Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532865
Title: Working with home school support workers to develop service delivery
Author: Thomas, Miles
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2008
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Abstract:
This study examines an Educational Psychologist's (EP's) experiences supporting the service delivery of paraprofessionals. Central to this is an evaluation of the utility of a training and evaluation model delivered to a group of paraprofessionals, Home School Support Workers (HSSWs) who support service users (families) experiencing difficulties related to pupil wellbeing, attendance and behaviour. The study also examines their perceptions of their role and efficacy generated in a series of focus groups, as well as the views of service managers (HTs) and service users gathered using semi structured interviews. These were subsequently analysed using Thematic Analysis (Braun and Clarke, 2006). Twenty HSSWs participated in training to develop Solution Focused (SF) work. (de Shazer, 1985,1988,1991 and 1994). Many EPs in the UK apply the approach and train others in it (Ajmal and Rees, 2001; Rees, 2005). However, outcome studies from educational and community contexts in the UK are limited and have been recommended as a priority for EPs (Stobie, Boyle and Woolfson, 2005). The SF model was extended by the researcher to incorporate an evaluation model, Goal Attainment Scaling (GAS) (Kiresuk and Sherman, 1968). GAS was developed in mental health settings to support programme evaluation i. e. the success of service users in achieving goals which have been co-constructed with support workers. This study is therefore also an exploration of a novel unification of two approaches (SF and GAS) to create a combined intervention and evaluation model suggested in the literature as potentially of utility. (Frederickson, 2002; Stobie, et a! 2005). The findings lead to a range of recommendations regarding the potential utility of the model in informing the evidence-based work of EPs, and others, delivering services. A range of findings relating to the experiences and perceptions of the participants are also reported
Supervisor: Not available Sponsor: Not available
Qualification Name: Doctorate of Applied Educational and Child Psychology Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.532865  DOI: Not available
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