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Dissertations / Theses on the topic 'Educational psychologist'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Mennell, Laura. "The role of the educational psychologist in further education." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690777.

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The Special Educational Needs and Disability (SEND) Code of Practice (CoP) (DfE, 2014) places a duty upon further education (FE) settings to support young people (YP) up to the age of 25, with SEN, in FE. College settings can choose to commission external services such as the Educational Psychology Service (EPS) to support them to fulfil these duties. Relatively little EP work has been carried out in FE. The aim of this research is to explore the challenges for the role of the EP in colleges by gaining the views of frontline and senior college staff from two mainstream college settings, and EP

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2

Stringer, Philip Harold. "The virtues of becoming an educational psychologist." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395907.

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3

Newmark, Rona. "Inclusive education for learners with Down syndrome : the role of the educational psychologist." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52885.

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Thesis (PhD)--University of Stellenbosch, 2002.<br>Page ii of digitised copy missing due to the condition of the original hard copy.<br>ENGLISH ABSTRACT: no abstract available<br>AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die rol wat die opvoedkundige sielkundige kan speel in die ondersteuning van leerders met Downsindroom tydens die insluiting tot hoofstroomonderwys. Die studie vind plaas in 'n tydperk waar postmoderne denke en demokratisering van onderwys in Suid-Afrika te voorskyn kom. Hierdie tipe studie is relevant. aangesien huidige beleidsdokumente klem Ie op die demokratiser

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4

Burton, Sarah Jayne. "An exploratory study of parent and Educational Psychologist perceptions of dual educational placements." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1601/.

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This research explores the perceptions of dual educational placements held by parents who have experience of their child receiving this category of education and the perceptions of dual educational placements held by Educational Psychologists who have encountered this type of education during their practice. The aim of the research was an initial investigation into this area, which has experienced minimal previous research, to obtain an overview of aspects considered important in dual educational placements. This was conducted using a qualitative methodology, involving interviews with seven pa

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Ruth, Eileen Slater. "The importance of self implications for the practising educational psychologist." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489086.

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This study examines the importance of self in the work of a practising educational psychologist. In order to do this, a psychodynamic approach was taken to analyse data gathered during an ethnographic study of professional life. A range of information was collected over a four week period in the life of a fairly recently qualified educational psychologist.

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Strecker, Elena K. "Preservice Intervention Specialist and School Psychologist Attitudes Towards Inclusion." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563813298080121.

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7

Miller, Rebecca. "An exploration of Clinical Psychologist and Educational Psychologist constructs of mental health in the context of secondary school aged children." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5213/.

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Over the past decade, Mental Health (MH) has increasingly appeared on the ‘school agenda’, both in terms of rising levels of MH difficulties in the student population, and also the expectation that schools have a role to play in supporting good MH. MH is a term fraught with ambiguities leading to uncertainty around the most appropriate ways to provide support. A review of current literature reveals a wide range of definitions and interpretations, sometimes within the same team of supporting professionals. The current study seeks to explore the perspectives held by two professional groups seemi

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Cooper, Daphne C. "The foundations of affective development : proactive involvement of the educational psychologist." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14246.

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Includes bibliography.<br>In this thesis the foundations of affective development are discussed. The context of development is considered to be the relationship between infant and caregiver. The theoretical bases of developmental psychology and the practice of clinical psychology have been drawn on and applied to a model of promotive and preventive work. Affective development may be enhanced by psychologists, and it is therefore important for them to consider promotion of mental health as well as more traditional ways of therapeutic intervention. A survey was done in four infant clinics in Ca

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9

Young, Susannah. "Educational psychologist and special educational needs co-ordinator constructions of effective collaborative working : an exploratory study." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104777/.

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The current educational and legislative reforms in the United Kingdom have placed effective multi-agency collaboration at the forefront of the professional agenda e.g., the Special Educational Needs and Disability (SEND) Code of Practice (DfE, 2014) in England; and the draft Additional Learning Needs (ALN) Code of Practice in Wales (Welsh Government, 2015; 2017). Central to this process is a shared understanding of the roles and responsibilities of each multi-agency professional. A wealth of research has illustrated incongruities in the perceptions of the role and practice of educational psych

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10

Law, Constance. "An exploration of Educational Psychologists' (EP) practices for behaviour concerns." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychologists-ep-practices-for-behaviour-concerns(cf7cebe5-5243-45fa-836c-fc59cf3d861a).html.

