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1
Mennell, Laura. "The role of the educational psychologist in further education." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690777.
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The Special Educational Needs and Disability (SEND) Code of Practice (CoP) (DfE, 2014) places a duty upon further education (FE) settings to support young people (YP) up to the age of 25, with SEN, in FE. College settings can choose to commission external services such as the Educational Psychology Service (EPS) to support them to fulfil these duties. Relatively little EP work has been carried out in FE. The aim of this research is to explore the challenges for the role of the EP in colleges by gaining the views of frontline and senior college staff from two mainstream college settings, and 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
Vukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.
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The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education; 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.
3
Newmark, Rona. "Inclusive education for learners with Down syndrome : the role of the educational psychologist." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52885.
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Thesis (PhD)--University of Stellenbosch, 2002.Page ii of digitised copy missing due to the condition of the original hard copy.
ENGLISH ABSTRACT: no abstract available
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
Berger, Michele. "The role of the educational psychologist in supporting inclusion at school level." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40459.
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The purpose of this study was to explore the role that the educational psychologist can play to
support inclusion at school level in South Africa. The study aims to provide national, provincial
and district support teams with information that could guide them on how best to utilise
educational psychology services within the context of limited resources. It also aims to guide the
educational psychology profession in how best to provide support within the South African public
inclusive schooling system. The research was conducted using a conceptual framework based on three matrices 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.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
5
Eaton, Andrew David. "The role of the educational psychologist in promoting effective multi-agency collaborations." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110333.
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Service integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data 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.
6
Woodley-Hume, Tracey. "Exploring the role and contribution of Assistant Educational Psychologists to service delivery in England." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-role-and-contribution-of-assistant-educational-psychologists-to-service-delivery-in-england180(8bd85104-b5d5-436a-8192-00b4bd3c6bfc).html.
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The role of assistants to complement the work of fully qualified practitioners has been recognised, however, there remains a lack of research (Collyer, 2012) relevant to the current context of service delivery of educational psychology services (EPSs), including the commissioning of services and demands for EPSs. Paper One used A Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework (Moher, Liberati, Tetzlaff & Altman, 2009) to search, screen and identify research relevant to psychology paraprofessionals. An exploratory multiple embedded case study was conducted across 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.
7
Erasmus, Naomi. "The role of an educational psychologist in a multi-agency team supporting families." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/52271/.
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This thesis is formed from two papers: a systematic literature review and an empirical research study. The first, a systematic literature review, explores and critically discusses the current research evidence assessing the roles that educational psychologists (EPs) have held in various multi-agency teams. The second, an empirical research study, explores the perceptions of an EP’s role currently held by other team members in a multi-agency team supporting families (MATSF). For example, other team members’ constructions of: the methods, tools and techniques underpinning the professional 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
8
De'Cage, Sanchia. "Sleep difficulties in primary school-aged children : a role for the educational psychologist." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34233.
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The purpose of this study was to contribute to the paucity of literature present on educational psychology involvement in supporting primary school-aged children’s sleep. The research was formed using a pragmatic, mixed-methods approach with a two-phase design. Phase one explored the views of 59 participants (teachers, n= 16; parents/carers, n= 21; children, n= 22) about children’s sleep, their academic outcomes and psychosocial functioning. There were some associations between parent, child, and teacher reports of children’s sleep-related difficulties, academic outcomes and aspects of 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.
9
Cano, Urena Araceli Berenice. "The role of a school psychologist| Non-discriminatory assessment of English language learners." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147324.
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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.
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.
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.
10
Douglas-Osborn, Erica. "Early investment : the role of Educational Psychologists in supporting an early years setting." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/early-investment-the-role-of-educational-psychologists-in-supporting-an-early-years-setting(80214edf-77d9-47b2-94e8-de901c742317).html.
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Background: Present literature highlights early years as an important phase of child development. Whilst Educational Psychologists have a role within early years, there is little research to state what this looks like and how it is conducted in practice. Therefore, this research considers the role an Educational Psychologist could take within an early years setting and explores the variety of work they could conduct. Participants: One early years setting from the researcher’s current Local Authority was used for this research. A total of 33 participants were involved including 11 early years 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.
11
Winward, Victoria. "Educational psychologists' changing role and distinctive contribution within the context of commissioned services." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychologists-changing-role-and-distinctive-contribution-within-the-context-of-commissioned-services(9789c21e-c260-4e82-a3aa-e83c6f25d050).html.
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Following financial cuts introduced by the government in 2010, fewer funding and decision-making powers are held within local authorities, restricting their role as the provider of public services (Buser, 2013). As a result, the majority of local authority educational psychology teams have adopted a partially or fully-traded model of service delivery, with the aim of generating income to meet some or all service costs (Woods, 2014a). Educational psychologists have expressed concern about whether service commissioners value their distinctive contribution enough to purchase services (Fallon, 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.
12
Gibbons, Elizabeth. "A NATIONAL SURVEY ON THE ROLE OF THE SCHOOL PSYCHOLOGIST IN EDUCATIONAL PLACEMENT DECISIONS FOR DEAF STUDENT." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/18763.
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School PsychologyPh.D.
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.
Temple University--Theses
13
Nosal, Katie S. "Regular education teachers' and special education providers' perceptions of the future role of the school psychologist." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998nosalk.pdf.
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Sher, Robert. "THE RELATIONSHIP BETWEEN THE ROLE OF THE SCHOOL PSYCHOLOGIST AND POST-SECONDARY SCHOOL OUTCOMES FOR SPECIAL EDUCATION STUDENTS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/161298.
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School PsychologyPh.D.
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.
Temple University--Theses
15
Bevington, Suzanne. "Home-school relationships : the communication and engagement practices of schools and the role of the community educational psychologist." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13023.
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Paper One: Developing positive relationships between schools and families has become an increasing priority within education in order to best support children and young people’s learning and development. Despite an increasing focus on seeking the parental ‘voice’, the views and experiences of school staff, parents and children appear to have limited prominence within the literature. This paper presents a piece of illuminative Community Psychology research that explored home-school relationships from the perspectives of school staff, parents and children from four Primary schools in a local 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.
