Training Of Educational Psychologists Research Articles

Exploration of supervisees’ experiences of a transcultural supervision activity

AimsRegulatory competences for educational psychologists (EPs) state specifications of understanding and acknowledging diversity and transcultural working within practice. This article explores the experiences of four trainee educational psychologists (TEPs) after participating in a Transcultural Supervision activity with their placement supervisors, which aims to promote culturally responsive working.MethodSupervisees’ views were gained through an online questionnaire and analysed using Thematic Analysis. The article explores the supervisee’s experience of the transcultural supervision activity and the impact of it on their cultural awareness and power dynamics within a supervisory relationship.FindingsFour superordinate themes were interpreted in the study, including: engagement, thoughts and feelings, developing cultural awareness and reducing power differential. The paper explores these themes in further detail alongside the subordinate themes constructed, before highlighting implications for educational psychology and supervisory practice.LimitationsLimitations of the research discussed including the sampling method, method of data collection used and the assumption made by the researcher that each participant has a similar understanding of the definitions of culture and power dynamics, limiting exploration of potentially contrasting discourses in practice.ConclusionsOverall, the transcultural supervision activity was reported to be beneficial in improving cultural awareness by supervisees and was also perceived as being influential in supporting power dynamics within new supervisory relationships. This complements previous research exploring the views of supervisors and their experience of the transcultural activity and has potential for further use in EP professional training and practice.

Non-complementarity in the training of educational psychologists and evaluation of their professional activity

The question of non-complementarity in the system of training and evaluation of the work of educational psychologists is examined. Through an analysis and comparison of various texts, ranging from legal and regulatory documents to specialized research, the author presents his view on the origins of this type of contradiction between psychological training in Russia and the system of evaluation of educational psychologists in the field of education. The results of this analysis offer insights into possible ways to solve the existing problem. This position is based on the identified contradictions between the following elements within the training of educational psychologists and the assessment of their professional activities: 1) legal and regulatory, 2) methodological, 3) educational, and 4) personal (personal-professional). The possibilities for resolving these contradictions are described in detail: Defining the basic characteristics of educational psychologists’ activities in the Federal State Educational Standards (FSES) and professional performance standards, as well as in the legal and methodological documents related to the work of school psychologists. Eliminate “methodological chaos” by creating a professional and scientifically accurate understanding of the content of educational psychology and its major areas of work in education. Legal clarification of the position and role of the psychologist in the education system and evaluation of the work of the educational psychologist. Рассматривается проблема акомплементарности в системе подготовки и оценки деятельности практического психолога образования. С помощью анализа и сравнения текстов различных публикаций (от юридических и нормативных документов до текста специальных исследований) автор показывает свое видение истоков такого рода «десинхронизации» системы подготовки и оценки деятельности практического психолога образования. Полученный в результате проведенного анализа результат позволяет выделить пути возможного преодоления существующей проблемы. В качестве оснований такого положения дел в системе подготовки и оценки деятельности практического психолога образования выделяются следующие несоответствия/не комплементарные отношения между элементами: 1) нормативно-правовые; 2) методологические; 3) образовательные; 4) личностные (личностно-профессиональные). Подробно описаны способы их преодоления: определение базовых характеристик деятельности специалистов-психологов во ФГОС и стандартах профессиональной деятельности, в нормативных и методических ведомственных документах по деятельности педагога-психолога; выход из «методологического хаоса» в понимании сути практической психологи, создание профессионального и научно-корректного понимание содержания как самой практической психологии в сфере образования, так и основных видов работ практического психолога образования; нормативное закрепление места и роли личности психолога в подготовки и оценки деятельности практического психолога образования.

