Psychology for Teachers

Scott Buckler has been involved in education since the 1990s, fluctuating between primary teaching, secondary teaching (science, computing, psychology), and universities (education, sport, psychology). From teaching research methods across the expanse of education (from the primary years through to doctorates), Scott has been an advocate of high quality research, through facilitating an open mind while maintaining academic integrity. His research has encompassed many areas, often with the theme of personal and professional growth, through the lens of transpersonal psychology. His PhD thesis was interdisciplinary, combining anthropology and psychology to explore the way that the martial arts lead to personal transformation. Professionally, Scott’s research is predominantly in applied educational psychology, inclusive education, and research methods. Scott is a Chartered Teacher and Chartered Psychologist. Paul Castle joined the University of Worcester as a senior lecturer in September 2004. He was a Chartered Sport and Exercise Psychologist, Associate Fellow of the British Psychological Society and registered with the Health & Care Professions Council. As an active practitioner, with over 20 years’ experience, Paul provided applied psychology consultancy to clients in a wide array of disciplines, with a particular emphasis on providing individual- and small-group support to teachers and lecturers, to ameliorate the effects of stress, depression and burnout. As Mental Health and Wellbeing (MHWB or MWB) Lead for the School of Sport & Exercise Science at Worcester, Paul embraced the emerging issue of MWB in students and staff within primary, secondary and tertiary education. He was an advocate for reducing the stigma associated with MWB and provided applied psychological support in guiding students through their own ‘personal challenges’ by a combination of sport, physical activity and psychological skills training. Paul was trained in Mental Health First Aid (MHFA) and Applied Suicide Intervention Skills Training (ASIST), in conjunction with his professional grounding. He was an active member of the ‘Suicide Safer’ Project Group at the University of Worcester, which aimed to promote ‘suicide safer communities’ both regionally and nationally.

PART ONE: PSYCHOLOGICAL PERSPECTIVES ON EDUCATION
Psychological perspectives on education: classical approaches
Psychological perspectives on education: developing approaches
The effective teacher
The philosophy and psychology of professional practice
PART TWO: THE INDIVIDUAL LEARNER
The individual learner: neurological and physical development of the learner
The individual learner: perceptual and cognitive development of the learner
The individual learner: social, emotional development and personality
PART THREE: MEETING THE NEEDS OF THE LEARNER
Meeting the needs of the learner: the self
Meeting the needs of the learner: enabling individual success
Meeting the needs of the learner: motivation
Meeting the needs of the learner: an integrated approach
PART FOUR: TEACHING: CLASSROOM PRACTICE
Empowering the learner: psychological skills development
The learning environment
The ′ideal′ teacher
Reflective position: integrating the strands of this book