Phenomenology

Abstract

The chapter examines phenomenology as a framework of inquiry for practicing educational psychologists who provide support to vulnerable populations in our society, and psychology researchers focused on understanding these experiences. Despite the longstanding tradition of phenomenological thinking in the pursuit of understanding human psychology, there has been a predisposition towards psychometric testing in school contexts. As educational psychologists and psychology researchers, we note that phenomenology is somewhat absent, or at least unrepresented, in the field of educational psychology. We demonstrate how understanding the life circumstances of a student experiencing difficulties at school can be better served utilising a phenomenological inquiry rather than frameworks that over emphasise psychometric testing. Psychometric testing is seen as limited in providing insight to understanding the complexities of human experience especially for vulnerable students. Through a case study, Hannu, we demonstrate how that in order to understand his unique experiences an educational psychologist can draw upon phenomenological approaches to describe Hannu's ‘hidden story’. Additionally, we discuss the challenges for educational psychology researchers in how to navigate the gap between philosophically related theory and research practice in supporting vulnerable individuals in an education context.