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Price, Rachel. "The role of the educational psychologist in children and young people's mental health : an explorative study in Wales." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104818/.
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This document is divided into three sections. Part A provides a detailed literature review which highlights the necessity of exploring the role of the Educational Psychologist (EP) in children and young people’s (CYP) mental health. As such, a number of aspects are considered, including theories of mental health, the current context of CYP mental health, the emphasis placed on schools to support CYP mental health, and subsequently how these factors combined affect the role of the EP. Literature, Government publications and news/media reports are used to provide a thorough overview of the above 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.
17
Andrews, Samantha. "The role of reflective practice for educational psychologists." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/114912/.
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This research explored the role of reflective practice (RP) for educational psychologists (EPs). Reflective practice was defined as the process of learning through and from experiences towards gaining new insights of self and/or practice (Boud, Keogh & Walker, 1985). The regulatory body (Health & Care Professions Council (HCPC)) has mandated that practitioner psychologists ‘be able to reflect and review practice’ (HCPC, Standards of Proficiency, 2015, 11.1, p12). Furthermore, RP is identified as central to the British Psychological Society (BPS) compulsory policy on Continuing Professional Development (CPD) (BPS, 2006). However, within the professional guidelines for EPs (BPS, Division of Education and Child Psychology (DECP), 2002) RP is perhaps limited. Nine EPs completed semi-structured interviews exploring the role of reflective practice and a grounded theory methodology (GT) (Glaser & Strauss, 1967) was applied. Five main themes and twenty-one sub-themes were identified. The created grounded theory (GT) proposes that RP supports EP motivation (McLean, 2003, 2009) and self-efficacy (Bandura, 1977, 1994). Factors at the individual, local authority (LA) and governing body levels that inhibited or promoted RP were identified. Future development of RP for EPs will require further specific consideration and commitment from all those involved in the profession.
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Heslop, Laura. "Support for the supporters : perceptions of support for support staff in comprehensive schools and the role of the educational psychologist." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/38110/.
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Support staff are perceived to be highly important to schools in Britain (Department for Education (DfE), 2011; Department for Educational and Skills (DfES), 2000). The dramatic increase in support staff within schools has led to a range of roles being developed, impacting on their training and development needs (Training and Development Agency (TDA), 2010a), and those “involved in employing, managing, supporting and training them” (Alborz et al., 2009, p.4). Whilst guidance is available to schools (for example, Training and Development Agency (TDA), 2010c) there is a lack of evidence 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.
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Jane, Emily Claire. "Psychology for engaging vulnerable young people : the role of the community educational psychologist in supporting professionals who work with young people." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117466.
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Paper 1: The process of engagement is essential in practice with young people at risk of social exclusion. The elements of success in building this relationship are explored to some extent in the therapeutic literature, but do not necessarily cross the discipline divide to provide clear guidance for youth work practice. This paper explored the elements of success in engaging with vulnerable young people from the perspectives of eleven vulnerable young people and ten practitioners using Personal Construct Psychology methods to elicit and compare perceptions of the process of engagement. 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.
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Greer, Joanne. "'Gleaning the grain from the threshing-floor in the midst of a storm' : an interpretative phenomenological analysis of educational psychologists' experience of working as expert witnesses in the family court." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/gleaning-the-grain-from-the-threshingfloor-in-the-midst-of-a-storma--an-interpretative-phenomenological-analysis-of-educational-psychologistsa-experience-of-working-as-expert-witnesses-in-the-family-court(8a7900dd-7252-4f22-8e10-fdd512734fe1).html.
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The aim of this research was to explore the lived experience of educational psychologists (EPs) working as expert witnesses in the family court and to capture some of their tacit knowledge. The research was conducted during a 'perfect storm' of reforms in family justice, austerity measures and following the publication of 'The Ireland Report' (Ireland, 2012) which was highly critical of the quality of psychological reports prepared for the family courts and captured the attention of the national media at a time when several high profile cases involving expert witness malpractice were also under scrutiny. Adopting Interpretative Phenomenological Analysis (IPA) as the methodology, two EP expert witnesses were interviewed using in-depth conversations based around two semi-structured interview prompts. Interview transcripts were then analysed using IPA, firstly within individual interviews and cases and then across interviews and cases. Superordinate themes emerged as five main focus points: 1) The role of being an EP and an expert witness, 2) Maintaining a phenomenological attitude, 3) Personal and professional identity, 4) The context of court and 5) The experience of the interview. Findings indicate that the widely accepted Fallon, Woods and Rooney (2010) definition of who EPs are and what EPs do also holds in the context of the family court, with the scientist-practitioner identity being further illuminated in this milieu, especially with regard to formulation, maintaining a phenomenological attitude and reflexivity.
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Mann, Fiona Jane. "Investigating the distinct contribution of educational psychology to provide children in care with an enhanced education." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4029.
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Paper 1: This study focused on personal education plans for children in care and the related research around individual education plans. Children in care have been identified by the government and local authorities as a vulnerable group, at risk of failing to fully access education (DCSF, 2010). This paper examines the role of the educational psychologist in supporting children in care. There are three aims; 1. to explore the current role and work of educational psychologists in supporting children in care across local authorities, and within one local authority, 2. to generate, a more in-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.
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Jones, Kelly S. "The role of the educational psychologist in working with secondary school staff to increase their capacity to respond effectively to deliberate self-harm." Thesis, University of Manchester, 2009. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-educational-psychologist-in-working-with-secondary-school-staff-to-increase-their-capacity-to-respond-effectively-to-deliberate-selfharm(336fa179-2df3-4465-8af1-407aea544072).html.