Re-examining attachment theory in Educational Psychology: A call for culturally responsive practice

Attachment theory is embedded in Scottish educational policy and practice (Education Scotland, 2017) and is considered an optimal framework for understanding children and young people’s social and emotional development (Furnivall et al., 2012). However, since its first conceptualisation (Bowlby, 1958), cross-cultural scholars have critiqued the theory’s lack of cultural sensitivity. Evidence from cross-cultural research illustrates how attachment theory represents a Western, middle-class perspective, which does not consider the diversity of parenting practices and values across the world (Keller, 2018). This consideration is relevant for the Scottish context given the diversity of cultures present in the country today (Scottish Government, 2020). Subsequently, this article is the product of our learning and experiences as Trainee Educational Psychologists (TEPs). Using cross-cultural literature, as well as our own experiences on placement, we re-examine the underlying assumptions of attachment theory and consider its implications for educational psychology practice. We propose that a culturally responsive lens to attachment theory must be applied in order to ensure that we are meeting the needs of all children and young people.

Exploring the training experiences of trainee educational psychologists in supporting children and young people with literacy difficulties

AimsThis research aims to build a national picture of the range of training that trainee educational psychologists (TEPs) in England receive in relation to literacy difficulties and/or dyslexia (LitD/D), and how this goes on to influence their professional practice.Method/RationaleThe practice of educational psychologists (EPs) in working with children and young people with LitD/D has been described as inconsistent, as different EP services use different definitions, policies and diagnostic pathways. A lack of consensus in knowledge and practice may have negative implications for the principle of equality of access and the positioning of EPs as evidence-based practitioners. Focus groups were held across five universities, with 24 TEPs in their second or final year of the three-year professional doctorate training programme taking part. Transcripts were analysed thematically.FindingsTEPs’ training and professional experiences varied, with some perceiving that identifying and supporting children with LitD/D was not indicated as a priority concern in their practice placements.LimitationsThis was an exploratory study, which may limit the transferability of findings. However, the range of patterning of views and variation of opinions discussed by the participants suggest that a fair representation of TEPs’ experiences and perceptions was captured through the focus groups.ConclusionsConsidering TEPs acknowledged a desire to feel more competent in supporting children with LitD/D, there are implications for the content and approach of training programmes, and a need for more a directive role for professional legislation.

Learning from supervisor experience of increased virtual supervision for educational psychologists

ABSTRACT This research explored the experiences of supervisors of educational psychologists (EPs) and trainee EPs (TEPs), using an increase in virtual methods of supervision, first undertaken during the Covid-19 restrictions within one Local Authority (LA) in England. Eleven supervisors in different roles, with varying lengths of experience, were supervising a range of EP positions and contributed to the online semi-structured questionnaire, which focused on supervision delivery, opportunities, challenges, and contextual factors. The responses were analysed using thematic analysis, with a number of themes identified. Key conclusions related to value of supervision, differences in supervisory practice, adequate experience, and support for TEP development and competence including newly qualified EPs, emotional impact of supervising while working remotely, supervisor and supervisee wellbeing, and technological considerations. Implications for practice are explored.

The role of academic and professional tutors in supporting trainee educational psychologist wellbeing

ABSTRACT The wellbeing of doctoral students is an area that is well researched; however, no research has yet explored which factors of doctoral training have most impact upon trainee educational psychologist (TEP) wellbeing. TEPs across England and Wales completed a questionnaire to explore their doctoral wellbeing. Six themes were generated from a reflexive thematic analysis in relation to how academic and professional tutors can support wellbeing: facilitating relationships; adapting models of support; ensuring clear communication; addressing placement concerns; providing practical support and mediating the impact of the COVID-19 pandemic on doctoral study. Areas reported to have most impact on wellbeing included workload, making reasonable demands on self, having confidence in research, receiving quality feedback, and experiencing trusting relationships with supervisors. Findings were consistent with previous research and implications for those involved in the training of educational psychologists are discussed, including the need to prioritise wellbeing support in all aspects of training.

