To see the other types of publications on this topic, follow the link: Educational psychologist.
Dissertations / Theses on the topic 'Educational psychologist'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Educational psychologist.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
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.
Full textAbstract:
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 EPs from one local authority EP service, through the use of focus groups. Focus group discussions were informed by introductory data, deriving from two young people, who attended local mainstream college settings. The data collected from college staff and EPs was analysed using Grounded Theory tools. The findings demonstrate that there are opportunities for EP work in FE, especially in conjunction with staff development, working with individual students or where a college has a potential student problem. However, the research also demonstrated how misunderstandings can arise between colleges and EPs. In the main this is due to the nature of a potential buyer and seller relationship, the sense of their competence being questioned, the lack of knowledge of each other, and differing views about the type of role the EP may have in college. Implications for the role of the EP in FE are discussed.
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.
Full text
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.
Full textAbstract:
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
demokratisering van onderwys en die transformasie na inklusiewe onderwys. Die
Universiteit van Pretoria het in samewerking met die Universiteit van Stellenbosch
'n lootsprojek geinisieer waarin inklusiewe onderwys bestudeer is. Die projek het
bestaan uit 'n gevallestudie van tien leerders met Downsindroom wat gedurende
1996 in verskillende hoofstroom kleuterskole geplaas is, waartydens hulle 'n
leergereedheidsprogram gevolg het. Gedurende 1997 is die leerders in graad eenklasse
in die hoofstroom geplaas. Die leerders se agtergrond was divers ten
aansien van hul onderrig, maar die meeste van hulle was eers in spesiale skole.
Die doel van die studie was om die leerders, ouers en onderwysers te ondersteun
en verdere ondersteuning in a trans-disslplinere span te koordineer. Die
waarneming en temas wat in hierdie studie na yore gekom het, beklemtoon dat
diagnose, evaluasie en terapeutiese ondersteuning binne 'n ekosistemiese
raamwerk belangrik is vir leerders met Downsindroom wat in die hoofstroom
geplaas word. Die konsep van holistiese gesondheidsontwikkeling word
beklemtoon in die transformasie van onderwys in Suid-Afrika. Opvoedkundige
sielkundiges moet hulself dus ook strategies posisioneer. Gedurende die studie is
die volgende rolle vir die opvoedkundige sielkundige ge"identifiseer: psigoterapeut,
assessor/evalueerder, fasiliteerder, navorser/reflektiewe praktisyn, vakspesialis,
konsultant, bestuurder en administratiewe rol en laastens die rol van
ontwikkelingsfasiliteerder. Dit is ook belangrik dat die opvoedkundige sielkundige
die rol as fasiliteerder van geestesgesondheid vertolk.
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/.
Full textAbstract:
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 parents and eight Educational Psychologists to collect data; this data was subsequently thematically analysed. The research findings suggested that, despite much governmental legislation promoting inclusive education, parents and Educational Psychologists expressed that a dual educational placement can, at times, meet a child‟s special educational needs more effectively than a mainstream or an alternative placement alone. The research findings indicate that systemic factors are important for determining the effectiveness of a dual educational placement, as well as consideration of individual characteristics of a child‟s special educational needs. Participants noted various benefits and limitations of mainstream and alternative educational placements. As such, this research claims that a dual educational placement may be able to overcome tensions between the benefits and limitations found at individual placements, and provide a balanced placement which could cater for a child‟s needs holistically. The findings from this research may have implications of supporting existing and future evidence-based practice of educational placement of children with SEN.
5
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.
Full textAbstract:
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.
6
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.
Full text
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/.
Full textAbstract:
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 seemingly well placed to support young persons’ (YPs’) MH. Six Clinical Psychologists (CPs) and six Educational Psychologists (EPs) are interviewed, exploring their constructs of MH, and their perceptions of their own role and the roles of others in supporting secondary school aged YPs’ MH. The data are analysed through Thematic Analysis. Findings suggest that there are variations between the two professions’ constructs of MH, and EPs in particular have no unified concept of MH. This is likely due to less experience or training in this area. CPs and EPs hold similar perceptions of the school’s role for promoting good MH, and flagging up concerns to more specialist professionals when necessary. However, there are discrepancies in the EP and CP perceptions of each other’s roles. The conflicting views appear to emerge through incomplete information about the other, and professional defensiveness in a context where resources and funding are scarce. The current study suggests that these challenges can be addressed through: greater reflectivity on professional biases, exploration of MH constructs within other epistemological positions, and greater communication regarding professional roles, leading to clearer collaboration in supporting the MH of YP.
8
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.
Full textAbstract:
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 Cape Town, and had the aim of establishing whether health care workers in this context were doing anything to promote affective development. There seemed to be minimal intervention in this regard. The second aim of the research section of this thesis addressed the question of whether there might be a place within the clinic structures for educational psychologists. To this end groups of caregivers were set up, and a pilot promotive programme was administered and evaluated over five sessions. In general the response of the mothers was positive. In the final chapter some of the particular strains that are placed on South African families are considered. Finally recommendations and ideas for establishing programmes that seek to promote affective development in contexts other than clinics are discussed.
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/.
Full textAbstract:
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 psychologists (EP) between EPs themselves and school professionals e.g. teachers (Kelly & Gray, 2000; Farrell, Jimerson, Kalambouka & Benoit, 2005). Fewer papers have explored barriers and/or facilitators to effective collaboration between the two professional groups (Davies, Howes, & Farrell, 2008). Fewer papers still have focused on comparing Special Educational Needs Co-ordinators’ (SENCo) and EPs’ perceptions of the role in particular (Ashton & Roberts, 2006). As SENCos are important link colleagues for EPs, responsible for co-ordinating support for children and young people with additional learning needs in their educational setting, a clear understanding of the EP role is integral to effective collaborative working. The current study aims: first, to compare and contrast EP and SENCo perceptions of the effectiveness of roles and/or functions of the EP; and second, to explore perceived facilitators and barriers to effective collaborative working between the two professional groups. A mixed-methods approach was used to collect data using questionnaires and focus groups. Forty-two EPs and seventy-two SENCos returned questionnaires representing data from a variety of geographical locations across Wales. Seven EPs and eleven SENCos took part in four focus groups in both rural and urban regions of Wales. Seven superordinate themes were identified including: (1) Interpersonal Relationships; (2) Understanding of Roles; (3) Value of EP involvement; (4) Clarity of the EP role; (5) The School System; and (6) The Wider Context. The final theme (7) Dream and Design includes EP and SENCo suggestions for future practice. These are discussed in relation to perceived facilitators and barriers and key areas of difference and/or similarity between responses. Implications of the present study for the role of EPs are discussed, together with the future directions for research.