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The aim of the study is to address the training needs of secondary school staff with a view to increasing their capacity to respond effectively to young people who engage in deliberate self-harm (DSH). The study aims to address the suggestion that current training and supervisory support for secondary school staff when working with young people that engage in DSH is unsatisfactory. The initial phase of the research was to use semi-structured interviews to gather the views and perceptions of secondary school staff, regarding their training needs in relation to DSH. In order to address the identified needs a six session training programme was set up based upon the needs identified during the interviews. Six training sessions were delivered to thirteen participants, from two secondary schools, on a monthly basis. At the first and sixth training session a structured questionnaire was administered to assess school staffs' knowledge and attitudes towards DSH. Data was analysed using SPSS. After the training sessions nine participants took part in semi-structured interview 2. All semi-structured interviews were recorded and transcribed verbatim and analysed using thematic analysis. The study provides promising evidence that a training programme drawing on a consultation approach and designed to meet participants' needs, increased participants' knowledge, gave them additional skills and made them feel more comfortable and confident when working with young people who engage in DSH. As a service working with schools Educational Psychologists (EPs) are ideally placed to tailor a training programme to meet the needs of staff and provide the training to school staff to enable them to ~ support those pupils that engage in deliberate self-harm.
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Hale, Kimberly D., and D. Deberry. "The School Psychologist’s Role in Response to Intervention." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/7038.
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Lunt, Ingrid. "The role of psychological theory in the training of educational psychologists." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10018438/.
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This thesis looks at the place of psychological theory in the training of educational psychologists, and at the relationship between theory and practice during the training period. Training of educational psychologists in England and Wales consists of a first degree in psychology, followed by teacher qualification and experience, which is followed by a one year Master's degree. Professional psychologists are recognised in the UK through Chartered Psychologist Status of the British Psychological Society, which generally assumes a scientist practitioner model of training and practice. The literature review explores the nature of educational psychology and the question of how far educational psychologists are applied psychologists. It also explores the nature of professional training, including reference to other professions, and some aspects of the theory-practice relationship in professional training. Empirical work consisted of focus group interviews carried out at the end of their Master's year with trainee groups from a sample of the universities, and individual semi-structured interviews of tutors from the same courses. Documentation concerning the courses and training in educational psychology was reviewed and analysed to provide additional information. The data are presented thematically and used to illuminate issues which emerge from the literature. The literature analysis and the data suggest that there are difficulties over the role of psychological theory In the training of educational psychologists, and that there are aspects of their role which make It difficult for educational psychologists to function as applied psychologists. These difficulties may In part be due to the nature and length of the training, and in part due to factors within the profession itself including its position within the LEA.
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Stinson, Emily Davis. "The school psychologist's morale, perception of administrators' leadership style, role expectation and self-role perception." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/1520.
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Application of the school psychologist's skills in schools and other work-related issues led to an investigation of relationships among Morale (M) of school psychologists, perceptions of Administrators' Leadership Style (ALS), Role Expectations for school psychologists (RE) and Self-Role Perceptions (S-RP). Twenty-one school psychologists in three equal groups responded to a 48-item original "School Psychology Survey." Strong positive relationships (Pearson r = .78, .77 & .69) between Morale and Administrators' Leadership Style existed for Groups II, III and the Total Group. For Group I, an average (.40) relationship was found. Correlations were critical at p
School psychologists attributed the narrow tester or psychometrician role perception to administrators' expectations for them to give priority to individual stUdent assessments. According to the 1987-1988 annual reports of school psychology services in Georgia and in the targeted school district, stUdent assessment activities consumed upwards of 65% and 75% respectively of the schon I psychologist's time (Appendix C). From these data, it would appear that teachers and other school based personnel rarely got a chance to see school psychologists pp.rform in roles other than test related roles--conducting evaluations, reporting, and consulting. Therefore, the researcher posits that the number of school based persons with first hand knowledge of the extent nf the school pSYCl10logist's expertise is small.
Psychologists generally agree that testing begets testing and that other approaches are more preventive (Zins, 19B1; Gutkin, 1980; Ritter, 1978; and Jason & Ferone, 1978). However, judging from the annual data, almost all stUdents referred are still tested. Best practices (Gerken, 1985) indicate that the routineness of individual testing alone is not in the hest interest of stUdents. Testing alone aSSIJmes except Group I (r = .11); no M/S-RP relationships were critical. Morale of school"psychologists could be predicted from Administrators' Leadreship Style and Role Expectations 47% to 49% of the time at p
1. It is recommended that the dynamics surrounding the variables investigated in this study (i.e., role expectations, self-role perceptions, leadership style. and morale) be scrutinized for their effect, if any, on the performance of school psychologists.
2. It is recommended that school psychologists make school administrators more aware of what constitutes best-practices in the field of School Psychology.
3. It is recommended that school psychologists and school administrators institute an ecological approach to the evaluation of School Psychology Programs.
Conditions with potential to retard services to students should be identified, understood, and manipulated to the benefit of students where possible.
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Erps, Kristen Herner. "School Psychologists and Suicide Risk Assessment: Role Perception and Competency." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3062.
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As the second leading cause of death for adolescents, suicide has become one of the biggest concerns for school personnel. School psychologists are often expected to be the most competent and able to lead in suicide prevention efforts, however, studies have shown a lack of preparedness in crisis intervention and, more specifically, suicide risk assessment. This study surveyed practicing school psychologists (N = 92) to explore their perception of both their role and competency in suicide risk assessment. While school psychologists reported having varying roles within their district related to suicide risk assessment, the majority endorsed having a role at the tertiary level (i.e., intervening with a student identified as needing help). Participants indicated lacking both graduate training and competency in this area. Significant interactions were found between perceptions of role and competency and primary school setting, state employed, and previous training or exposure. Limitations and future directions are discussed.
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Flynn, Lauren. "The Role of School Psychologists in Social-Emotional Learning Programs." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833.
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Daniels, Diane. "The role of school counsellors in supporting teaching and learning in schools of skills in the Western Cape." uwc, 2013. http://hdl.handle.net/11394/3244.
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Magister Educationis - MEdCurrent debates in education and education support focus on the importance of schools needing to facilitate the holistic development of learners and also ensuring the achievement of educational objectives. This study focused on the need for counsellors to support teaching and learning in Schools of Skills and investigated challenges that emerged when school counsellors facilitate school development. The research question which framed this study was, what is the role school counsellors play in supporting teaching and learning and school development? A mixed methods approach that employed both qualitative and quantitative techniques was adopted in an attempt to construct a rich and meaningful picture of school counselling practice within School of Skills. Participants included principals, counsellors and educators at four schools of skills situated in the Western Cape. The data collection process included interviews and questionnaires. Semi-structured individual interviews were conducted with the four principals and the four school counsellors and questionnaires including both open-ended and closed questions were completed by educators. The findings illuminate the psycho-social barriers experienced by learners and how school counsellors can support learners. Roles of school counsellors are varied and involve the provision of support to various members of the school community in addition to teaching and administration. Challenges faced by school counsellors were highlighted as lack of human resources, lack of support and workload. The recommendations are presented as suggestions for consideration at various levels in the system, from micro (level of the individual) to macro (level of the state).
