Perspectives of the educational psychologist’s role in a multi-agency children’s social care team: A cultural-historical activity theory framework

Abstract

Aim(s)This study explored views of the role of the Educational Psychologist (EP) working in multi-agency teams (MATs) supporting care experienced children (CEC), from both the perspectives of EPs and Social Workers (SWs) in Wales.Method/RationaleNumbers of children in care is rising in Wales, and the diversification of the role sees greater involvement of EPs in MATs supporting CEC. Online semi-structured individual interviews were conducted with five SW and EP pairs from MATs in Wales. EP and SW transcripts were analysed separately using reflexive Thematic Analysis (TA), before further analysis using the Cultural-Historical Activity Theory (CHAT) framework to explore tensions and contradictions.FindingsTA findings are presented in two thematic maps. TA of EP interviews highlighted EP’s core and bespoke contributions to multi-agency working, the unique EP input, as well as their skills in working at a variety of levels through direct working with CEC, families, other stakeholders, and the MAT. Analysis of SW interviews highlighted the unique contributions of the EP as well as their essential role in supporting the collaboration of the MAT. The complexity of findings is further examined through application to the CHAT framework.LimitationsLimitations include the absence of the voice of CEC, families, educational and residential settings, as well as the limitations of the semi-structured interview approach to exploring and unpicking the complexity of MATs.ConclusionsBest practice involves the integration of models of practice, and clarifying purpose, roles, and responsibilities. Suggestions for using CHAT to support MAT establishment and functioning are provided.