An exploration of developing the practice of educational psychologists with minority cultural and linguistic populations in England: A dynamic journey of understanding and change

Abstract

Aim(s)To explore the experiences of educational psychologists (EPs) and support reflection and professional development in their work with minority cultural and linguistic (C&L) populations.RationaleEPs are called on to work according to principles of equality and diversity and inclusion in their support of all children and young people. There has been little exploration of EP practice with minority C&L populations in England. This research aimed to address this gap.MethodA participatory action research (AR) design, comprising four focus groups. Data was analysed inductively and collaboratively with participants.FindingsThe development of practice with minority C&L populations was conceptualised as a dynamic journey of understanding and change. Findings support concepts in the literature including developing cultural self-awareness, skills and knowledge; reflection; taking each case as an individual.Implications: are discussed for developing practice at individual and service level.LimitationsThis research was generated from participatory AR with one educational psychology service (EPS), readers can assess the degree of transferability to other contexts. The inclusive terminology of the research questions may have hindered participants from addressing specific dimensions of cultural difference such as class and race.ConclusionsDrawing on critical race theory and cultural humility a framework is offered for EPs and EPSs to support the on-going process of reflection and practice development with minority C&L populations, and redressing of power imbalances at individual, societal and institutional levels.