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Professional development and training in consultation: From knowledge to competence and capability in educational and child psychology practice in the UK
No full textHow is psychotherapy training perceived by psychiatric trainees? A cross-sectional observational study in Europe
No full textPreventing dropout: Lessons from Europe
No full textThis book describes an initiative that has proved effective in keeping more young people from dropping out of education, training or employment. The authors present case studies based on in-depth interviews with participants from five widely divergent European countries – the UK, Spain, the Czech Republic, Hungary and Ireland – which illustrate the effectiveness of early intervention in young people’s lives. This independently verified study shows the significant personal and economic benefits gained by identifying the groups most vulnerable to dropout early on and then working with them proactively to keep them engaged in education
The stories of parents whose children have been referred for an assessment for Autistic Spectrum Disorder (ASD): A narrative analysis
No full textThere is an increasing emphasis on the importance of parental voice in education, and specifically within the realm of Special Educational Needs (SEN). For parents whose children have been identified as potentially having Autistic Spectrum Disorder (ASD), their story may have begun long before there is professional involvement. There appears to be a dearth of qualitative research into parental experiences prior to their child’s ASD assessment. Therefore, this research explored the narratives of two parents whose children had been referred for an ASD assessment. Within a social constructivist, relativist paradigm, narratives were collected through in-depth interviews that enabled a detailed inductive analysis of each of the unique stories. Findings are discussed in relation to the analysis and related theory, research and policy. The limitations of this research and implications for future projects and Educational Psychology (EP) practice are also discussed, including how reflection on issues of power, hermeneutics, ontology and epistemology may be pertinent to EP practice
An exploration of a complex relationship: Teachers and Teaching Assistants working together in primary schools
No full textThere has been a huge increase in the number of Teaching Assistants (TAs) working in UK schools in recent decades, meaning that most teachers now share their classroom with at least one other adult. Despite this, there has been little systematic or structured research into such a key relationship in the education system. This thesis aims to address this by exploring teachers' and TAs' experiences of working together in primary schools. This is an exploratory piece of research which was conducted from a critical realist perspective. To find out more about the dynamics at play in this working relationship, semi-structured individual interviews were carried out with five teachers and five TAs across two primary schools. The data was subsequently analysed using thematic analysis. This illuminated six themes: 'power dynamic'; 'occupying different spaces'; 'interpersonal and intrapersonal factors'; 'systemic factors'; 'nature of the relationship'; and 'reflection on the relationship'. Each theme is described in detail and presented visually in a thematic map. The relationship between the themes is also discussed. The theme of 'power dynamic' in particular was found to have an effect on the other themes. The results are discussed in relation to previous literature, as well as theoretical frameworks relating to power, psychodynamic theory, and attachment theory. The strengths and limitations of this research are outlined alongside suggestions for future research. Potential implications for practice are then highlighted. For Educational Psychologists (EPs) this includes having both teachers and TAs present during consultations about students, facilitating 3supervision groups for teachers and TAs, and delivering training for these staff members on how to work together effectively. The thesis ends with self-reflections on the research journey
A child without a gender challenges our preconceptions about sex
No full textThe Canadian health card issued to baby Searyl Atli marked with a U for gender highlights the increased need in society to recognise and accommodate diversity in gender identities and expression. Whether this U stands for unknown, undisclosed or unidentified is not clear. But a binary definition of gender and the assumptions and expectations that go along with this are problematic for those who do not feel they fit into this construct. And that binary model of gender is being challenged, with many young people conceptualising it in terms of a spectrum...Click on official URL to continue readin