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.
Full textAbstract:
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 using a PRISMA framework and evaluated for methodological quality, appropriateness and relevance of focus. An empirical investigation, utilising the Research and Development in Organisations (RADIO) model within a single-case design, was also conducted within a north-west local authority educational psychology service. A focus group with 5 EPs and the Principal EP (PEP), and an interview with the PEP, were carried out and thematically analysed. The SLR identified a range of behavioural practices at individual, group and organisational levels, exemplifying the core functions of the EP role. Single and integrated psychological paradigms were applied, within relational and social constructionist approaches. The empirical investigation identified a range of behavioural practices, and underlying psychological paradigms, alongside ideas for future developments in behaviour service delivery and the possible facilitators and barriers to achieving this were considered. Reflections on the utility and experience of EP involvement in action research were also facilitated, with content analysis findings presented. Links to theory and practice, and implications for future research are considered, including empirical investigation of EP practice within local contexts. The application of psychology within local contexts and service development processes, are also considered. Finally, following an exploration of the concepts of evidence-based practice and practice-based evidence, and their implications for practitioner psychologists, a dissemination strategy for sharing findings with participants and the wider EP community is proposed.
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.
Full textAbstract:
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 designed by Wedell (2005) to address some of the ‘rigidities that hamper inclusion’ (Wedell, 2005, p. 4).
My deduction was that these matrices do not adequately capture the stage of development of
inclusive education in the South African context, and that additional matrices are needed which
show the key variables that are impacting on the ability of the educational psychologist to
support learners with barriers to learning in the South African public education context.
In this study, I followed an interpretivist paradigm, and adopted an instrumental case study
design. The intention was to gain insight at a very practical level, namely the school, into how
the challenges related to inclusion are being, and could be, addressed. Data was collected in
one Gauteng public school through semi-structured face-to-face interviews with the school
principal, a private educational psychologist providing services to the school community, a
parent and national Department of Basic Education officials, and focus groups with teachers and
district officials. Three main themes emerged following thematic content analysis of the data:
Participants’ understanding and experiences of inclusion and inclusive education at school level,
perceptions of the role of the educational psychologist in supporting inclusion in schools, and the
future role of educational psychologists in supporting inclusion in schools.
The findings indicate that inclusion remains more of an aspiration than a reality, and show the
important role the educational psychologist can play in helping to build collaborative approaches
to planning and implementation of policy. Amongst other things, educational psychologists
should find a way, collectively, of engaging with district offices to structure planning and
implementation that includes the profession.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Educational Psychology<br>unrestricted
12
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/.
Full textAbstract:
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 relationships were closely matched. Specifically, it appeared that when a good relationship was described, a favourable outcome ensued, but a less favourable outcome was reported when one or neither participant held a positive view of their relationship. Also, the absence of a hopeful outlook appeared to have impact upon the establishment of a good relationship and SFBT experience in general. The limitations of and the theoretical and practical implications of the findings from this study are discussed and future research directions considered with the key fields of SFBT and educational psychology
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.
Full textAbstract:
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 for intervention materials to be used in the second stage. This is achieved by comparing the purposes and practices of each group at different systemic levels. This stage of the study also provides baseline questionnaire data for the second stage of the study. Consideration is given to the sources of conflict within each group, the strategies used to resolve these conflicts and the levels of hierarchical and systemic thinking within the participating multi-agency groups. The resulting analysis is found to fit well within the EMMA model and the distinctiveness of each of the systemic levels as well as their interdependence is discussed. Suggestions are made for improved multi-agency practices and new directions for the educational psychologist in facilitating improved practice are explored. Paper II Abstract In the first phase of this two-stage study, self-organised learning principles were proposed as a useful knowledge base upon which to draw when facilitating change in multi-agency groups. In this second phase, this hypothesis is put to the test. Data from the first phase is used in combination with wider research findings to design feedback materials for participating groups. Evidence gathered from ensuing meeting transcripts, interviews and questionnaire data is compared with baseline data gathered in the first phase to assess the impact of this intervention on group functioning. Evidence is presented of improved clarity of purpose, improved group functioning and early signs of improved outcomes, though results are highly variable between groups. Different levels of group functioning were found to be inter-dependent, lending support to an eco-systemic model of multi-agency working. Trait-based models of leadership and conflict resolution are challenged. It is argued that improving outcomes for young people is dependent upon the healthy functioning of multi-agency groups and that investing resources in reflective learning in multi-agency groups is a worthwhile step towards securing better outcomes for young people.
14
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.
Full textAbstract:
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 youth offending workers so that they can take account of and respond to the special educational needs of the young people for whom they are responsible.This research was divided into two phases and used an action research methodology in order to explore the development of the role of an Educational Psychology Service within a Youth Offending Team (YOT). Phase 1 explored the views of the YOTs using three focus groups on issues relating to special educational needs and their views on if, and how, educational psychologists (EPs) could support them in their delivery of services to young people. Although views differed across different teams there was a general perception that overall the knowledge base in relation to SEN within the service was limited. Other key themes related to relationships with schools and other professionals as well as issues around confidence and working with conflicting time scales.Potential areas of work were identified by the three focus groups and, in particular, the usefulness of being able to have direct access to an EP. Consultation was chosen as model of service delivery as, not only is this a growing model of service delivery for EPs, it also met the YOT’s request for direct access in that there was no threshold that needed to be met before they could access the service. Phase 2 of the study therefore consisted of the implementation and evaluation of a pilot consultation service.In phase 2 seven consultations with YOT staff took place which focused on how they could develop their work with individual children for whom they were responsible. Findings indicated that the presenting difficulties experienced by the young people varied as did the ‘type’ and ‘degree’ of their special educational needs. In relation to the content of the consultations, the emphasis was often on ‘increasing engagement’ by the young person in the work they had to do. Interestingly the range of difficulties experienced by the young people was no different from those raised by schools in their regular work with EPs. Although the sample was small, all of the consultees perceived positive outcomes to the consultations. However, potential barriers were also identified in relation to the continuation of the service.
