A structured learning envi ronment: the generic nature of recommendations in psychoeducational reports

ABSTRACTThis paper analyses the recommendation section in psychoeducational reports. With educational psychologists (EPs) spending increasing time writing psychoeducational reports, the present study was conducted to analyse and assess the recommendations made by EPs in psychoeducational reports. Based on analysis of 109 psychoeducational reports from two Danish municipalities a highly interesting pattern was identified, as the need for clear structure in the learning environment was part of the recommendation section in 107 (98, 2%) of 109 analysed reports. An almost similar and identical recommendation was thus repeated across the reports, and the finding is used to discuss what this pattern in the recommendation of EP indicates about EP practices in general and EP’s report writing practices more specifically. The article concludes with a discussion in which the repeated ‘need-for-clear-structure-recommendation’ is understood in light of recent socio-political and global transformations within educational systems.KEYWORDS: Psychoeducational reportseducational psychology practicestructured learninginclusion Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by TrygFonden [grant number 150499].Notes on contributorsThomas SzuleviczThomas Szulevicz is an associate professor of educational psychology. His main research interests are inclusive education and educational psychology practice.Jon Busck ArnfredJon Busck Arnfred has a background as a medical doctor, and he is now a postdoctoral research associate at the Department Communication and Psychology at Aalborg University