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Hurd, Hannah. "Examining the Differences in the Role of the School Psychologists: An Ohio Study." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626198507679238.
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Gutierrez, Diana. "Imagem da psicologia e do psicólogo: a perceção de estudantes sobre o psicólogo da educação." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/16431.
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Olhando a Psicologia, com especial atenção ao Psicólogo da Educação, esta
investigação pretende explorar a perceção que os/as alunos/as têm acerca deste
Profissional, do seu papel e funções, dentro dos contextos educativos. Para esse
efeito foi conduzida uma investigação de natureza qualitativa exploratória, com 20
participantes, através da técnica do Focus Group e recorrendo à análise temática.
Dessa análise emergiram três temas: 1) Contacto com Psicólogo; 2) Psicologia; 3)
Psicologia e Psicólogo da Educação.
Os resultados obtidos permitiram perceber que a maior parte dos/as alunos/as
já tiveram contacto com um Psicólogo, sendo o local mais frequente a Escola. A
Psicologia é percecionada como uma área, essencialmente, de ajuda incondicional ao
outro, sendo associada aos contextos de saúde mental. Quanto à Psicologia da
Educação foi possível caracteriza-la, também, como uma área de ajuda que passa
pela resolução de problemas, promoção de competências e bem-estar e
principalmente, pela compreensão do ser humano, sendo este o principal propósito do
trabalho do Psicólogo da Educação; A look on psychology and psychologist: the perception of
students on the Education Psychologist
Abstract:
Having a look on Psychology, with special attention to the Education
Psychologist, this research aims to explore the perception that the students have about
this professionals, their role and functions within the educational contexts. For this
purpose, we conducted an exploratory qualitative research, with 20 participants, using
the Focus Group technique and the thematic analysis. Three themes emerged from
this analysis: 1) Contact with the Psychologist; 2) Psychology; 3) Psychology and
Educational Psychologist.
The results allowed us to realize that most students already had contact with a
Psychologist, being school the most frequent contact place. Psychology is essentially
understood as a field of unconditional aid to others, and is associated with mental
health. The education psychology has, also, been possible to categorize it as a field of
support wich endures through problem resolution, well being and aptitude
encouragement and mostly through the understanding of the human being. This being
the education psychologist, primary goal
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Willdridge, Katie. "An exploration of educational psychologists’ views of their role and job satisfaction." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/51785/.
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Literature relating to the role of the educational psychologist (EP) suggests that the profession has been experiencing role conflict in recent years (Boyle & Lauchlan, 2009). The profession has also been experiencing changes, which have resulted in redundancies and budget cuts within Local Authorities (Association of Educational Psychologists; AEP, 2011). The aim of the current study is to explore EPs’ current perceptions of their job role and job satisfaction. Research has shown the importance of job role for an individual’s wellbeing (Ford, 2001) and how job role can have an impact on one’s job satisfaction (Cuhadar, 2008). Research has also shown that employee job satisfaction is linked to client job satisfaction (Collins et al., 2008). Consequently, since EPs work with vulnerable individuals, it is important to maintain and increase EPs’ job satisfaction. Fourteen EPs from 6 Welsh LAs’ were asked semi-structured, open-ended questions about their current job role and job satisfaction. The data were analysed using thematic analysis, and eight main themes emerged; difficulty defining the EP role, varied role of the EP, negative aspects of the EP role, positive aspects of the EP role, desired changes to the EP the role, EPs’ definition of job satisfaction, extrinsic factors to improve EP job satisfaction and intrinsic factors to improve EP job satisfaction. Each main theme had sub themes. This resulted in various implications and recommendations for the profession.
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Bechberger, Alison M. "The Role of School Psychologists in Partial Hospitalization Program-to-School Transitions." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/162310.
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School PsychologyPh.D.
Children and adolescents transitioning from partial hospitalization programs-to-schools have both mental health and educational needs. As the leading mental health experts in schools, school psychologists are uniquely suited to address the needs of these students. However, their role in this transition process has yet to be explored. This study begins to fill the gap in the empirical literature by investigating the actual role and function of school psychologists in partial hospitalization program-to-school transitions, the perceived barriers to successful transitions, and the school psychologist characteristics that predict involvement in the transition process. In addition, school psychologists' perceptions of the sufficiency of their training and the effectiveness of their current transition procedures were explored. Seventy-one school psychologists practicing around the country who had at least one student on their caseload attend a partial hospitalization program during the previous two years participated in an anonymous, internet-based survey. Results indicate that school psychologists had high levels of involvement in partial hospitalization program-to-school transitions, most frequently engaging in activities related to special education services (i.e., IEP meetings, psychoeducational assessments) and consultation with teachers. School psychologists with smaller caseloads had significantly higher levels of involvement than those with larger caseloads. The strongest barrier to successful transitions was insufficient communication among schools and partial hospitalization programs. School psychologists who served on a team specifically designed to address the needs of students transitioning from a hospital-to-school setting perceived their procedures to be more effective than non-team members. Overall, school psychologists perceived their training to transition students from partial hospitalization programs-to-school to be moderately sufficient; however, they perceived their current procedures to be moderately ineffective. Recommendations to improve the effectiveness of partial hospitalization program-to-school transitions are provided.
Temple University--Theses
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Barry, Jennifer. "When Children Perform Adult Roles : Examining the Construct of the Child within Children's Services and the Role of the Educational Psychologist in Meeting the Needs of Children Beyond that Construct." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506409.
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Price, Angela. "How can the role of the educational psychologist, as a multi-agency partner within the area of children with speech, language and communication needs, be understood?" Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3762.