15
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.
Full textAbstract:
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; it also seeks to understand what needs post-16 education may have and how educational psychologists can support these needs. The methodology used in this thesis has the ontological stance of interpretivism (Cottrell, 2014) and epistemological stance of social constructionism (Andrews 2012). Interviews were held with educational psychologists (phase 1) and with post-16 providers (phase 2) to explore the views both these main stakeholders had of the extension of the educational psychologists' role. Needs from both stakeholders, as well previous literature, were taken into account in order to understand what the educational psychologists' role in post-16 education would entail. Interviews were developed using hierarchical focusing (Tomlinson, 1989) and were analysed using Braun & Clarke's (2006) thematic analysis. Findings suggested that the extension of the educational psychologists' role to work with post-16 learners is not the most significant development that the profession has seen in recent years, but that there are certain points that the profession needs to address. The findings are relevant to the local authority's development of their offer to post-16 educational providers. The findings also contribute to the role of the educational psychologist in general.
16
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.
Full textAbstract:
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 second paper in this thesis is an empirical study investigating the extent to which EPs are using EBIs in their practice and the factors which influence EPsâ decision-making when planning interventions for students with ASD. The survey findings indicate that EPs are using many EBIs for ASD; however, there are many they are unfamiliar with. The most salient factors influencing EPsâ decision-making when planning interventions for students with ASD include the studentâs individual needs and factors related to the school context. The third paper in this study discusses the dissemination of evidence to professional practice and looks at the implications of this research for individual EP roles, Educational Psychology Services and future research. Finally, a strategy for disseminating the findings will be outlined alongside a strategy for evaluating the impact of the dissemination.
17
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.
Full textAbstract:
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 two local authorities in England (Paper Two). Participants included five assistants, 12 educational psychologists (EPs), and four senior/principal EPs. Focus groups and group interviews were completed using semi-structured interview schedules. Transcriptions were analysed using Braun and Clarke’s (2006) thematic analysis to draw cross case conclusions. Seven relevant studies were reviewed and synthesized in Paper One to find that within clinical and educational psychology, assistants are used in a variety of ways, completing discrete tasks, or working in conjunction with fully qualified psychologists to extend psychological input. Across the two cases, the rationale for employment was due to difficulties recruiting fully qualified EPs and the interrelationship of function was explored along with the benefits and challenges to the deployment of assistants. Both papers found that assistants contribute to service level developments and work directly with service users. Key features to facilitate the successful deployment of assistants included training and supervision. Employment as an assistant was associated with career progression onto professional training. Implications of findings are considered in relation to practice in Paper Three and the findings dissemination strategy includes; the publication of both studies; presentation of the research to participants; the circulation of a summary to principal EPs; and presenting the research at a practitioner conference.
18
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.
Full textAbstract:
<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 development and have the opportunity for collegiality and collaboration with other school psychologists. This study investigated the effectiveness of school psychology learning communities as a way to provide professional development, collegiality, and collaboration school psychologists need to contribute to the education environment. </p><p> A qualitative case study design was utilized in this study. Data sources from interviews, observations, and documents chronicled the perceived impact of utilizing professional learning communities for school psychologists as a method of professional development in a seven-district special education cooperative in the Midwest. </p><p> The findings of the study uncovered that the learning community produced an increase in knowledge and skills for school psychologists. It also provided a forum to study and find consistency in services school psychologists provide to schools. Data also showed that school psychologists felt that the goal setting process within the group served as a guide to identify continued professional develop needs. In addition, data revealed that school psychologists felt that collaboration within the learning community had an impact on student achievement and that the learning community increased job satisfaction of school psychologists. </p>
19
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/.
Full textAbstract:
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 practice of an EP; and the ethical guidelines governing the professional practice of an EP. MATSF team members’ views were obtained using questionnaires and semi-structured interviews. The data were analysed using thematic analysis. The study found that some team members did still hold ‘traditional’ constructions about the methods, tools and techniques underpinning the professional practice of an EP, despite the theoretical underpinnings of the MATSF under consideration being Motivational Interviewing (MI), Solution-Focused and Cognitive-Behavioural Therapy (CBT) approaches. The study also found that the majority of team members had a limited knowledge of, and understanding of, the ethical guidelines governing the professional practice of an EP. The thesis concludes with a discussion of some of the emerging themes that were generated, and the implications for future educational psychology practice in the MATSF and other multi-agency contexts. Some suggestions for further research and expansion of the role played by an EP in a MATSF are presented
20
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.
Full textAbstract:
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 children’s psychosocial functioning. Phase two adopted a time-series pre- and post-intervention design with the aim of evaluating a school-based, six-week Sleep Club intervention for children. Twenty-nine participants (teaching assistants, n= 2; parents/carers, n= 13; and children, n= 14) took part in phase two, with the findings drawing on evaluations, quizzes, field notes, surveys, and parent interviews. Six children were selected to provide greater insight into parent and child views through case study analysis. At the end of the intervention, there was an increase in children’s sleep-related knowledge, and there were improvements in many aspects of children’s sleep-related behaviours. Thematic analysis identified that the Sleep Club facilitated communication about sleep between children and their parents and raised children’s awareness and understanding of their sleep. Children enjoyed being part of a club with other children, from whom they felt they were able to learn. Learning about emotions, sleep and the body was noted by several children, though some children did not enjoy completing the given questionnaires. Overall, participants felt that the individual sessions and the intervention could have lasted longer than the time offered. Twenty-two participants (76%, including parents, children, and school staff) reported that they would recommend the Sleep Club intervention to others. The role of the educational psychologist in supporting children with sleep difficulties is discussed.
