AMERICAN APPROACHES TO THE DEVELOPMENT OF DEGREE PROGRAMS IN EDUCATIONAL THERAPY
DOI:
https://doi.org/10.31891/2308-4081/2024-14(1)-1Keywords:
educational therapy, educational therapist, degree program, higher education, professional training, universities, USA, approaches, content of educationAbstract
Тhe article is devoted to the analysis of American approaches to the development of degree programs in Educational Therapy. The scientists’ views on the essence of “Educational Therapy” in the American discourse are highlighted. The professional functions of educational therapists and the main requirements for their professional competence are clarified. The stages of educational therapists’ professional development and career in the USA are outlined. They include undergraduate degree program “BA in Educational Therapy”; initial professional activity at school as a teacher; graduate degree program “MA in Educational n Therapy” in combination with Master’s degree in Counselling or Psychology (Mental health); professional activity in educational institutions as a school counsellor, psychologist, or educational therapist. The leading activities of the US Association of Educational Therapists and its influence on the designing of educational programs are studied. The degree programs in “Educational Therapy” of the University of California Northridge and the University of Notre Dame de Namur are analysed. It is established that the content of educational programs is based on the combination of systemic, interdisciplinary, competence-based, axiological, practice oriented, participatory and anticipatory approaches. The priority is given to the applicant’s active involvement into the interdisciplinary research and the acquisition of practical experience, which open up new opportunities for a deeper understanding of the advantages and disadvantages of educational therapy. It is found that in the USA, professional training of educational therapists is carried out systematically and dynamically in universities and colleges based on the principles of openness, democratization, continuity, anticipatory approach taking into account the needs of society, modern schooling and personality. Besides, it is determined by social, psychological, age and gender factors, the study of which is a necessary condition for the development of educational programs, the choice of study methods, and the use of innovative educational technologies.
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