Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504888
Title: Front line education practitioners experiences of multi-agency School Years Solihull Approach Training
Author: Sodhi, Rajinder
Awarding Body: The University of Essex
Current Institution: University of Essex
Date of Award: 2009
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Abstract:
The purpose of this concurrent mixed methods study was to explore and evaluate seven frontline education practitioners' experiences of The School Years Solihull Approach Training within a multi-agency context. A concurrent design with triangulation and complementarity was adopted. Personal Construct Psychology was used to explore the relationship between participants' experience of the training course and the way that they construed their professional role. At the same time the experience of the training was captured through individual semi-structured interviews and analysed through Interpretative Phenomenological Analysis (IPA). Seven themes emerged from the IPA analysis: (1 )New Awareness, Ways of Thinking and Understanding, (2) The Training Gives Direction and is Empowering, (3) Multi-Agency Brings Richness? (4) Permanency and Change: Is it too Late to Help? (5) Connecting with the Training on a Personal Level Makes it Make Sense, (6) The Feeling in the Training Space: Comfort, Reciprocity and Containment and (7) Applicability: How Can I Use it in My Work? The majority of participants construed themselves carrying out their practitio!1E?rrole more positively following the training. Findings are discu'ssed in relation to literature from four areas: Solihull Approach evaluation studies,' effective mUlti-agency training, effective training and adult learning theories. Implications for the role of the Educational Psychologist are discussed and reflexivity in the research process is reflected upon. In conclu~ion this study highlights that the School Years Solihull Approach Training within a Multi-agency context is a potentially valuable resource in developing mUlti-agency working and empowering frontline practitioners with conceptual tools that they can use to enhance their work with children, young people and their families on a daily basis.
Supervisor: Not available Sponsor: Not available
Qualification Name: D.Ch.Ed.Psy Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.504888  DOI: Not available
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