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The Bercow Report (2008) set out recommendations in support of children’s speech, language and communication skills, including the need for agencies to work together. The literature suggests that sharing information and negotiating roles is vital in multiagency working, and this study examines the potential of using ‘partner voice’ to understand the educational psychologist (EP) role as a multi-agency partner. Participants were asked initially how EPs could work in schools to support children with speech, language and communication needs (SLCN), but, as this appeared restrictive, the study became wider. Three focus groups of key professional partners – three speech and language therapists, four special educational needs coordinators and three Children’s Centre staff – gave their views on how EPs could support children with SLCN, alongside the potential barriers. The views of seven EPs were gathered through a questionnaire distributed to all those working in the city, asking them to outline current ways of working to support children with SLCN and how they would like to work, again considering the barriers. The importance of involving ‘parents as partners’ was recognised through the participation of six parent/carers, who completed a questionnaire on their experiences of working with EPs during a group meeting for parents of children with SLCN. Minutes were taken and used as data. The results highlighted four roles for EPs in supporting children with SLCN: ‘assessor’, ‘trainer’, ‘supporter of other professionals’ and ‘supporter of children and families’. Partners were able to suggest how EPs could work from their perspective, including potential barriers. Some were innovative and useful to carry forward. Professional partners could all identify a unique role for EPs. For an EP seeking to widen the EP role for children with SLCN, the participants’ information has great value and supports the idea that ‘partner voice’ informs and enhances practice.
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Hindley, Kathryn Mary. "Critical incident support to schools : educational psychologists and the role of written guidelines." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/71853/.
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The training and skills of educational psychologists (EPs) mean that they are uniquely qualified to deliver critical incident (CI) support to educational settings. One aspect of this support may involve producing written guidelines for schools; however such guidelines have received almost no attention in the research literature. An exploratory study was undertaken, in two phases, to explore current practice in the production and use of CI guidelines. Phase 1 involved the collection and content analysis of guidelines from a random sample of educational psychology services (EPSs) in England and Wales. Phase 2 involved semi-structured interviews with professionals, predominantly EPs; transcripts were analysed using thematic analysis. In phase 1, 97% of the sample stated that their EPS offered CI support to schools and 83% stated that they had produced written guidelines to support schools. Analysis found that the most frequently occurring content covered: how to initiate support (95%); recommended actions for CI preparation (68%) and CI response (95%); website addresses (68%) and booklists (50%); psycho-education about grief and trauma (64%) and examples of scripts and templates (55%). Recommendations and information were largely consistent with evidence in the academic literature. Interviewees described the benefits of written guidelines but maintained personal contact was an essential part of CI intervention. The role of guidelines, their limitations and implications for EP practice are discussed.
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Inoue, Allison. "Educational psychology and dyslexia : an investigation into current thinking and practice." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychology-and-dyslexia-an-investigation-into-current-thinking-and-practice(d6972ab8-e34a-4d27-b6f0-1fbfe9e0f188).html.
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Paper 1: This first of three papers identified current areas of educational psychologist (EP) scholarship across key publications read by a sample of 13 EPs working in three different models of service delivery in England on the topic of developmental dyslexia (henceforth, dyslexia). Findings imply that the EPs sampled do not access high quality scientific research literature on dyslexia; most of the literature accessed appears to be non-peer reviewed and there is little information to support the development of EP practice for assessment and intervention, understanding the link between literacy failure and mental health, or how all this contributes to a consultation method of service delivery. Paper 2: The focus of the empirical paper was to describe and analyse how EPs currently conceptualise dyslexia and delineate what they do with regard to assessment and intervention. Furthermore, it explored how EPs' beliefs about dyslexia, and the wider social context, impact on practice. Findings suggest that dyslexia remains an area of significant confusion and contradiction for the EPs interviewed. Most continue to rely on the British Psychological Society's (BPS, 1999) definition but this appears to add to their confusion rather than clarify their thinking which, in turn, seems to reinforce their beliefs or 'world view' about dyslexia. A very narrow range of actual practice in terms of assessment and intervention was described by the participants. Paper 3: The final paper discussed evidence-based practice (EBP), effective dissemination strategies to promote and measure outcomes, and the impact of such research. To conclude, some thought is given to ways in which the current research contributes to EBP and possible media for dissemination.
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Whitehouse, Coleen. "An exploration of designated teachers' perceptions of the role of educational psychologists in supporting looked after children." Thesis, University of East London, 2014. http://roar.uel.ac.uk/3972/.
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The present study aims to explore Designated Teachers’ (DTs) perceptions of the contribution that Educational Psychologists (EPs) make towards supporting Looked After Children (LAC). The aim of this research is to gain insight into how teachers consider EPs can best support LAC at the individual, school and multiagency level. The present study explores this topic by adopting a critical realist perspective and employing a two phase, sequential mixed methods design. A preliminary quantitative data collection phase was employed followed by a principal qualitative data collection phase. In phase one data was collected using a self- administered questionnaire, designed for the purpose of the current study. The quantitative data was analysed via descriptive statistics (using percentages). In phase two, data was collected using semi-structured interviews and analysed using thematic analysis. The findings demonstrate that DTs recognised the knowledge of EPs and placed some value in their practice and the way in which they work. DTs highlighted several limitations when working with EPs to support LAC. Their comments indicated a misunderstanding or differing expectations between schools and EPs in relation to how EPs work and the work DTs require. DTs explained that they generally call on EPs when they have concerns regarding children’s learning and they tend to think of other services in order to address concerns surrounding children’s wider social, emotional and behavioural needs. In the future, DTs would like to see greater access to EPs, including regular input for LAC over time, having a link EP to their school and greater input on a face to face basis as well as on an informal basis. DTs also perceived EPs to be well placed to help them address some of the challenges they encounter when working with LAC: having a greater understanding of what EPs do and how they can support LAC, training on the general needs of LAC and how to work effectively with the multiple agencies involved with LAC. The current study identifies factors which may help to improve EPs understanding of how schools perceive their role in supporting one of the most vulnerable pupil groups.
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Purcell, Sarah Helen. "A Q-methodological study : educational psychologists' perceptions of their role in supporting and developing nurture principles and practices in educational settings : implications for practice." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2815/.
