussion area to share your information with colleagues) for each good policy/practice in your country or region which you would like to be included in the database. You could also send us relevant documents if you wish to incorporate them into the database as complementary information to the good policy/ practice.
You are also welcomed to send in best practice examples without using the prepared templates on the following topics:
- annual activity report of a school psychologist (SP)/ service of school psychologists
- how do SPs use ICT (at work, in edcuation of SP)?
- successful work of a SP/service of SPs on early school drop-outs, special educational needs, early education, literacy/numeracy/ science/ language/ ICT competences of students, learning to learn competences ( study skills/motivation), cultural diversity, bullying, building resilience, positive school climate, health education, children's rights implementation in schools, career guidance, work with parents, school leadership training, teacher training, systemic work of SP, continued professional development structures/programs for SP, educational programs for SP at universities preferably based on professional competences, supervision for SP, different types of SP services ( SP working in the educational ministry, on a community level, on a regional level, for a school....) preferably with a job description, types of evaluation of SP work/services, studies on efficiency of SP work, status of SP in the educational system ( special educational needs teacher, nurse, school psychologist, counselor...).
Please return your contributions to info@nepes.eu. In order to be considered for the EFPA policy paper please return the completed form latest 15 May 2010.
Access Forum - Good Practice and Policies in Education
Access Forum - Good Practice and Policies in Professional Profiling of School Psychologists
Access Forum - Good Practice and Policies in Access
Testimonials
In which way are you influenced by European Policies at your workplace as psychologist in the educational system?