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Concerns relating to the management of externalising and internalising behaviour are prevalent within UK educational policy and practice and represent a key domain for Educational Psychologist (EP) support. EP practice has been subject to change over time, following shifts in legislative approaches to managing behaviour in schools and changes to the contexts and systems within which EPs work, such as increased service trading. A systematic literature review (SLR) sought to represent EP behaviour practices within the existing literature. 12 papers, published between 2000-2017 were identified us

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11

Berger, Michele. "The role of the educational psychologist in supporting inclusion at school level." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40459.

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The purpose of this study was to explore the role that the educational psychologist can play to support inclusion at school level in South Africa. The study aims to provide national, provincial and district support teams with information that could guide them on how best to utilise educational psychology services within the context of limited resources. It also aims to guide the educational psychology profession in how best to provide support within the South African public inclusive schooling system. The research was conducted using a conceptual framework based on three matrices designe

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Rees, Ioan Gwenallt. "Solution Focused Brief Therapy as perceived by educational psychologist and adolescent client." Thesis, Cardiff University, 2005. http://orca.cf.ac.uk/55404/.

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A number of findings emerged that were categorised and unified under two broad thematic headings: The Core Features of SFBT and The Key Elements of the SFBT, Therapeutic Relationship. By comparing perceptions between and within participating EP: adolescent dyads, similarities and differences were explored in their accounts. A similar, positive SFBT experience was perceived by EP and adolescent client, when viewed as a 'different' way of working, when collaborative work was reported and when a good relationship was described. EP and adolescent perceptions of their unique, therapeutic relationsh

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13

Eaton, Andrew David. "The role of the educational psychologist in promoting effective multi-agency collaborations." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110333.

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Service integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data f

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Wyton, Helen Rebecca. "Developing the work of the educational psychologist in a youth offending team." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/developing-the-work-of-the-educational-psychologist-in-a-youth-offending-team(1592f8ce-2f3f-450b-ba6c-28a5bb0367fc).html.

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Over the past 10 years there has been increasing awareness and concern that a significant number of young people either in, or deemed to be at risk of being in, the criminal justice system have identified or unidentified special educational needs. Youth offending teams were set up to address young people’s offending behaviour but knowledge among professionals working in the teams of teaching and learning and, more specifically, about special educational needs is not a necessary prerequisite for gaining employment. There is therefore a potential role for educational psychologists to support you

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Vukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.

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The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education

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Robinson, Lee. "Educational psychologists' intervention practices for children with Autism Spectrum Disorder." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychologistsa-intervention-practices-for-children-with-autism-spectrum-disorder(531f57df-2a38-48e7-be95-4c4afe25e021).html.

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The most thoroughly researched topic in relation to Autism Spectrum Disorders (ASD) is the evaluation of interventions. Despite there being systematic literature reviews identifying evidence-based interventions (EBIs) for students with ASD, it is not clear to what extent educational psychologists (EPs) are using EBIs in their practice. The first paper in this thesis is a systematic literature review exploring which school-based interventions are reported in educational and school psychology journals and highlights the challenges of applying research data to idiographic individual casework. The

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Woodley-Hume, Tracey. "Exploring the role and contribution of Assistant Educational Psychologists to service delivery in England." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-role-and-contribution-of-assistant-educational-psychologists-to-service-delivery-in-england180(8bd85104-b5d5-436a-8192-00b4bd3c6bfc).html.

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The role of assistants to complement the work of fully qualified practitioners has been recognised, however, there remains a lack of research (Collyer, 2012) relevant to the current context of service delivery of educational psychology services (EPSs), including the commissioning of services and demands for EPSs. Paper One used A Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework (Moher, Liberati, Tetzlaff & Altman, 2009) to search, screen and identify research relevant to psychology paraprofessionals. An exploratory multiple embedded case study was conducted across t

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O'Grady, Ryan. "Effectiveness of professional learning communities for related services personnel| Nebraska school psychologist perceptions on utilizing learning communities." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589849.

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<p> Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School psychologists often have multiple schools to serve in rural and urban settings and, at times, have to serve schools in isolation away from other school psychologists. School psychologists need opportunities to engage in meaningful professional developmen

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Erasmus, Naomi. "The role of an educational psychologist in a multi-agency team supporting families." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/52271/.