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The focus of the current research concerned the identification of a range of activities and roles educational psychologists (EPs) perceived to be most valuable for them to undertake in order to support and develop nurture principles and practices (NPPs) in educational settings. Nurture groups (NGs) were introduced by Marjorie Boxall, EP, in the 1970s to support pupils with social, emotional and behavioural difficulties (SEBDs). Boxall drew upon Bowlby's work (e.g. Bowlby, 1965; 1969; 1973; 1980) around attachment theory to develop the concept of NGs (Binnie & Allen, 2008). Six principles of nurture underpin all activities and interactions in NGs. It is through the application of NPPs that pupils acquire skills which reduce barriers to learning and success in the classroom (Colley, 2009). Recently, NPPs have been applied more widely in 'nurturing settings', rather than solely within NGs. The current study investigated how EPs could translate attachment theory into practice (Randall, 2010), via the use of NPPs, using Q-methodology (Stephenson, 1953), an inverted technique of factor analysis. EPs rank-ordered a set of statements (activities they could undertake to support and develop NPPs) from 'least valuable' to 'most valuable'. Several valuable activities and two EP roles emerged from the data: Role 1: Nurturing Environments, Nurturing Children: providing support at the setting level (supporting staff) to create nurturing and emotionally literate environments; and providing support at the individual (children and young people- CYP) level; Role 2: Strategy and Systems: working at a strategic level to promote NPPs; and providing support at the setting level to develop a whole-setting approach to the implementation of NPPs. These roles were discussed in relation to the general role of the EP and the attachment literature. Consequently, implications for practice were highlighted. Limitations of the study were discussed.
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Lightfoot, Louise. "The role of practitioner educational psychologists in supporting a residential setting to meet the needs of looked after children." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-practitioner-educational-psychologists-in-supporting-a-residential-setting-to-meet-the-needs-of-looked-after-children(67a5b313-7c73-4083-b6bf-22260c8f9a30).html.
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This research focuses on the role of Educational Psychologists (EPs) in supporting looked after children in a residential home (LACRH). This population can be considered vulnerable in that they are likely to achieve poorer outcomes compared to their non-LAC peers (Jackson & McParlin, 2006). Children in residential care are considered the most vulnerable subsection of the LAC population (Rutter, 2000), and therefore the Educational Psychology Service (EPS) has commissioned a pilot model of service delivery for the children’s residential care provision within the local authority (LA). Three EPs who were already established providers of EP services to children’s residential care homes were interviewed. This information was used to inform a model of service delivery generated by a team of 11 EPs in the commissioning LA. This model was presented to 13 staff in a children’s home, which hosted the pilot. An action research (AR) method was used (Reason & Bradbury, 2001). This model was presented to staff in the selected children’s home and pre-measures were taken via questionnaire. Staff from the home refined the model and subsequently commissioned work from the EP team in light of their needs. The model of service delivery was evaluated by home staff via post- measure questionnaires. EPs in the commissioning LA and home staff also participated in evaluative focus groups. Data was subject to content and thematic analysis. Pre and post measure data was compared to track changes in opinion. The model was highly valued by EPs and home staff. Home staff valued the knowledge and support offered to them via the model of service delivery. The findings support the contention that EPs have a distinct role in supporting the residential setting to meet the needs of LAC
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Fee, Jonathan. "An exploration of educational psychologists' views of their role with child and adolescent mental health and psychological wellbeing." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1441/.
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This thesis explores the role of educational psychologists (EPs) working with mental health and psychological wellbeing. A mixed methods parallel design weighted towards the quantitative phase of the research has been adopted. An electronic questionnaire was sent to three local authority educational psychology services in the southern region of England to establish the nature of EP involvement in mental health and psychological wellbeing. The quantitative phase of the research provides a context for the more detailed qualitative phase. The process of Grounded Theory was followed to complete six in-depth interviews with EPs with a range of backgrounds and experience. The findings indicated that EPs are engaging in some mental heatlh and psychological wellbeing work, although this varies between individuals and services. The emerging theory focused on the need for EPs to have a clear vision of their role and work holistically along a continuum of practice to meet the needs of children and young people. Issues around training, opportunity and supervision were identified as important factors needing to be addressed to allow EPs to engage in more of this type of work. Other issues such as understanding the various perspectives on mental health, the location of the EPS, working with other professionals and dealing with governance also emerged as important areas to consider. Finally, a model of meeting the mental health and psychological wellbeing need of children and young people is proposed to aid services to review the various components that might facilitate EPs engaging in more work of this nature.
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Bagley, Christopher. ""Pass the parcel" : are managed moves an effective intervention : is there a role for educational psychologists in facilitating the process?" Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020014/.
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Permanent and fixed-term exclusions were introduced in the Education Act (1986). Despite ongoing assertions by the government advocating a reduction in exclusions, the demographic of those excluded has remained similar. A managed move is an alternative to permanent exclusion. Little research has evaluated the process or assessed what constitutes best practice. This study establishes how the managed move process works, the reasons managed moves are initiated, what constitutes and influences success, the problems and how Educational Psychologists (EPs) can best impact upon their implementation. A single case study methodology was adopted. Within one Local Authority, four sub-groups were highlighted: school professionals (SPs), Local Authority (LA) officers, parents and young people (YP). A mixed-method design was used. Quantitative data on exclusion were gathered from the LA and national records. Semi—structured interviews took place with eleven SPs, five LA officers, five parents and five YP. These were evaluated using thematic analysis. Further data regarding YP views was elicited using personal construct psychology and solution-focused methods. The researcher, as an embedded member of the LA, was able to report informal observations around managed moves in context. Managed moves are discussed at the borough School Behaviour and Attendance Panel (SBAP) and brokered by Head-teachers. When a YP experiences a managed move, they remain on roll in their starter school and take part in a six week trial in a host school. Bullying/social isolation, breakdown in relationships and behaviour were the main reasons given for managed moves. Success was defined as where a YP experiences happiness and improved self-perceptions and makes progress in their learning. Factors contributing to success included: a fresh start for YP, without pre-judgement, effective home-school communication, early intervention, pastoral work, commitment of all stakeholders, school suitability and involving the YP in the process. A number of problems were identified, including: inter-school tensions, negative narratives around YP, use of the process as an alternative to permanent exclusion, a provision gap for YP with additional needs, accurate identification of special educational needs, the impact of the results agenda, issues around timing and family stress and systemic concerns regarding UK education policy. The findings suggest that EPs could maximise their impact by clearly explaining their skill set, working preventatively, accurately establishing YP's needs and using systemic and social constructionist thinking. Potential implications at LA and national level are discussed.
