Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice

Frontiers in Psychology

Laura M. Morett¹  Eleanor J. Dommett²  Zachary Hawes³  Gabrielle Wilcox⁴ 

[1] Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Tuscaloosa, AL, United States;Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, United Kingdom;Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada;School and Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary, AB, Canada;Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada;Mathison Centre for Mental Health Research & Education, University of Calgary, Calgary, AB, Canada;Alberta Children’s Hospital Research Institute, Calgary, AB, Canada;

关键词: educational neuroscience;    school psychology;    educational psychology;    interdisciplinary;    implementation;   

DOI  :  10.3389/fpsyg.2020.618449

来源: Frontiers

【 摘 要 】

The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be bridged, and an infrastructure must be in place that allows for collaborative and productive exchange. In the present paper, we argue that school psychologists have the potential to fulfill this need and represent important agents of change in establishing better connections between research and practice. More specifically, we use the National Association of School Psychologists (NASP) (2020) Domains of Practice to highlight several areas where school psychology can actively support forging connections between neuroscience and educational practice. School psychologists represent untapped potential in their knowledge, skillset, and placement to serve a vital role in building the bridge between neuroscience and education.

【 授权许可】

CC BY