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This thesis is formed from two papers: a systematic literature review and an empirical research study. The first, a systematic literature review, explores and critically discusses the current research evidence assessing the roles that educational psychologists (EPs) have held in various multi-agency teams. The second, an empirical research study, explores the perceptions of an EP’s role currently held by other team members in a multi-agency team supporting families (MATSF). For example, other team members’ constructions of: the methods, tools and techniques underpinning the professional practi

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De'Cage, Sanchia. "Sleep difficulties in primary school-aged children : a role for the educational psychologist." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34233.

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The purpose of this study was to contribute to the paucity of literature present on educational psychology involvement in supporting primary school-aged children’s sleep. The research was formed using a pragmatic, mixed-methods approach with a two-phase design. Phase one explored the views of 59 participants (teachers, n= 16; parents/carers, n= 21; children, n= 22) about children’s sleep, their academic outcomes and psychosocial functioning. There were some associations between parent, child, and teacher reports of children’s sleep-related difficulties, academic outcomes and aspects of childre

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Cano, Urena Araceli Berenice. "The role of a school psychologist| Non-discriminatory assessment of English language learners." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147324.

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<p> Given the disproportionate numbers of English Language Learners (ELLs) in Special Education, the method by which students are being assessed for Special Education must be examined further. Because these practices have real consequences for students’ educational placements in schools, it is necessary to understand what factors are important in conduction a non-discriminatory assessment.</p><p> Currently, there is literature on how to conduct a non-discriminatory assessment; however, there is very little information known about how these practices are or are not being implemented in

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Pellegrini, Dario W. "Being a family therapy trained educational psychologist exploring practitioners' experiences through interpretative phenomenological analysis." Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536951.

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Rehal, Ashok Kumar. "The educational psychologist as a pedagogue for pupils with social, emotional and behavioural difficulties." Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/7140/.

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This thesis reflects my personal and professional journey from teacher to educational psychologist through significant periods in the education of children with Social Emotional and Behavioural Difficulties (SEBDs) in the UK. It also draws of on lessons learnt from my experience working in North America in the early years of my career. The main aims of my research were to: (1) Appraise the contribution an educational psychologist could make in assessing the learning potential of children and young people with SEBDs, and (2) Consider the „added value‟ that an educational psychologist might brin

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Gibbons, Elizabeth. "A NATIONAL SURVEY ON THE ROLE OF THE SCHOOL PSYCHOLOGIST IN EDUCATIONAL PLACEMENT DECISIONS FOR DEAF STUDENT." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/18763.

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School Psychology<br>Ph.D.<br>One of the most controversial issues in the field of education is the determination of the educational placement of deaf K-12 students. Although school psychologists are involved in the determination process, little is known about their specific role in decision-making. School psychologists (n=357) with varying degrees of specialization in this area were surveyed with regard to their experience and perceptions. Results indicated that student audiological status predicts the types of assessment data that school psychologists collect and report in order to inform ed

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Kuhn, Larise. "A cross-sectional survey of educational psychologists' utilisation of dynamic assessment." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60949.

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This study set out to determine the extent to which educational psychologists in South Africa are familiar with and use dynamic assessment. The study also covered issues such as the dynamic assessment training that educational psychologists receive as well as their attitudes towards dynamic assessment. A review of the literature revealed that only international studies have been done on the use of dynamic assessment by school psychologists. The findings of international studies can, however, not summarily be generalised to the South African context. The only national study that has been done o

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Doran-Myers, Dana. "Traumatic Brain Injury: School Psychologist Training, Knowledge and Skills." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1309360940.

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Nosal, Katie S. "Regular education teachers' and special education providers' perceptions of the future role of the school psychologist." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998nosalk.pdf.

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Griffiths, Sioned. "Exploring solution focused brief therapy from the perspective of the educational psychologist and young person." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104817/.

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This thesis will be made up of three parts, namely the Literature Review, the Empirical Paper and the Critical Appraisal. Part 1 will aim to critically explore the research pertaining to Solution Focused Brief Therapy (SFBT) and its application within educational psychology (EP) practice, with reference to use with children and young people, and will go on to introduce the research questions in relation to this piece of research. Part 2, the Empirical Paper, will provide a detailed account of the process that was followed in order to explore the research questions relating to SFBT. The methodo

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Sher, Robert. "THE RELATIONSHIP BETWEEN THE ROLE OF THE SCHOOL PSYCHOLOGIST AND POST-SECONDARY SCHOOL OUTCOMES FOR SPECIAL EDUCATION STUDENTS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/161298.