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Cording, James. "A study of educational psychologists' use of consultation and users' views on what a service should deliver." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3294.
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Paper 1 - Consultation is a widely used model of practice amongst Educational Psychology Services (EPS) in the United Kingdom (UK) as evidenced in the amount of research carried out on this practice (Leadbetter, 2006, p. 246). This paper attempts to supplement the limited evidence on how and why consultation is used. This paper provides an account of Educational Psychologists (EPs) perceptions of using consultation in a Welsh Educational Psychology Service (EPS). The study uses a thematic analysis of interviews with EPs and 3 accounts of the practice of consultation are provided as examples of how consultation is used. Data analysis revealed that EPs’ practice is dominated by the influence of Wagner’s model of consultation, which is a result of both university, and service based training and not because they feel it is necessarily the best way of working and were vague about their reasons for using this approach. Evidence emerged to suggest EPs were only aware of one model of consultation, which is the Wagner model. Evidence also emerged to suggest that EPs confused service delivery models with models of consultation and that EPs are unclear about their unique skills and role when using consultation and feel that schools do not understand the work they are trying to achieve when working in this way. EPs also considered that schools want more time with them, but burdensome bureaucracy hinders this. These findings are discussed in more detail at the end of Paper 2 where the overall findings suggest there is a systemic problem in Pantysgawn EPS, where the dominance of the EP role to provide statutory assessments prevents EPs from working in a truly consultative way. The paper ends by discussing the key element of the EP’s role, whether a consistent and rigid adherence to one practice model is practicable or desirable, and the various ways that EP services can monitor outcomes to alleviate some of the bureaucratic processes. Paper 2 - Paper 1 of this study looked at EPs’ perceptions of using consultation. Very few studies have looked at service users experiences in consultation based EP services. Paper 2 therefore looks at schools’ perceptions of the EP service and considers the benefits and barriers to effective service delivery using a thematic analysis of interviews with staff from 5 primary and 3 secondary schools. Findings suggest that schools continue to regard the expertise of the EP as being a provider of individual assessments, but they also revealed an awareness of the wider systemic role that EPs can provide. This traditional view of the role of the EP is discussed in terms of a wider systemic pressure for schools to seek this kind of EP intervention due to the Local Authority’s (LA) focus on statutory assessments. Schools appreciated a greater continuity of EPS staff as this helped them to develop more productive working relationships and they wanted more time with the EP. The findings suggest that the level of bureaucracy and the statutory assessment requirements to gain access to targeted resources were a barrier to working more effectively with schools. The paper ends by integrating these findings with the paper 1 findings and discussing the key element of the EP’s role, whether a consistent and rigid adherence to one practice model is practicable or desirable, and the various ways that EP services can monitor outcomes to alleviate some of the bureaucratic processes.
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Nield, Frances. "Just tell me when you don't understand : an exploration of the role of educational psychologists in the assessment of children's language." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/74535/.
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Children with language difficulties generally have their needs recognised at an early age through the established systems for monitoring pre-school developmental milestones. This study is based, however, upon the argument that a child will be referred to an educational psychologist because someone has concerns about some aspect of development or progress, possibly relating to a range of overt issues or behaviours and, as language difficulties lie along a dimension from mild to severe, less-evident language difficulties could be a constituent feature in a more complex presentation. Therefore early consideration of a wide range of potentially contributory factors is central to the psychological approach to the initial formulation of a child’s learning profile. Review of the literature illustrates the importance of early detection of language needs to minimise both short-term and longer-term difficulties, and educational psychologists are arguably well-placed to contribute to this; however, they may not feel confident in the assessment of children’s language, for a range of possible reasons which are discussed in this study. Although there is some research into confidence in professional practice, particularly in the field of medicine, there appears to be no specific study into confidence of the educational psychologist in practice. A tentative view based upon the researcher’s professional experience, and supported by the tangentially related research, suggests that there may be some issues of confidence for some EPs in this area of professional practice. It is suggested that educational psychologists could develop confidence in response to a simple two-part intervention: provision of basic information in the area of language difficulties, and the use of a specific informal assessment task designed both as a rapport-building activity, and acting as a screen or triage to indicate whether more detailed assessment or referral to a specialist speech and language therapist might be indicated. The study employs a mixed methods design, based in a critical realism approach to research, and which generates both quantitative and qualitative data. Phase I of the study explored the EPs’ confidence, to determine whether there was a basis of informal evidence for the premise of the study. An initial baseline of EPs’ confidence was elicited through a survey questionnaire to the whole Educational Psychology Service. EPs from the service who volunteered to be part of the Phase II of the study then self-rated their confidence in this area at the outset of the study, in an individual interview with the researcher. This group of EPs also received training on language difficulties and on the application of a specific assessment activity. Phase III involved three academic terms for the EPs to apply the assessment method in their general casework. Phase IV was a further self-rating of each EP’s confidence at the end of the study as part of a further interview with the researcher, and Phase V was a group discussion with the participants, sharing views of the study and its strengths and weaknesses. The numerical data are presented in graphical form, and Thematic Analysis has been applied to interview data to identify the key themes from the study. At the conclusion of the study, all but two educational psychologists reported an increase in their confidence in this area (one dropped by one point, one remained at the same high level of confidence), and reported that the study had made a positive change to their practice in this area. Results are presented in full and a range of issues discussed; the study provides some initial and tentative conclusions leading to suggestions for the professional practice of educational psychologists.
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Moolla, Nadeen. "The role of school psychologists in school development in South Africa: the challenge of intersectoral collaboration." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9202_1347975721.
