Ecological and developmental issues in the practice of educational psychology.

Abstract

This conceptual article examines what is meant by the term ‘ecological-contextual’ in relation to the assessment of children’s needs. Revisiting the discipline of ethology, the article applies the construct of niche to the human species, including examples from children’s experiences to
validate the relevance of this link. Issues of power imbalance in relationships are discussed in relation to the strategies children use to assume some control over the situations
they find themselves in. It is suggested that without a comprehensive contextual analysis it becomes more likely that children’s problematic behaviours will be interpreted in terms of medical categories. A range of theoretical perspectives linked to the reciprocity that characterises all relationships and the significance of such reciprocity to children’s construction of meaning and feelings of self-efficacy is discussed. The hypothesis that attachment issues
can become a disorder for the child is challenged. The use of the community genogram is introduced as a working tool for exploring children’s multiple contexts. While the practice
of educational psychology is the primary focus of this article, the dimensions discussed have equal relevance to all who work with children presenting problematic behaviours or
developmental concerns. This article is intended to initiate further dialogue on these themes.