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School Psychology<br>Ph.D.<br>Since the federal law IDEIA of 2004 allowed for the determination of LD eligibility for Special Education services, it was expected that School Psychologists would have begun spending less time devoted to standardized tests, and more time providing other services such as counseling, consultation, and interventions. Moreover, any benefit that these services might have for students would ideally extend beyond the K-12 period when they receive these services. This study compares the time school psychologists spend engaged in service delivery unrelated to testing with

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Douglas-Osborn, Erica. "Early investment : the role of Educational Psychologists in supporting an early years setting." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/early-investment-the-role-of-educational-psychologists-in-supporting-an-early-years-setting(80214edf-77d9-47b2-94e8-de901c742317).html.

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Background: Present literature highlights early years as an important phase of child development. Whilst Educational Psychologists have a role within early years, there is little research to state what this looks like and how it is conducted in practice. Therefore, this research considers the role an Educational Psychologist could take within an early years setting and explores the variety of work they could conduct. Participants: One early years setting from the researcher’s current Local Authority was used for this research. A total of 33 participants were involved including 11 early years s

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Daniels, Ardela. "The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17450.

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Bibliography: pages 71-78.<br>Educational Psychology has been defined in the past as an interventionist profession, mainly focused on the alleviation of educational problems that interfere with the educational process. Currently a paradigm shift seems to herald new opportunities for the profession to develop whole school approaches and devote less of its time to individual case work. Educational psychologists world-wide foresee a broadening in the focus of their work to include a larger commitment to consultancy and school systems development. The benefits are seen in terms of the more efficie

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Winward, Victoria. "Educational psychologists' changing role and distinctive contribution within the context of commissioned services." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychologists-changing-role-and-distinctive-contribution-within-the-context-of-commissioned-services(9789c21e-c260-4e82-a3aa-e83c6f25d050).html.

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Following financial cuts introduced by the government in 2010, fewer funding and decision-making powers are held within local authorities, restricting their role as the provider of public services (Buser, 2013). As a result, the majority of local authority educational psychology teams have adopted a partially or fully-traded model of service delivery, with the aim of generating income to meet some or all service costs (Woods, 2014a). Educational psychologists have expressed concern about whether service commissioners value their distinctive contribution enough to purchase services (Fallon, Woo

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Bisinoto, Cynthia, Claisy Marinho, and Leandro da Silva Almeida. "Educational psychology in higher education: Current scene in Portugal." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/101763.

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Facing the challenges brought by Higher Education growth, the Higher Education Institutions (HEIs) created the Psychological Support Services. They seek to help the adaptation to the university setting, enhancing the overall students´ development and their integration in the labor market. This qualitative research studies the structure of the Psychological Support Services in HEIs of Portugal and the main activities developed by educational psychologists. Interviews were conducted with eight services and showed that all services are designed for students. Although the most frequent activity is

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Hall, Sasha. "An exploration of the current working relationship between the educational psychologist and the young offender in England." Thesis, University of East London, 2013. http://roar.uel.ac.uk/4021/.

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The purpose of this study was to explore the current working relationship between the Educational Psychologist and the Young Offender in England. It aimed to identify the work EPs have done with YOs in the previous year and to explore the Educational Psychologist’s perceptions of the characteristics they perceive as necessary for a successful relationship with a young offender. A mixed methods approach was applied whereby both quantitative and qualitative data was collected. Online questionnaires were sent to all Principal Educational Psychologists in England with the intention of the question

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Seedat, Ashraf. "The effectiveness of an alliance between educational psychologists and teaching assistants in delivering national numeracy strategy interventions." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/the-effectiveness-of-an-alliance-between-educational-psychologists-and-teaching-assistants-in-delivering-national-numeracy-strategy-interventions(0f230691-025a-4848-ae59-b87a2ee4a352).html.

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This research investigates the impact of collaborative work between an Educational Psychologist (EP) and teaching assistants (TAs) delivering a wave 3 National Numeracy Strategy (NNS) intervention. The aim was to decipher whether EPs can play a distinctive role in addressing the stubborn and significant tail of underachievement in numeracy and, indirectly, the associated risks to an individual’s life opportunities, health, employability and social cohesion by providing consultative support for TAs. A multiple case study approach was adopted involving three case studies, each comprising one TA

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Dutton, Jenny. "An exploratory case study to consider the distinctive contribution of educational psychologists as trainers within Children's Services." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/an-exploratory-case-study-to-consider-the-distinctive-contribution-of-educational-psychologists-as-trainers-within-childrens-services(be2f9b6b-4d05-4ccb-a396-8237cc0ee0e8).html.