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School psychologists in South Africa are employed by the state to provide psychological services to schools. The role of school psychologists has been debated and contested nationally and internationally for many decades, with the need for a paradigm shift in school psychology practice and redefining the role of school psychologists being highlighted. In this study, the roles and practices of school psychologists are explored, with a focus on the nature of collaborative work engaged in when facilitating school development. In particular, challenges that emerge when school psychologists work with other sectors to facilitate school development are investigated. The overall research question was: What are the challenges that face school psychologists who facilitate school development through intersectoral collaboration and how can these challenges be addressed?
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Carney, Cian Michael. "An exploration of the perceptions developing educational psychologists have of their role supporting mental health in schools, and the implications for the profession." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31051.
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The training of educational psychologists has extensively changed in recent years, culminating in the development of doctoral courses and the removal of the teaching requirement for applicants. These changes have enabled applicants with a wide variety of relevant experience and background to join the profession. There has also been a renewed governmental focus on mental health in schools, and proactive supports for mental health and wellbeing for children and young people, as demonstrated in the Government’s’ Future in Mind publication. This thesis presents exploratory psychological research that examines the views trainee educational psychologists (TEPs) and recently qualified educational psychologists (RQEPs) have of their role supporting mental health in schools, the training they have received, and their profession title. The findings were that both TEPs and RQEPs viewed supporting social and emotional wellbeing was a core aspect of their role, although they were reluctant to use the term ‘mental health’ to describe the type of support they provided.
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Stiller, Anne-Kathrin [Verfasser], Bernhard [Akademischer Betreuer] Schmitz, and Wolfgang [Akademischer Betreuer] Ellermeier. "Emotion Regulation in Educational Contexts: The Role of Positive Strategies and Self-control / Anne-Kathrin Stiller ; Bernhard Schmitz, Wolfgang Ellermeier." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2020. http://d-nb.info/1204562687/34.
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Stiller, Anne-Kathrin [Verfasser], Bernhard Akademischer Betreuer] Schmitz, and Wolfgang [Akademischer Betreuer] [Ellermeier. "Emotion Regulation in Educational Contexts: The Role of Positive Strategies and Self-control / Anne-Kathrin Stiller ; Bernhard Schmitz, Wolfgang Ellermeier." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2020. http://d-nb.info/1204562687/34.
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Redfern, Alexandra. "How can parents be supported in improving child sleep and is this a role for educational psychologists? : a mixed-methods multiple case study." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14234/.
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Child sleep difficulties are a common behaviour problem reported by parents (Wiggs, 2007). Sleep problems have been found to have an impact on cognition, mood, attention and behaviour (Vriend et al., 2013; Dahl,1996; Pilcher and Huffcut,1996; Fallone et al., 2005). Such findings suggest that involvement of educational psychologists (EPs) may be relevant in terms of addressing child sleep issues which could potentially impact on the child's social, emotional and academic development. Existing research supports the effectiveness of behavioural interventions to address child sleep difficulties (Malow et al., 2014; Moon et al., 2010; Reed et al., 2009; Ramchandani et al, 2000; Milan et al., 1981; Adams and Rickert, 1989). The present research was a multiple case study involving the parents of three children with sleep difficulties who participated in a trainee EP-led intervention designed to improve child sleep. A mixed-methodological exploratory design was used. Intervention materials were created and delivered to parents individually by the researcher during one two-hour session. Skills typically employed by EPs were used to facilitate change. Parents put into action an individualised and collaboratively-created plan supported by weekly telephone calls. The School Behaviours Rating Scale (Gardon, 2009), the Children's Sleep Habits Questionnaire (Owens, 2000) and sleep diaries were used to gather data to measure pre- and post-intervention scores. Analysis of sleep diaries kept throughout the intervention and a post-intervention questionnaire also provided data about influence. Thematic analysis of pre- and post-intervention parent interviews and of the researcher reflective diary explored stories around sleep and experiences of the intervention as well as the significance of the role of the EP/trainee EP (TEP). Findings suggest that all parents reported an improvement in child sleep. There were some improvements in teacher reports of child behaviour but this is not considered to be conclusive. Parents reported a high level of satisfaction with the intervention. Methodological limitations of the results are discussed and implications for professional practice in terms of the role of EPs are considered.
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Andrews, Rachael. "Reaching for a shared understanding : exploring the views of Educational Psychologists (Eps) and Special Educational Needs Coordinators (SENCOs) about the role of the EP in supporting mental health and psychological well-being in schools." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6463/.
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This qualitative research, which adopted a pairing of social constructionism and participatory paradigms, posed the question of how Educational Psychologists and Special Educational Needs Co-ordinators view the role of the Educational Psychologist in supporting mental health and psychological wellbeing in schools. The views of four Educational Psychologists and three Special Educational Needs Co-ordinators were explored through semi-structured interviews. A thematic analysis of the interviews led to two thematic maps being created. Educational Psychologists wished to support the mental health and wellbeing of both children and young people and staff and viewed it as part of their role. However, they were aware of the barriers to engaging in his type of work, which could have wide-reaching implications for practice. The Educational Psychologists gave examples of mental health and wellbeing support that they had given to schools at an individual, group and whole school level. The Educational Psychologists identified a focus on emotional wellbeing that was threaded through all their duties, but acknowledged that this focus was not always recognised or understood by other professionals or service users. The Special Educational Needs Co-ordinators had not previously considered the Educational Psychology role to include mental health and wellbeing within schools but rather carrying out assessment. The Special Educational Needs Co-ordinators called for clarity around the Educational Psychology role and the activities that the Educational Psychology service can offer. The Special Educational Needs Co-ordinators expressed that they would value more support from Educational Psychologists to deliver therapeutic interventions and set up supervision for staff in schools. A working party comprising the principal researcher and the three Special Educational Needs Co-ordinators co-researchers explored the thematic maps and worked collaboratively to agree next steps, including ways in which the role of the Educational Psychologist in supporting mental health and wellbeing could be communicated more clearly with other professionals within the local authority where the research took place.
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Vivash, Joanna Louise. "The use of Bronfenbrenner's eco-systemic model to explore the role of educational psychologists in supporting provision for children with speech, language and communiccation needs." Thesis, UCL Institute of Education (IOE), 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.710898.
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