Further iterations on using the Problem-analysis Framework

• Published in: Educational Psychology in Practice
• Main Authors: Annan, Michael, Chua, Jocelyn, Cole, Rachel, Kennedy, Emma, James, Robert, Markusdottir, Ingibjörg, Monsen, Jeremy, Robertson, Lucy, Shah, Sonia
• Format: Article in Journal/Newspaper
• Language: English
• Published: Routledge 2013
• Subjects: Consultation; Decision-making; Practitioner; Problem analysis; Problem solving; 3204 Developmental and Educational Psychology; New Zealand; Iceland
• Online Access: https://espace.library.uq.edu.au/view/UQ:317491

A core component of applied educational and child psychology practice is the skilfulness with which practitioners are able to rigorously structure and conceptualise complex real world human problems. This is done in such a way that when they (with others) jointly work on them, there is an increased likelihood of positive outcomes being achieved for clients. The Problem-analysis Framework as discussed in this paper offers one way of working with such complexity which is grounded in a sound knowledge based in applied psychology. This paper provides further clarity on using the framework within applied practice. The authors were all trained in and use the Problem-analysis Framework and now work in many different types of applied settings within Australia, Iceland, New Zealand, Singapore and the United Kingdom. This paper illuminates important aspects of the problem-analysis approach itself for those currently learning it, as well as providing an aide-mémoire to those using it and those who want to develop their skills in this area.