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Background: Due to a change in service delivery, the Educational Psychology Service (EPS) in which the researcher works now has an income-generated target which represents 20% of the full cost of the service. An increasing amount of this traded work is delivered in the form of training. Whilst training is perceived to be an important role of an Educational Psychologist (EP), there is a dearth of published literature about the role of the EP as a trainer. It was therefore felt that it would be useful to establish a more in-depth understanding of the EP’s role as a trainer, its distinctive and v

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Bevington, Suzanne. "Home-school relationships : the communication and engagement practices of schools and the role of the community educational psychologist." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13023.

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Paper One: Developing positive relationships between schools and families has become an increasing priority within education in order to best support children and young people’s learning and development. Despite an increasing focus on seeking the parental ‘voice’, the views and experiences of school staff, parents and children appear to have limited prominence within the literature. This paper presents a piece of illuminative Community Psychology research that explored home-school relationships from the perspectives of school staff, parents and children from four Primary schools in a local com

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Price, Rachel. "The role of the educational psychologist in children and young people's mental health : an explorative study in Wales." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104818/.

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This document is divided into three sections. Part A provides a detailed literature review which highlights the necessity of exploring the role of the Educational Psychologist (EP) in children and young people’s (CYP) mental health. As such, a number of aspects are considered, including theories of mental health, the current context of CYP mental health, the emphasis placed on schools to support CYP mental health, and subsequently how these factors combined affect the role of the EP. Literature, Government publications and news/media reports are used to provide a thorough overview of the above

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Heslop, Laura. "Support for the supporters : perceptions of support for support staff in comprehensive schools and the role of the educational psychologist." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/38110/.

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Support staff are perceived to be highly important to schools in Britain (Department for Education (DfE), 2011; Department for Educational and Skills (DfES), 2000). The dramatic increase in support staff within schools has led to a range of roles being developed, impacting on their training and development needs (Training and Development Agency (TDA), 2010a), and those “involved in employing, managing, supporting and training them” (Alborz et al., 2009, p.4). Whilst guidance is available to schools (for example, Training and Development Agency (TDA), 2010c) there is a lack of evidence regardin

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Rupasinha, James. "An exploratory analysis of educational psychologists' understandings of ethnic minority cultural factors within assessments for autistic spectrum condition." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploratory-analysis-of-educational-psychologistsunderstandings-of-ethnic-minority-cultural-factorswithin-assessments-for-autistic-spectrum-condition(e874e894-b713-47db-b395-05ff1d451b53).html.

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The global epidemiology of Autistic Spectrum Condition (ASC) is not thought to vary as a function of ethnicity. However, evidence suggests that the identified prevalence of ASC may be inconsistent across ethnic groups in the UK. In the UK, educational psychologists (EPs) often play a key role in the ASC identification process. Given the believed value of accurate identification of ASC to a child’s education, and the importance of providing minority ethnic groups with an equitable service, the following study explores how EPs incorporate ethnic minority cultural factors (EMCF) within ASC assess

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Van, Breda Maynard John. "Guidelines for empowering secondary school educators, In loco parentis, in addressing truancy among early adolescent learners." University of the Western Cape, 2021. http://hdl.handle.net/11394/8372.

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Doctor Educationis<br>In view of my extensive experience as an educator and currently as an Educational Psychologist serving schools in the eastern Education Management and Development Centre (EMDC) of the Western Cape, I have become acutely aware of the occurrence of truant behaviour particularly among fourteen to fifteen year old secondary school learners. On the one hand I am moved by the plight of many learners particularly in the afore-mentioned age group, for whom the education system appears irrelevant or of little value and is apparently failing them. Some communicate this attitu

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Jane, Emily Claire. "Psychology for engaging vulnerable young people : the role of the community educational psychologist in supporting professionals who work with young people." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117466.

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Paper 1: The process of engagement is essential in practice with young people at risk of social exclusion. The elements of success in building this relationship are explored to some extent in the therapeutic literature, but do not necessarily cross the discipline divide to provide clear guidance for youth work practice. This paper explored the elements of success in engaging with vulnerable young people from the perspectives of eleven vulnerable young people and ten practitioners using Personal Construct Psychology methods to elicit and compare perceptions of the process of engagement. Profess

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Weeks, Caoimhe. "Changing thoughts, changing practice : factors influencing the delivery of group cognitive behaviour therapy, by an educational psychologist in a school setting." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020660/.

