Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532959
Title: "... asked to take on the training of our profession" : Principal Educational Psychologists' views - hopes, expectations and concerns - about employing Trainee Educational Psychologists
Author: Parker, Richard
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2009
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Abstract:
Educational Psychology is a profession in the United Kingdom (UK) for which the Government's Children's Workforce Development Council has posited an important role in supporting professionals across the children's workforce in order to improve outcomes for children and young people. At a time when much had been changing for the children's workforce, the process by which Educational Psychologists' initial training takes place was altered. These changes had, in turn, created further demands on Educational Psychology Services as trainers. Drawing on themes discovered through this research I propose a model describing factors likely to affect what happens in Educational Psychology Services where Trainee Educational Psychologists are employed. I suggest that these factors could create virtuous circles or vicious cycles for Trainee Educational Psychologists, Educational Psychologists and Educational Psychology Services as a result of their involvement in the new training arrangements. In this research I aimed to discover what nine Principal Educational Psychologists' hopes, expectations and concerns were about these new arrangements, how they had prepared to play their part in them and how they had experienced this situation. Working with these Principal Educational Psychologists I devised a semistructured interview, data from which were analysed using Thematic Analysis to discover surface themes in their answers. Interpretative Phenomenological Analysis was used to gain a picture of their life world and their experience of what was happening around them. These Principal Educational Psychologists had found planning for the new arrangements difficult due to a range of factors related to the arrangements themselves and to other change going on within their Local Authorities and beyond. Their talk suggested that whilst Trainee Educational Psychologists had been expected to have positive effects upon Educational Psychology Services, their experience, learning and development could have varied markedly, dependent upon what had happened in the Service they worked in. Their talk also indicated that much of what had happened around them had been confusing, at times verging on unbelievable and that the behaviour of Educational Psychologists and the wider profession might have contributed to the difficult situation they described. The Principal Educational Psychologists' talk also indicated other issues that might have affected Trainee Educational Psychologist experience and learning and so their initial and subsequent trajectories of learning and professional identity. I conclude the report with additional questions that need addressing and suggestions for further research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Chi.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.532959  DOI: Not available
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