21
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.
Full textAbstract:
<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 the schools. As such, the purpose of this study is to utilize a survey study to gain an understanding of what is the school psychologist’s role in the evaluation of Spanish speaking English Language Learners for Special Education in the schools.</p><p> Based on the findings of this study, there is a need for a formal training for school psychologist once they are out in the field. Currently, the majority of the training received was through their graduate program. Furthermore, there is a need for a formal training or certification for bilingual school psychologists. Due to the limited number of bilingual school psychologist in the field, formal training must also be developed for interpreters working with monolingual school psychologists on non-discriminatory assessments.</p>
22
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.
Full text
23
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/.
Full textAbstract:
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 bring to enable these children as better learners and teachers as better teachers of children with SEBDs. 45 Children and young people with Social Emotional Behavioural Difficulties and their parents and teachers participated in the research. A mixed methods approach was employed to undertake three related case studies and a reflexive and narrative analysis was employed. Main outcomes of the research were (i) SEBDs were almost always accompanied by often unrecognised learning difficulties; (ii) A cognitive assessment by an educational psychologist had an added value in understanding the needs of the child; (iii) When parents and teachers of children who participated in an especially designed intervention, it changed their views of their children‟s behaviours. They reported significant improvement in their children‟s social skills and behaviour. I conclude the thesis by considering the implications of findings for the benefit of children with SEBDs. It is crucial that teachers identify and assess learning difficulties in all children and young people and clearly differentiate these from matters of and interventions for behaviour difficulties. Teachers and parents can be empowered to deal with their children‟s behavioural difficulties by involving the Educational Psychologist as a pedagogue, sitting as he or she does at the crossroads of education and psychology.
24
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.
Full textAbstract:
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 educational placement decisions. Participants who responded to the survey on the basis of their experience making placement decisions for deaf students (n=54) perceived themselves as less influential over the decisions than participants who responded on the basis of their experience making placement decisions for hearing students (n=303). Additionally, there was a relationship between school psychologists' specialization in the area of deafness and the interpretation of the phrase, the "least restrictive environment." Possible explanations and the associated implications of these findings are discussed.<br>Temple University--Theses
25
Kuhn, Larise. "A cross-sectional survey of educational psychologists' utilisation of dynamic assessment." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60949.
Full textAbstract:
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 on the use of dynamic assessment by educational psychologists was a qualitative study. The present study endeavoured to address this research hiatus by conducting a national cross-sectional online survey that was sent to all educational psychologists in South Africa. The study sought to find an answer to the following primary research question: "To what extent are South African educational psychologists familiar with and use dynamic assessment?"
The sample was selected initially through purposive sampling and later through snowball sampling. The study found that of the 173 respondents who responded to the survey, 69,90% were familiar with dynamic assessment. However, this picture changed dramatically when they were asked to what extent they were familiar with dynamic assessment. A total of only 25,40% of the respondents indicated that they were quite familiar with dynamic assessment, and only 20,80% reported that they used dynamic assessment. Furthermore, only 8,10% had used dynamic assessment once a week during the past six months.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Educational Psychology<br>MEd<br>Unrestricted
26
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.
Full text
27
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.
Full text
28
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/.
Full textAbstract:
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 methodology and results will be presented and discussed in terms of relevance to the literature as well as relevance to EP practice. Part 3, the Critical Appraisal, will aim to provide a reflective and reflexive account of the research process. The first part will focus on the contribution to knowledge gained from the research project. The second part will include a critical account of the research practitioner and will include a personal reflection on the journey that the researcher undertook throughout the research process.
29
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.
Full textAbstract:
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 post-school outcomes for special education students. Data are compared from all 50 states, as well as other variables such as the ratio of students to psychologists, socio-economic status, and per pupil spending. While time not testing did not correlate with post-school outcomes, other variables proved to correlate significantly, and are discussed in accordingly. Data were collected from a variety of sources, including state and national governments, education departments, professional school psychology organizations, and research institutions. Students' post-school outcomes were tracked for eight years after high school, and measured and compared based on level of education. The ratio of students to school psychologists proved to correlate significantly with the graduation rate of special education students both from high school and from four-year secondary institutions, suggesting that the fewer students a psychologist serves, the better the outcomes for those students. However, socio-economic status (as represented by students receiving free lunch or lunch assistance) was by far the most significant correlate with school and post-school outcomes, necessitating comparisons between statistics with that variable removed. Ultimately, variables for which school psychologists have little control, such as socioeconomic status, the ratio, per pupil spending, the percentage of students receiving ELL instruction, and other factors, proved to be more significant in their correlation with graduation rates and post-school outcomes than how much time psychologists spent providing services other than testing. Further study is recommended, as various elements of this study proved to limit the value of the results, such as the use of states as units of study, as opposed to smaller units, the inability to further divide the ways in which psychologists allocate their time, and the inability to obtain post-school data for more specific subsets of the special education population, such as LD. A study employing smaller units of comparison, such as school districts, and which could accurately measure time school psychologists spend in a variety of service delivery capacities, as well as more uniform groups of special education students, is recommended.<br>Temple University--Theses
30
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.
Full textAbstract:
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 staff, eight Educational Psychologists, 13 parents/carers and a Health Visitor. Methods: This study describes an academic year long Action Research (Tripp, 2003) project with the use of a Research and Development in Organisations framework (Timmins, Shepherd & Kelly, 2003). This included pre-model questionnaires, interviews with early years staff, a focus group with Educational Psychologists and a further focus group with early years staff in order to develop an initial model of educational psychology practice. Work was then completed by the researcher as part of the model of practice. Discrete pieces of work were evaluated via questionnaires, while the project as a whole was evaluated via post-model questionnaires, focus group, interview and researcher diary. Analysis/Findings: Quantitative data were summarised using descriptive statistics and qualitative data were transcribed and a thematic analysis applied. Within this study, the researcher developed a model of practice based on the needs of the setting that included being more frequently involved with casework and conducting work specifically aimed at supporting staff and parents/carers. Additionally, there were discrepancies found in the value placed by participants upon the different pieces of the work as well as the overall approach taken. Conclusion/Implications: This research suggests that there is a greater role for Educational Psychologists within early years, involving more than conducting casework but through providing a more holistic and intensive approach to supporting staff and parents/carers. This supports the existing limited literature as well as advocating a more extensive role for them within early intervention services.