Applying a framework for critical reflection in educational psychology practice: views of trainee educational psychologists

ABSTRACT A framework to support critical reflection in educational psychology (EP) practice is described. The process of critical reflection and the underlying theoretical ideas are discussed, including the links between critical reflection and action for social justice change in EP work. The article reports on a participatory research project with trainee educational psychologists on their experiences of using the framework in practice. Four focus groups were held involving 16 co-researchers; the videos of the focus groups were analysed using a thematic analysis approach by the co-researchers themselves. Themes identified relating to their experience of using the framework are: ‘positive experience’, ‘flexible application’, ‘facilitating deeper thinking’, ‘influence of self (reflexivity)’. Themes relating to co-researcher views on how the framework can be developed are related to accessibility and usability. The article concludes with implications of the research for use and development of the framework and for critically reflective EP training and practice.

Challenging culture from within: The experiences and hopes of a new Trainee Educational Psychologist network

The Trainee Educational Psychologists’ Initiative for Cultural Change (TEPICC) is a working group that aims to address issues around equality, diversity, and inclusion (EDI) within educational psychologist (EP) training and the profession. In this paper, members of TEPICC share their reflections on the current state of the EP profession in relation to anti-racism practice and EDI principles. Key areas of discussion include reflections on training course curricula, experiences on professional placements, and the understanding and application of EDI principles across different aspects of training and practice. The need for culturally responsive supervision and ongoing opportunities for trainee educational psychologists (TEPs) and EPs to reflect on how they relate to EDI, are discussed. An emphasis is placed on the importance of fostering a sense of belonging for TEPs and EPs who identify as being from minoritised-ethnic backgrounds across course and placement providers as well as within the profession more widely. Implications for the EP profession at large are discussed, and the paper concludes by identifying some key actions.

A Qualitative Review of Pre-Service Training of Educational Psychology Consultants in the United Kingdom

ABSTRACT In the field of Educational Psychology, consultation is both a core competency to be achieved by the end of pre-service training and a practice that infuses all aspects of service delivery post-qualification. The present study aimed to explore the perspectives of university educators on preparing trainee educational psychologists to consult, especially following significant systemic change at social-political and professional standard levels. A qualitative exploratory design was chosen to inform semi-structured interviews with 14 participants from 16 universities in the United Kingdom providing post-graduate training. These interviews were analyzed thematically, with 10 over-arching themes identified. Themes are discussed across three aspects: (i) systemic factors, (ii) facilitators and barriers in consultation training in the current UK context and (iii) curriculum content and pedagogic methods used in consultation training at pre-service level. Strengths, limitations, and implications for applied practice and future research are discussed.

An exploration of two supervisors’ engagement in a transcultural supervision exercise to support culturally responsive supervision with trainee educational psychologists (TEPs)

ABSTRACT The paper explores the impact of an exercise used to promote culturally sensitive supervision on supervisors. It begins with an overview of the role of power dynamics and cultural awareness within supervision. Two supervisors’ experiences of engaging in a transcultural supervision activity with their respective supervisees, trainee educational psychologists (TEPs), are then analysed using Interpretative Phenomenological Analysis (IPA). The two supervisors found engaging in the transcultural supervision exercise initially led to feelings of apprehension but overall was a positive experience. It had a constructive impact on the supervisory relationship; increasing the supervisors’ feelings of connection, developing a trusting relationship, and presenting an opportunity to share and understand each other’s values. It also promoted an ethnorelative way of working, increased supervisors’ cultural awareness, attended to power disparities within supervision, widened perspective taking, and had potential impact on wider practice.

Supporting Primary 2 teachers through consultation and engagement with the CIRCLE framework for inclusive practice, in a post-Covid-19 context

The Covid-19 pandemic created many challenges for teachers who had to adapt their practice to fit new online teaching models. Since this period of disruption has come to an end, there has been little research on how teachers are being supported as they return to the physical classroom. This research explores collaborative work between three trainee educational psychologists (TEPs) and two primary teachers, using the consultation model (Wagner, 1995) and the Child Inclusion Research into Curriculum Learning Education (CIRCLE) framework for inclusive practice (Maciver et al, 2021) to produce strategies to support the needs of the children in their classrooms. Teacher self-efficacy (Tschannen-Moran et al., 1998) was examined in relation to inclusive classroom practice and the consultation process. This article is an abridged version of the original report and focuses on three of the themes identified in relation to educational psychology practice; ‘Solution focused language and problem solving’; ‘Collaboration’, and ‘Time’. Findings suggest that using the CIRCLE framework in conjunction with consultation supports Teacher self-efficacy (TSE) and inclusive classroom practice.

