Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.583152
Title: An exploration of the impact of consultation on educational psychology service users, namely teachers, parents and pupils in a large rural local authority
Author: Henderson, Andrea
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2013
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Abstract:
Research and recent policy developments in the education of children with special educational needs highlight the need for both greater involvement of parents and pupils in determining how pupil needs are met, and increased accountability of educational psychology services, particularly in demonstrating the impact interventions have on clients, namely children and young people. The research aimed to explore the impact of consultation in relation to four areas, namely teachers’ perceptions of their ability to make a difference with regard to progress of the pupils about whom they are concerned; parental perceptions of whether consultation had made a difference to their child’s subsequent progress; pupil perceptions of whether/how actions undertaken following EPs’ consultation with school staff and/or their parents had made a difference to their progress; and what educational psychologists considered to be the key factors enabling consultation to contribute to pupil progress. The educational psychologists used consultation in school with teachers, using Target Monitoring and Evaluation (TME) in order to set targets and monitor progress. Semi-structured interviews were carried out in order to ascertain perceptions regarding the consultation process. Findings suggest that although consultation is perceived as a helpful approach by EPs and those to whom they offered consultation, review and further development of the Service approach to consultation is needed to ensure the greater involvement of parents and pupils in determining and monitoring targets set.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.Psych.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.583152  DOI: Not available
Keywords: BF Psychology ; L Education (General) ; LB Theory and practice of education
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