31
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.
Full textAbstract:
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 efficient use of time, eliciting wider ranging change and the opportunity for offering a preventative approach to service delivery. School systems consultation represents such an approach. This study explores the practice of school systems consultation using an action research approach. It is argued that action research methodology provides a framework to contain and guide the complex developments which emerge once the consultation gets under way. Central concepts in an action research approach such as collaboration, participation and reflection are analysed and reflected upon in terms of the opportunities and constraints they presented to school systems consultation as a service delivery option for the educational psychologist. The role of the educational psychologist in South Africa has been conservative and the shift towards a more socially accountable one seems inevitable if such services are to be regarded as appropriate. The role of the educational psychologist as change agent in the transformation process in the South African education system is explored in this study.
32
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.
Full textAbstract:
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, Woods & Rooney, 2010). This study sought to investigate the response to trading and what impact this has had on the role of the educational psychologist, from the perspectives of service commissioners and educational psychologists. A multiple-case study design was implemented, following a mixed methods approach. Two partially-traded local authority educational psychology services were recruited. Participants from the emerging service included five educational psychologists and three small scale service commissioners. Participants from the established service included three educational psychologists, three small scale service commissioners and two large scale service commissioners. Focus groups, interviews and service brochures provided qualitative data, which were incorporated with quantitative service delivery data. All qualitative data were transcribed verbatim and analysed using thematic analysis. Findings were presented as thematic maps. Quantitative data were analysed using descriptive statistics to describe trends in service use. Findings show that the impact of trading on the role and contribution of the educational psychologist has been largely positive. Trading appears to have had a regenerating effect by creating the opportunity for an extension in the type and range of work now being completed. The findings are discussed in relation to current and future educational psychologist role and give an up-to-date insight into why the role exists, who may be willing to pay for the role and how this evolving role fits within the broader political contexts of education, special educational needs and disability.
33
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.
Full textAbstract:
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 the students' psychological consultation, educational psychologists also develop a variety of interventions: skill development programs, support to students with special needs, and mentoring programs to welcome new students. Traditionally the services were oriented by an individual intervention and in response to the students' problem. Nowadays they are working with other agents and in a preventive way. Actions directed to educational projects and the institutional evaluation could promote a qualitative change in services.<br>Con el fin de afrontar los desafíos del aumento demográfico de la educación superior, las Instituciones de Educación Superior (IES) crearon los Servicios de Apoyo Psicológico buscando:(a) ayudar a la adaptación a la universidad, (b) mejorar el desarrollo de los estudiantes y (c) favorecer su integración en el mercado laboral. El presente estudio investigó la estructura de los Servicios de Apoyo Psicológico en las IES de Portugal, así como las principales actividades desarrolladas por los psicólogos escolares. A partir de las entrevistas realizadasen ocho servicios de apoyo psicológico, se observó que todos ellos están diseñados para los estudiantes. Si bien la actividad principal es la consulta psicológica para los estudiantes, los psicólogos educacionales desarrollan también una variedad de actividades de intervención, tales como: programas de desarrollo de competencias, apoyo a los estudiantes con necesidades especiales y programas de tutoría para dar la bienvenida a nuevos estudiantes. Asimismo, en la actualidad los servicios están trabajando con otros agentes y de manera preventiva. Se propone que las acciones dirigidas a los proyectos educativos y la evaluación institucional podrían promover un cambio cualitativo en los servicios.
34
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/.
Full textAbstract:
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 questionnaire being passed on to all Educational Psychologists within their local education authority. 47 Educational Psychologists took part in the quantitative stage, with 21 participants that were able to complete the questionnaire having worked with young offenders in the previous year. The qualitative data was collected through interviews from a sample of 8 participants. The findings suggest that the majority of Educational Psychologists’ work is commissioned by schools and Youth Offending Teams requesting support for young offenders with social, emotional and behavioural difficulties, to increase engagement, attendance, to assess their levels of need and to decrease reoffending. The participants reported that the most commonly used approach was that of solution focused. Looking at the characteristics that are necessary for a successful relationship between the Educational Psychologist and the young offender, using thematic analysis, 4 overarching themes emerged specific to the young offender and 9 specific to the Educational Psychologist. In conclusion this study achieved both its aims of conducting a survey to explore what a number of educational psychologists have done with young offenders over the previous year and to identify characteristics that the Educational Psychologists perceived to be necessary for a successful relationship with a young offender.
35
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.
Full textAbstract:
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 and three underachieving children, at different schools in the North of England. The EP modelled the use of the wave 3 NNS materials and supported/trained TAs in delivering this and other jointly agreed input over one academic term. Initial consultations were held with TAs to explore their experiences of mathematics and delivering numeracy interventions. Thereafter, joint planning and discussions took place on a fortnightly basis to identify what was working well and what input from an EP may be of use; EP input was provided as and when appropriate. Outcomes from the research were assessed using a standardized numeracy test, attitude questionnaires completed by TAs and children, interviews with TAs before and after the intervention and a research diary. The quantitative data gathered through the numeracy test and attitude questionnaires were compared pre and post intervention using descriptive statistics. The qualitative data from interviews and the research diary was analyzed using a thematic analysis approach. The results indicate that consultative support from EPs is welcome by TAs and schools and can be associated with positive outcomes for the children involved. TAs felt EP support was reassuring and acknowledged that it increased their knowledge and confidence and this directly affected the way they thought, felt and behaved in relation to the children’s numeracy difficulties. TAs reported positive observable changes in the children’s attitudes to numeracy lessons and there was a positive correlation between children’s scores on the numeracy test and the final attitude scores allocated to them by TAs, indicating that the intervention had a substantial impact on children’s attitudes and attainment in numeracy. TAs, parents and teachers attributed the positive changes seen in children to participation in the intervention and children’s progress was clearly linked to the numeracy topics covered by the NNS materials. A model for EP-TA collaboration with NNS interventions is proposed and significant factors include: consultation; modelling resources; conducting diagnostic assessments; shaping TAs’ pedagogical practice and providing training on instructional psychology methods. The research indicates that there is a potential distinctive role for EPs in raising the numeracy attainment and attitudes of children working with TAs on NNS interventions. The key element is successive EP consultations that target specific numeracy needs, effectively consider contextual factors and provide ongoing support for TAs. The proposed model could be applied to other numeracy interventions and provides an economical alternative to expensive SEN provision that EPs could usefully contribute to. Further research will be needed to ascertain more precisely the value added by the factors identified in this study to be associated with positive outcomes for children.
