{'fraction_non_alphanumeric': 0.012204424103737605, 'fraction_numerical': 0.0, 'mean_word_length': 5.626262626262626, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Foundations of Behavioural, Social, and Clinical Assessment of Children

have an important role in treating mental health issues, and that many educational psychologists already work in policy or advocacy roles. Chapters in the text range from consideration of critical theory applied to psychology in education to analysis of specific practice in educational psychology. They highlight the importance of educational psychology as one of a number of disciplines that can contribute to the development of innovative educational practice. Other chapters focus on how psychological theory should embrace a more proactive philosophy that reflects the constructivist nature of our educational policies, the importance of working to marry the scientific with the ethical, and the need to create approaches to progress the adoption of democratic principles. Some of these debates sit in a context of philosophy in education rather than the application of psychology in education; however, they do serve to encourage reflection on the foundations of theory and action. This text appeals to readers interested in critical analysis of educational innovation, philosophy, educational philosophy and systems thinking about education. Educational psychologists involved in theory and policy would find interest in this text.