| Abstract: | The promises and hopes of the 'reconstructing' movement in educational psychology post-Summerfield 1968 (Gillham, 1978) have not had a major impact on the ability of the profession of applied educational psychologists to effect change across systems. Despite innovative ideas generated by individuals over the past few decades that have promoted opportunities to apply psychology more widely, there is little evidence that the profession has been able to expand on these initiatives and incorporate them into their existing practice. Ideas drawn from a variety of psychological sources enable applied educational psychologists to review their thinking and practice, and to develop different models that can promote and influence useful change at an institutional and/or individual level. This paper considers, in particular, the impact of new models of language and thought on organisational behaviour and, in turn, identifies the manner in which change at an individual and organisational level can be promoted. |