36
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.
Full textAbstract:
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 valuable contribution and the content and process elements of effective EP training.Participants: Sixteen participants in total took part within the study. This included the Principal Educational Psychologist of a Central England Metropolitan Local Authority, three EPs who delivered three separate training events, the three commissioners of the EP training events, and nine recipients of the EP training events.Methods: The study uses an exploratory single case study design, using a combination of semi-structured interviews and a focus group with additional data from a training observation, documentary analysis of training materials and training evaluation data. The interviews and focus group were analysed using inductive, explicit thematic analysis.Findings: A wide range of themes were identified about the distinct and valued contribution of EPs as trainers. Some of these included: EPs’ psychological knowledge and skills; EPs’ local knowledge of schools and other services; EPs’ wider view of training. Further findings identified the competing demands for Educational Psychology Services in delivering effective training and the commercialisation of EP services within the current financial climate.Conclusions: The exploratory nature of the study allowed for distinct and valued contributions of EPs’ as trainers to be identified. This resulted in a number of implications and recommendations for future practice.
37
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.
Full textAbstract:
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 community. A mixed-methods approach to data collection involved twenty-eight staff and sixty-four parent questionnaires, a focus group with eight children, and semi-structured research interviews with six staff and five parents. The importance of effective communication to encourage home and school to ‘work together’ is highlighted along with the need to provide support tailored to local needs focused around developing parental knowledge and skills to support children’s learning. The findings offer valuable insights into the views and experiences of parents, school staff and children around the current communication and engagement practices of schools in a local community. There are also implications for educational practice, including within Educational Psychology, in developing more effective home-school relationships in the future. Paper Two: With an increasing focus on supporting parental involvement within education, the development of effective ‘partnerships’ between schools and families is widening. Despite the wealth of information and advice around engaging parents in education (DfE, 2011), there appears limited training and ongoing support for school staff on how to foster and maintain these positive interactions and how to tackle ‘real life’ issues faced within home-school relationships. This research explored the role of a Community Educational Psychologist working with school staff to develop and maintain positive home-school relationships. Through support and facilitation from a Trainee Community Educational Psychologist, a series of education and supervision sessions were developed with a group of school staff to increase knowledge and confidence around the applications of psychology within education and the influential factors in home-school interactions. A model of reflection was introduced through the supervision sessions to assist the creation of a sustainable support network for staff within school concerning their work with families. The findings highlighted a ‘need to’ and ‘desire for’ developing school staff knowledge and confidence and the significant impacts of the education/supervision sessions in achieving this. Factors enabling and preventing progress through these sessions were noted along with the value of ‘sharing’ within supervision. The necessity of continued practice in order to embed supervision into teaching practice was acknowledged, and the positive impact of a Community Educational Psychologist facilitating these groups was found. Implications for educational practice, including within Educational Psychology, in supporting school staff with home-school relationships are discussed.
38
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/.
Full textAbstract:
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 aspects. The section concludes with an outline of the current research aims and corresponding research questions. Part B comprises the empirical study, which aimed to explore the role of the EP in CYP mental health; considering the views of EPs and Special Educational Needs Co- ordinators (SENCos) in relation to the current practice of EPs in CYP mental health; facilitators and barriers to EPs engagement in CYP mental health intervention; and ways forward for improved mental health practice. This section considers aspects such as methodology, results, and implications for EP practice. Part C is the critical appraisal, which provides a reflexive account of the research practitioner’s experience of the research process. It details aspects such as: the contribution the research has made to knowledge; limitations; and a thorough critique of the methodology.
39
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/.
Full textAbstract:
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 regarding the forms of support available to support staff in schools, or what is helpful, in order to carry out their role effectively and develop professionally. A qualitative approach was adopted to explore perceptions of support for support staff and the role of educational psychologists. Questionnaires, focus groups and individual interviews were utilised to gather the views of secondary school support staff, senior management team members and educational psychologists. Thematic analysis identified key themes relating to enabling support staff to feel supported within their roles, and the role of educational psychologists in working with support staff. Findings suggest that, being valued, included and involved is important to support staff feeling supported. Relationships with other members of support staff and school staff in addition to a school’s overall ethos were identified to have considerable influence on facilitating these aspects. Lack of clarity regarding the role of educational psychologists and their role in supporting support staff was also identified. Tentative suggestions are made regarding how schools might enable support staff to feel supported, and how EPs might widen their roles with support staff. In light of the findings, areas for further research are considered.
40
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.
