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Title: Exploring the experiences of recently qualified educational psychologists in the area of emotional intelligence and applications in practice : an interpretative phenomenological analysis
Author: M'Gadzah, Shungu Hilda
ISNI:       0000 0004 2718 409X
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2011
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Background: Emotional intelligence (El1) is a relatively new construct with varying models and conceptualisations. The main models are cognitive 'Ability models' and non- cognitive 'Mixed models' (Mayer, Roberts & Barsade, 2008). Criticism has been levelled at this new construct including its associations with the construct of intelligence, and measurement of the construct (Waterhouse, 2006a). Despite these concerns El shows much potential as an intelligence related to social interaction and one which can be improved upon as part of life- long learning (Mayer, Salovey & Caruso, 2008). El has been linked to success in life and academic performance (Jordan & Troth, 2004). Its relevance has also been noted in Higher Education (HE) and a few research papers exist in other disciplines exploring how to incorporate El into the HE curriculum (e.g. Vandervoort, 2006). There is currently no research available exploring the experiences of recently qualified Educational Psychologists (EPs2) on training received in the area of El and on the subsequent impact of this training on EP practice. There are currently no published studies exploring the experiences and perceptions of trainee EPs using Interpretative Phenomenological Analysis (IPA3) research methodology. Aims: The aim of the current study was to explore the training experiences of recently qualified EPs in the area of EL The study aimed to capture the individual experiences of EPs and the meaning they attached to these experiences using IPA methodology (Smith, 2004). Participants were encouraged to reflect fully on their experiences in training and their subsequent experiences in the work place. The Research Questions focused on: the perceptions and experiences of recently qualified EPs on the usefulness of the construct El; their perceptions of the training they received in this area; the perceived influences of training received on subsequent practice and work with schools; and their perceptions and experiences of current efforts going on in the work place to develop emotional intelligence (El) and Emotional Literacy (EL 4 ). Method: Semi-structured interviews were conducted with 10 recently qualified EPs from a range of training courses. The verbatim transcripts resulting from the interviews were then analysed using IPA (Smith, 2004). Results: The analysis produced six Master themes. These were: 'Meaning making of the construct EF; 'Applying psychology to promote Emotional intelligence'; 'Working with schools to promote EF; 'Developing and applying therapeutic skills'; 'Evidence based research' and 'Experience of El in training received'. Conclusions: The study produced an insight into the experiences of recently qualified EPs on MSc courses in Educational Psychology of training received in the area of EL These findings can be used to inform the work of EPs in devising interventions and strategies in schools in this area as well as offering suggestions on how to incorporate El into the Doctoral training curriculum and other HE courses. Recommendations are offered and areas for further study are identified. Keywords: emotions; intelligences; emotional intelligence; emotional literacy; emotional learning; interpretative phenomenological analysis 1 Emotional Intelligence will be referred to as El throughout this thesis 2 Educational Psychologists will be referred to as EPs throughout this thesis 3 Interpretative Phenomenological Analysis will be referred to as IPA throughout this thesis 4 Emotional Literacy will be referred as EL throughout the thesis.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Ch.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available