Do educational psychologists “walk the talk” when consulting?

Kennedy, Emma Kate; Frederickson, Norah; Monsen, Jeremy J.

doi:10.1080/02667360802256733

Cited by 16 publications

(12 citation statements)

References 50 publications

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“…Studies of contextually relevant "live" problem-analyses are few and far between. Kennedy, Frederickson and Monsen (2008) analysed 17 case studies of EP/teacher consultations, one of the few published studies of qualified practitioners engaging in real world problem solving. The design and purpose of the study precluded addressing whether the social psychological factors identified earlier affected intervention planning.…”

Section: Educational Psychology In Practice 85mentioning

confidence: 99%

Further iterations on using the Problem-analysis Framework

Annan

Chua

Cole

et al. 2013

Educational Psychology in Practice

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2013) Further iterations on using the Problem-analysis Framework, Educational Psychology in Practice: theory, research and practice in educational psychology, 29:1, 79-95, A core component of applied educational and child psychology practice is the skilfulness with which practitioners are able to rigorously structure and conceptualise complex real world human problems. This is done in such a way that when they (with others) jointly work on them, there is an increased likelihood of positive outcomes being achieved for clients. The Problem-analysis Framework as discussed in this paper offers one way of working with such complexity which is grounded in a sound knowledge based in applied psychology. This paper provides further clarity on using the framework within applied practice. The authors were all trained in and use the Problem-analysis Framework and now work in many different types of applied settings within Australia, Iceland, New Zealand, Singapore and the United Kingdom. This paper illuminates important aspects of the problem-analysis approach itself for those currently learning it, as well as providing an aide-mémoire to those using it and those who want to develop their skills in this area.

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Section: Educational Psychology In Practice 85mentioning

confidence: 99%

Further iterations on using the Problem-analysis Framework

Annan

Chua

Cole

et al. 2013

Educational Psychology in Practice

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“…If the aim is to gain in-depth understanding of a complex problem with a view towards achieving 'therapeutic outcome', this would require a facilitator with psychodynamic training. If the aim is to encourage reflective practice, the session could be feasibly facilitated and contained (Bion, 1970) by an experienced educator or an educational psychologist, whose responsibilities include supporting teachers (Kennedy, Frederickson, & Monse, 2008) when students have emotional and behavioural difficulties. In any case, the facilitators should be able to initiate and lead on didactically in the first phases, and challenge common sense assumptions.…”

Section: A Discussion On Facilitation and Pre-understandingmentioning

confidence: 99%

“…In any case, the facilitators should be able to initiate and lead on didactically in the first phases, and challenge common sense assumptions. Educational psychologists have been found to espouse theories based on solution-focused thinking, systemic practice and problem-solving (Kennedy et al, 2008). It could be argued that depthhermeneutics represents the opposite approach; what we call 'complexity expansion'.…”

Section: A Discussion On Facilitation and Pre-understandingmentioning

confidence: 99%

Depth-hermeneutics: a psychosocial approach to facilitate teachers’ reflective practice?

Gripsrud

Mellon

Ramvi

2018

Reflective Practice

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In this article we present and outline depth-hermeneutics as a new application of a theoretically founded psychosocial approach, with the ambition of inspiring teachers to explore challenging aspects of their relational work with students. Empirical knowledge and psychodynamic theory suggest that teaching and learning are profoundly rooted in relationship based processes. Hence it is a prerequisite for improving learning and supporting teachers' professional development that challenging aspects in the student-teacher relationship be taken seriously by being examined, with the aim of enabling and supporting learning from experience in reflective practice. We suggest that group-based depth-hermeneutics, a qualitative psychosocial method, may allow for analysis and interpretation of situations and relations in school that may be experienced by teachers as difficult or incomprehensible. Drawing on an empirical example from fieldwork in a Norwegian middle school, we illustrate the nature of a challenging situation and relation in teaching and show step-by-step how depth-hermeneutics can be adapted, adopted, implemented, and facilitated in teacher groups, to increase scenic understanding of such complex phenomena.

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“…The difficulty for TEPs in gaining a clear understanding of the core features of consultation has been previously identified (Kennedy et al, 2009). This is primarily due to the small amount of research exploring what happens during a consultation (Kennedy et al, 2008). As such, a thorough analysis of what a wide range of EPs believe are the key features will help elucidate this fundamental but often misunderstood strand of EP work (O 'Farrell & Kinsella, 2018).…”

Section: Impact Statementmentioning

confidence: 99%

“…Key references, such as Kennedy et al (2008), were given to the researcher by their supervisor to set a baseline for the literature review. Due to the paucity of published research, especially for assessing the efficacy of consultation, the grey literature (Paez, 2017) was also examined.…”

Section: Thismentioning

confidence: 99%

What are the effective features of consultation? A mixed methods analysis

Langford¹

2021

Preprint

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Consultation is an integral part of many Educational Psychologist’s (EPs) work. Yet there is a large heterogeneity in understanding and use of this tool. Such diversity makes evaluating its efficacy difficult. This research therefore sought to identify what the effective features of consultation are by linking observed features to changes in agreed outcomes for children and young people (CYP). Mixed methods were employed to explore what EPs believe are the key features of consultation, what the barriers to effective consultation are, what happens in a consultation for a child or young person, and what combination of features can be identified in consultations which lead to positive changes for CYP. To explore EP views towards the effective features of consultation, 30 EPs were interviewed. Observable features of consultation were tallied for six consultations. For those consultations, goals were identified by participants and a baseline rating was given for each goal using Target Monitoring Evaluation (TME) forms. There were 10 goals identified. Change for these goals was recorded through completing the same form 6-8 weeks later, to allow analysis of which combination of features were present for children with differing progress towards outcomes. This was assessed using Qualitative Comparative Analysis (QCA). The most effective features of consultation, as identified by EPs, included the expert knowledge EPs have, the collaborative nature of consultation, and creating a shared understanding of the CYP and context for all participants. Consultations which were most likely to see positive change for CYP were ones in which the consultation was not dominated by gaining an understanding of the presenting problem. These results give clarity as to what the features of an effective consultation are through a mixed methods analysis. The findings have implications for EPs who use consultation, as well as consultees and those whom consultations are for.

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Do educational psychologists “walk the talk” when consulting?

Cited by 16 publications

References 50 publications

Further iterations on using the Problem-analysis Framework

Further iterations on using the Problem-analysis Framework

Depth-hermeneutics: a psychosocial approach to facilitate teachers’ reflective practice?

What are the effective features of consultation? A mixed methods analysis

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