Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.822874
Title: An action research investigation into a possible model of working between an EPS and an organisation that supports NEET (those not in education, employment or training) 16-25 year olds
Author: Turner-Forbes, Cara
ISNI:       0000 0005 0289 0323
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2017
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Abstract:
Background: Since the Children and Families Act 2014 educational psychologists (EPs) in England have been required to work with young people (YP) beyond statutory school age (up to the age of 25). This represents a new area of work for many EPs and there is a paucity of literature discussing the rationale and content of the work with this group. A systematic literature review (SLR) was conducted to investigate facilitators and barriers to working with hard to reach, including those not in education, employment or training (NEET), YP. The SLR identified themes that should be considered when working with this group. Due to the dearth of literature around how EPs could work with YP aged 16-25 an empirical research project investigated a possible model of working between an educational psychology service (EPS) and an organisation that supports NEET 16-25 year olds. Methods/ participants: The research employed an action research methodology, reporting specifically on stages 5-9 of the research and development in organisations (RADIO) model suggested by Knight and Timmins (1995); agreeing the focus of concern, negotiating framework for information gathering, gathering information, processing information with research sponsors/stakeholders and agreeing areas for future action. A series of eight focus groups were undertaken with three different stakeholder groups; the staff from the organisation, LA EPs and EPs from a LA EPS who were already working with 16-25 year olds. In total there were twelve participants; four members of staff from the organisation and eight EPs. Analysis/ findings: During the focus groups, themes were generated and then agreed by all parties. A thematic map was then created and sent to the participants for checking. Once the themes were 'checked' they were then used to inform the next stage of the research. Conclusion/ implications: Themes emerging from the research include the organisation staff's concerns and suggested ways of working with EPs, the facilitators and barriers to working with those YP aged 16-25 years old, the LA EPs concerns regarding the capacity of the team and of individual EPs to work with NEET 16-25 year olds and how the EPS may be able to support both individual NEET YP and the staff that support them. Implications for EP practice are considered using the emergent themes from the empirical research which include the difficulties of multi-agency working, EPs being able to support at both the individual and strategic level and the reality of real world research. Section three of the thesis considers the most effective ways of disseminating the current research. Current dissemination plans include preparing two of the sections for publication, discussing the research with those that are already interested in working with those aged 16-25 at the regional post 16 working group, and sharing the findings with those in the educational psychology service and local authority.
Supervisor: Woods, Kevin Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.822874  DOI: Not available
Keywords: NEET ; Action research ; Educational psychologist
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