1. Psychological perspectives on education: classical approaches -- 1.1. Introduction -- 1.2. Perspectives in psychology -- 1.3. The roots of psychology and paradigm shifts -- 1.4. Animism -- 1.5. Rationalism or Cartesian Dualism -- 1.6. Empiricism -- 1.7. Structuralism versus functionalism -- 1.8. Psychodynamic perspective -- 1.9. Behaviourist perspective -- 1.10. Humanistic perspective -- 1.11. Cognitive perspective -- 1.12. Psychobiological perspective -- 1.13. Evolutionary perspective -- 1.14. Summarising interactionism from an applied perspective -- 1.15. Conclusion -- 1.16. Further reading -- 2. Psychological perspectives on education: developing approaches -- 2.1. Introduction -- 2.2. Positive psychology -- 2.3. School-based research within positive psychology -- 2.4. Flow -- 2.5. Developing flow in the classroom -- 2.6. Classroom studies on flow -- 2.7. The future of positive psychology related to education -- 2.8. Transpersonal psychology

Note continued: 2.9. Transpersonal education -- 2.10. Conclusion -- 2.11. Further reading -- 3. The effective teacher -- 3.1. Introduction -- 3.2. What is meant by effective? -- 3.3. An effective teacher: What do learners think? -- 3.4. An effective teacher: What do researchers think? -- 3.5.A synthesis between the learner and researcher perspectives -- 3.6. Seven habits of highly effective teachers -- 3.7. Conclusion -- 3.8. Further reading -- 4. The philosophy and psychology of professional practice -- 4.1. Introduction -- 4.2. Philosophy and psychology -- 4.3. Philosophy and education -- 4.4. Heuristics -- 4.5. Reflective practice -- 4.6. Putting the pieces together -- 4.7. Conclusion -- 4.8. Further reading -- 5. The individual learner: neurological and physical development of the learner -- 5.1. What is development? -- 5.2. Physical development in the developing child -- 5.3. Development of the brain -- 5.4. Hemispheric lateralisation and localisation of function

Note continued: 5.5.Communication between neurons -- 5.6. Development of the motor system -- 5.7. Conclusion -- 5.8. Further reading -- 6. The individual learner: perceptual and cognitive development of the learner -- 6.1. Introduction -- 6.2. Perceptual development -- 6.3. Cognitive development in the developing child -- 6.4. Attention, concentration and memory -- 6.5. Conclusion -- 6.6. Further reading -- 7. The individual learner: social, emotional development and personality -- 7.1. Introduction -- 7.2. Social development in the developing child -- 7.3. Emotional development in the developing child -- 7.4. Personality -- 7.5. Conclusion -- 7.6. Further reading -- 8. Meeting the needs of the learner: the self -- 8.1. Introduction -- 8.2. The self -- 8.3. The `self-as-I' -- 8.4. The `self-as-me' -- 8.5. Integration of the `I' and `me' -- 8.6. Roberto Assagioli and psychosynthesis -- 8.7. Psychosynthesis and education -- 8.8. Ken Wilber and AQAL -- 8.9. Metacognition

Note continued: 8.10. Self-image and self-esteem -- 8.11. Self-efficacy -- 8.12. Self-attribution -- 8.13. Nurturing the self -- 8.14. Conclusion -- 8.15. Further reading -- 9. Meeting the needs of the learner: enabling individual success -- 9.1. Introduction -- 9.2. The traditional perspective on individual children -- 9.3. Clarifying terms -- 9.4. Autistic spectrum disorders (ASD) -- 9.5. Dyslexia or specific learning difficulties (SpLD) -- 9.6. Attention deficit/hyperactivity disorder (ADHD) -- 9.7. Speech, language and communication needs (SLCN) -- 9.8. Behavioural, emotional and social difficulties (BESD) -- 9.9. Moderate learning difficulties (MLD) -- 9.10. Gifted and talented -- 9.11. Inclusion -- 9.12.A revised focus for practice -- 9.13. Conclusion -- 9.14. Further reading -- 10. Meeting the needs of the learner: motivation -- 10.1. Introduction -- 10.2. What is motivation? -- 10.3. Psychological perspectives on motivation -- 10.4. Behavioural perspective on motivation

Note continued: 10.5. Humanistic perspective -- 10.6. Self-determination theory -- 10.7. Conclusion -- 10.8. Further reading -- 11. Meeting the needs of the learner: an integrated approach -- 11.1. Introduction -- 11.2. The macro-perspective: an overlap of themes -- 11.3. The micro-perspective: affecting individuals on a positive level -- 11.4. Positive and negative -- 11.5. Solution-focused approaches -- 11.6. Cognitive behavioural therapy -- 11.7. Keeping to the positive -- 11.8. Conclusion -- 11.9. Further reading -- 12. Empowering the learner: psychological skills development -- 12.1. Introduction -- 12.2. Initial steps: identifying muscle-to-mind or mind-to-muscle needs -- 12.3. Relaxation: explanation, process and application -- 12.4. Progressive muscle relaxation -- 12.5. Autogenic training -- 12.6. Mental imagery: explanation, process and application -- 12.7. Goal-setting -- 12.8. Cognitive restructuring -- 12.9. Mental resilience -- 12.10. Conclusion -- 12.11. Further reading

Note continued: 13. The learning environment -- 13.1. Introduction -- 13.2. The psychology of classroom layouts -- 13.3. Age and gender differences -- 13.4. The psychology of colour -- 13.5. The psychology of typefaces -- 13.6. Learning styles -- 13.7. Structure, order and ownership -- 13.8. Learning climates -- 13.9. Behaviour management? -- 13.10. To praise or not to praise? -- 13.11. Conclusion -- 13.12. Further reading -- 14. The `ideal' teacher -- 14.1. Introduction -- 14.2. The relationship between teaching and learning -- 14.3. The qualities of an `ideal' teacher -- 14.4. Theoretical perspectives on the ideal teacher: a review -- 14.5. Teacher personality -- 14.6. Teacher reflection -- 14.7. Conclusion -- 14.8. Further reading -- 15. Reflective position: integrating the strands of this book -- 15.1. Introduction -- 15.2. Why does psychology matter for teachers? -- 15.3. Maintaining a critical mind -- 15.4. Solutions to predicaments -- 15.5. Employability -- 15.6. Final words