Full textAbstract:
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 assessments. A multiple embedded case analysis was conducted with three EPs. Each was highly proficient in ASC assessment and brought experiences from both different geographical areas, and from service delivery through varied providers; a local authority (LA), a social enterprise, and private practice. Participants’ responses in two semi-structured interviews were recorded and transcribed verbatim. A documentary analysis of the existing LA pathway for the assessment of ASC was completed. This was complemented with a quantitative demographic analysis of data relating to the regions in which each participant EP was working. Interview transcripts were analysed thematically, and findings are presented through thematic maps. Content analysis of the existing policies revealed considerable variation between LAs in how ASC is assessed in school age children. Integration of findings revealed six considerations made in ASC assessments with EMC children, potentially impacting upon their consultations with parents, and their direct work with the child. Further examination suggests that the EP’s work context can influence their considerations through four avenues. It appears that EPs’ understanding of EMCF within ASC assessments is influenced by professional experiences and opportunities within their local context. The study extends understanding how EPs consider EMCF in their assessments for ASC. Findings are discussed with regards to their implications for theory, practice and future research.
41
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.
Full textAbstract:
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 attitude by their frequent and at times prolonged absence from school. On the
other hand, many educators have little sympathy with truants, since as professionals, educators
feel that consistent school attendance is essential if learners are to make satisfactory progress.
Moreover, it is also my perception that educators' work loads and the organisation of schools,
currently ensure that very few educators have the time to become closely acquainted with those
individual learners who manifest their displeasure with schools - and them - by truanting. In
turn, this breakdown in communication between educators and truants, makes implementing
successful reintegration strategies immensely difficult. In fact, such is the pressure on today's
educators, that some staff are greatly relieved at the prospect of instructing fewer learners,
especially if the absentees are those who may be troublesome, backward, require extra
attention in class or behave badly (Reid, 2002:5). Furthermore it has also come to my attention
that educators feel that their prime duty and responsibility is to regulate attendees, higher
achievers, as well as learners who conform and wish to do well at school. Hence, regular
attendance appears to be the best barometer of this conformist attitude.
42
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.
Full textAbstract:
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. Professionals’ personal theories of the causation and prevention of a commonly occurring case study were also investigated for their relationship to the personal constructs guiding their practice. It was found that young people prioritised the affective elements of the relationship, but that pragmatic considerations were also of high importance to them. In contrast, professionals prioritised a commitment to young person well-being, followed by factors supporting the well-being of the practitioner including self reflection. Implications for practice include an appreciation of the factors important to young people, such as genuine warmth and affect, and pragmatics that make a worker more accessible such as ad hoc availability and approachability. Paper 2: Vulnerable young people access services such as Youth Services and Youth Offending Services. Professionals in this sector have limited access to Educational Psychology. Educational Psychologists are increasingly working outside traditional settings in Community Educational Psychology roles, however more evidence is needed to illustrate the diverse possibilities of practice. This paper explores the role and perceived impact on practice of a Community Educational Psychologist coaching six, monthly sessions of Solution-Focused peer supervision with three professional peer groups from Youth Services, Youth Offending Services and Police Youth Intervention. Personal construct shifts regarding the elements of success in engaging with vulnerable young people were measured pre- and post-intervention along with role and impact themes identified through observation diaries and post-intervention semi-structured interviews. Findings included the importance of the non-intervention specific elements of the psychological supervision, the impact of Solution-Focused techniques as both a tool and process for professional development, and recommendations for further support for professionals working with vulnerable young people.
43
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/.
Full textAbstract:
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 providers, such as Educational Psychologists (EPs). This study set out to explore what factors contribute to the outcomes of a group-CBT intervention, delivered by an EP in a school setting, for anxious adolescents. A social constructionist approach placed the focus on the participants' experiences within their social context. 19 girls aged 11-14 years participated in this study: 10 formed an experimental group and nine made up the control group. Quantitative measures were applied pre- and post-intervention in order to identify if there were any differences in changes between the groups. Qualitative measures were also used to elicit the views of all stakeholders (pupils, parents and school staff) and identify common themes. These consisted of: semi-structured interviews (for pupils and staff) and a focus group (with parents). Questionnaires were also administered as an evaluation of the intervention. Results from this mixed methods data collection highlighted the potential for EPs, with their unique psychological skills and knowledge of school systems, to contribute to the expansion of CBT services for young people through consultation, training and direct facilitation. Particular emphasis is also placed on the need to employ appropriate means of identification and assessment. The need to ensure therapist competence is maintained is also paramount. This study adds to the increasing evidence base for the application of group-CBT in a 'natural' setting (school).
44
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.
Full textAbstract:
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 accounting for individual level support for crisis management situations for children or young people, at immediate risk of school exclusion. The studies are limited in exploring effective strategies and methods employed by a Specialist Educational Psychologist (SEBD) and the distinctive contribution of Specialist Educational Psychologists’ (SEBD) support. In the present study, a Specialist Educational Psychologist (SEBD) from an Independent Educational Psychology Service was identified to take part in the study. The Participant Specialist Educational Psychologist1 identified two casework examples of positive practice, whereby her input led to positive outcomes for the children with SEBD, at risk of permanent school exclusion. An in-depth single case study design was utilised to explore the strategies and methods employed by the Participant Specialist Educational Psychologist and her unique contribution from the Participant Specialist Educational Psychologist’s perspective and from the perspectives of the school professionals and parents involved in the two caseworks. Semi-structured interviews were used as a data gathering method and were analysed using Braun and Clarke’s (2006) six phased model of thematic analysis. An Integrated Thematic Map was produced made up of Seven Organising Themes. A content analysis was completed on documentary evidence of the Participant Specialist Educational Psychologist’s action plans and was triangulated with aspects of the findings from the thematic analysis. The effective strategies and methods applied by the Participant Specialist Educational Psychologist and the distinctive contribution of her support are described. The study provides ‘new’ and ‘confirmed’ insights into effective practice that aims to contribute to the skill set and knowledge of practitioner educational psychologists and through which, strengthen the support provided to schools for children or young people with SEBD, at risk of permanent school exclusion. The findings also provide insight to the distinctive role of the educational psychologist in effective specialist support and the specialist role within the profession. The insight is considered important in light of the current changes occurring within the profession and the Special Educational Needs (SEN) Review (DfE, 2011a; DfE, 2012a).
45
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.