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Promoting mental health and well-being for children and young people in schools has been central to contemporary government initiatives in the United Kingdom. Cognitive Behaviour Therapy (CBT) has been advocated as an effective intervention for psychological conditions such as anxiety and depression; its application for adolescents, through individual and group means, has been subject to increased focus. Most research has been clinically based and there is a need to expand this in order to facilitate the transfer of these methods to alternative settings with delivery by external service provid

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Waite, Jennifer. "An exploration of educational psychology support for children at risk of school exclusion." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychology-support-for-children-at-risk-of-school-exclusion(9a51d603-e68a-49fd-acfa-3650c5b9efd0).html.

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Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and a

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Frank, Elzan. "The educational psychologist as a consultant : an evaluation of a systematic problem-solving approach in the junior-primary section of a school hostel." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15990.

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Bibliography: pages 78-83.<br>The application of systemic principles to a consultancy model was explored, using the systemic problem-solving methodologies developed in Britain by Burden (1978, 1981, 1983) and Checkland (1981). It is argued that, in addition to the traditional role of the educational psychologist as a child and family psychologist, the role of the educational psychologist should be extended to include a function as a consultant to social systems. The focus of the intervention was the children in the junior-primary section of a boarding-school. A team of consultants was formed f

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Archer, Karen. "How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/36807.

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The purpose of the study was to explore how mothers experience the support provided by the educational psychologist for their children with ADHD. The conceptual framework utilised for this study incorporated systems theory, collaborations and inclusive education in South Africa. In this study, I followed an interpretivist paradigm using a phenomenological approach. A qualitative case study design was selected, with five purposefully and conveniently selected mothers whose children had been previously diagnosed with ADHD by an educational psychologist. The participants took part in either

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Anderson, Aaron. "An exploration of the intercultural competence and the cross-cultural experiences of educational psychologists in the United Kingdom." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34340.

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The United Kingdom (UK) is becoming increasingly diverse (Office for National Statistics, 2013). Educational psychologists in the UK will need to feel competent in providing services to an increasingly multicultural population. This research study used a mixed method, two-phase, sequential, explanatory study design to explore the self-perceived intercultural competence of UK educational psychologists and trainee educational psychologists (EP/Ts). The study also explored EP/Ts experiences of working with culturally diverse populations. The first phase of this research study used an online adapt

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Mann, Fiona Jane. "Investigating the distinct contribution of educational psychology to provide children in care with an enhanced education." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4029.

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Paper 1: This study focused on personal education plans for children in care and the related research around individual education plans. Children in care have been identified by the government and local authorities as a vulnerable group, at risk of failing to fully access education (DCSF, 2010). This paper examines the role of the educational psychologist in supporting children in care. There are three aims; 1. to explore the current role and work of educational psychologists in supporting children in care across local authorities, and within one local authority, 2. to generate, a more in-dept

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Gruenenfelder, Emmarentia Petronella. "Diagnosing resilience : a secondary analysis of psycho-educational assessments using Ungar's resilience criteria." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65016.

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Educational psychologists are expected to offer real-world relevant services. One way to strive towards real-word relevance is for educational psychologists to facilitate resilience by using Ungar’s diagnostic criteria of resilience. However, at this time the usefulness of applying Ungar’s criteria is still unexplored. Thus, this study asked: ‘What insight into the resilience of vulnerable rural adolescents can be achieved by applying Ungar’s diagnostic criteria of resilience to the documents (i.e. paper-and-pencil activities) generated in psycho-educational assessments?’ In answering t

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Murphy, Caroline. "An art programme for excluded teenage females attending a PRU : an investigation of the experiences of pupils, staff and an educational psychologist researcher." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1601/.

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The aim of this study was to explore the experiences of pupils, staff and an Educational Psychologist (EP) researcher, who had engaged in the planning of, and inclusion in, an arts programme in a Pupil Referral Unit (PRU) setting. A case-study approach was utilised through the design and implementation of a six session art programme which included three members of staff(teaching assistants S1, S2 and S3) , two pupils from Key Stage three ( P2 and P1), one pupil from key stage four(P3) and myself. Semi-structured interviews were conducted with the head of the key stage three PRU (HP), two of th

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