Full textAbstract:
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 for the duration of the intervention. The team comprised of key members from the system and the novice educational psychologist, with the academic supervisor acting as an outside consultant. The analysis focused on rules and patterns. Patterns of communication, support, isolation and problem-solving were highlighted. The intervention focused on structural changes. Structural changes, attitudinal changes and the process itself were evaluated. Agreement by consensus was used as a measure of change. Consensus was reached that the model had impacted positively on the problem-solving skills of the team and the previous isolation of team members. However limited news of difference was found in relation to the children. This was connected to the fact that many of the changes had not been implemented fully or for a sufficient period of time.
46
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.
Full textAbstract:
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 a focus group or a one-onone
interview. Two main themes emerged following the thematic content analysis of the
interviews, namely: How mothers experience their children with ADHD and How mothers
experience support of their children with ADHD.
The findings of this study suggest that mothers of children with ADHD expect a deeper level
of support from an educational psychologist. The findings also indicate that mothers
experience parenting children with ADHD stressful and that they need reassurance and
emotional support from the educational psychologist. The results show the need for a more
inclusive school environment and it highlights the importance of the role of the educational
psychologist sharing knowledge and working collaboratively with educators, the Institutional
Level and District Based Support Teams and the various health care practitioners to provide
support to the child and family.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Educational Psychology<br>unrestricted
47
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.
Full textAbstract:
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 adapted version of the MCCTS-R (Holcomb-McCoy & Myers, 1999; Munoz, 2009), and the second phase built upon the first phase with follow-up semi-structured interviews, analysed using Braun & Clarke's (2006) thematic analysis. The results of this research study present a breadth and depth of information. EP/Ts generally perceived themselves to be competent to work cross-culturally with particular areas of competence including knowledge of assessment bias, poverty effects, and positive attitudes towards diverse cultures. EP/Ts also reported areas of lower competence including theories of racial/ethnic identity development, limited experiences of community work and limited knowledge of community resources. However, EP/Ts perceptions about development needs depended upon their awareness. The process of participating in the study raised awareness of gaps in knowledge and limitations in practice. The study concludes with a discussion of implications for the practice of EP/Ts.
48
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.
Full textAbstract:
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-depth understanding of educational psychologists’ practice regarding children in care. 3. to use the analysis to formulate a framework that will inform an intervention to enhance the personal education plan process. Mixed methods were used to investigate the current role and view of educational psychologists and those involved in the personal education plan (PEP) process. The methods included online surveys, hardcopy questionnaires and semi structured interviews, which produced both qualitative and quantitative data. The findings of this research suggest that EPs most often work with Children in Care in school, and this seems to involve consultations, planning and reviewing meetings at a multiagency level. This study reports that EPs are not often involved in the PEP process but that most EPs have an understanding of the purpose of PEPs. A summary of the distinct contribution EPs believe they have to offer children in care has been presented, and the findings could provide EPs with improved role clarity in the future. A number of themes were also identified that would support the PEP process and a framework has been created that has the potential to enhance the process. Paper 2 - Collaborative Consultation: Background: Children in care (CiC) have consistently underperformed educationally, compared to other children. Personal Education Plans (PEP) were introduced to address this issue. This study aims to implement a PEP intervention (based on a framework from Paper 1) to enhance the educational experience of the child and explore the distinct contribution of the educational psychologist (EP). Method: Action Research was used to structure an intervention and gather the pre and post evaluation data in four case studies. The intervention consisted of an assessment of the child; there were three collaborative consultations with those involved in the PEP and attending the PEP meeting. Data collected include child assessments, notes from consultations, pre and post questionnaires and post semi-structured interviews with the professional. Results: The findings suggest the intervention had a positive impact on the PEP process and how those completing the PEP felt about the process. Changes to the child’s independent functioning could not be attributed to the intervention. The analysis developed and supports the finding in the framework from Paper 1. Conclusion: The revised framework offers a guideline to produce a consistent PEP process across all Local Authorities. Recommendations about the use of assessment and introducing psychological theories through consultation prior to the PEP are provided.
49
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.
Full textAbstract:
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 this question, a qualitative secondary data analysis was conducted of
psycho-educational paper-and-pencil activities completed by 65 male and female
IsiSwati-speaking Grade 9 learners at a secondary school in Mpumalanga, a remote
province in South Africa, during the Flourishing Learning Youth (FLY) study. FLY, a
project of the Centre for the Study of Resilience, is based at the University of
Pretoria. The a priori categories were sourced from Ungar’s diagnostic criteria and
the relevant a priori codes from the review of South African resilience literature. The
analysis showed that adolescents were challenged by physical risk, emotional risk
and poverty-related risk. Additionally, adolescents were protected by personal
resources (agency, self-worth), family resources (role models, supportive parentchild
interaction), community resources (role models, community belonging), school
resources (teachers as role models and supporters) and macro resources
(spirituality). These findings echo extant South African resilience studies and
enabled the educational psychologist to ‘diagnose’ resilience for this group of
adolescents to better understand the risks to their well-being, the resources that can
be leveraged to buffer this risk, and the resources that are absent and must be
negotiated.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Educational Psychology<br>MEd<br>Unrestricted
50
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/.
Full textAbstract:
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 the pupils (P1 and P3) and the three members of staff (S2, S1 and S3). A reflective diary was maintained throughout the programme and interview process. An inductive latent Thematic Analysis (TA) was completed on the interview and reflective diary data. Overall the findings reveal the importance of ethos/climate of the environment, conversations and art in the experiences presented. Art was interpreted as having a facilitatory role on the social phenomenon under study. Those outcomes and benefits of the programme prevalent in the data are discussed as well as the difficulties encountered throughout the experience. Further interpretation of the Main Overarching Themes (MOTs) demonstrated the potential importance of the development of more positive relationships in the group as well as opportunities for personal learning. This study has raised questions about the potential for reflection, skill development and the impact on individual and social change. Further information emerged which relates to understanding and meeting the needs of excluded young people and how creative activities such as art may be of benefit in educational provisions. Implications for involving this group of young people in research are discussed. This research highlights one way in which EPs may be able to develop their creative role in the future. It explores one example of how we might increase the accessibility of our service to females and without the need for a perceived within child deficit.