Culturally responsive supervision: A reflective account on the value of acknowledging and working with difference within supervision

Aims/Intention:This paper reflects on our use of a transcultural supervision exercise within our triad consisting of a university supervisor and two trainee educational psychologists. We consider the implication for our relationships, how we understand each other and our cultures and how we would use such activities in the future.Process of reflection:We selected Gibbs’ reflective cycle (1988) because it provides a structured framework for critical reflection of a learning experience.Implications for theory/practice:We found the implications are that this exercise enabled us to recognise and appreciate our differences and therefore take an ethnorelative approach where each of us had a greater understanding of each other and our perspectives. This helped us recognise our ethnocentricism and when this might impact on our understanding of each other and those we work with.Conclusions:We concluded that this activity and others like it, where each of us share our culture and is curious about the culture of those we undertake supervision with, is supportive of developing safe spaces. From our perspectives, it enabled openness and subsequently a deeper discussion of issues that provoked emotion including those of racism and inclusion.

An exploration of the use of low-level behaviour management systems in secondary schools: Using student views, psychology and social justice to guide educational psychology practice

Aim:The aim of this paper is to consider the use of current low-level behaviour management systems in secondary schools and how educational psychologists can best work alongside these systems. It does this by combining a psychological discussion about low-level behaviour management systems with the findings from a mixed methods research project conducted with ten trainee educational psychologists (TEPs) who gathered the views of 155 secondary school students on the low-level behaviour management systems used in their schools.Rationale:Articles in the media have increasingly reported parents’ and professionals’ concerns with behaviour management that involves removal from lessons and periods of isolation. In November 2019, a motion was proposed to the Association of Educational Psychologists Annual General Meeting that educational psychologists (EPs) should be working with schools to reduce the number of exclusions and change the practice of punitive low-level behaviour management systems towards more relational based systems.Findings:The discussion proposed that low-level behaviour management systems do not sit comfortably with EPs’ understanding of behaviour change, social justice and ethical practice. The results of the group research project indicated that students perceive their peers to be more disruptive than themselves. Whilst they perceive unfairness and inconsistency in the application of whole school behaviour management systems they do not strongly disagree with their use.Limitations:The authors posit that current low-level behaviour management systems have a more serious impact on students with additional needs or those from vulnerable backgrounds, however a limitation of the study was the inability to differentiate between the views of students with additional needs to those without. We suggest that future research should seek to capture the perspectives of students with additional needs and/or those who have experienced exclusion as a result of the processes of low-level behaviour management systems.Conclusion:Despite students’ perception of unfairness and inconsistency in the application of whole school behaviour management systems, they do not strongly disagree with their use. EPs should work alongside school leaders to consider ways to protect vulnerable pupils from the negative impact through promoting more relational approaches.

The lived experiences of trainee educational psychologists in Scotland

Across Scottish local authorities, the practice of educational psychologists (EPs) varies, which is impacted by when and where they undertook their training. The experiences of Trainee educational psychologists (TEPs) are highly influenced by services they are placed in and the EPs they interact with. Accordingly, TEPs’ understanding of the EP role may be strongly influenced by the practice they observe on placement and their practice supervisors’ perceptions of the EP role. However, due to a lack of published research, the way in which TEPs experience their training and the impact it has on their lives as well as their professional development, is unclear. The current study aims to address this research gap by considering the lived experiences of TEPs. Interviews were undertaken with a sample of EPs and TEPs from across Scotland who embarked on their EP training between 1980 and 2020. The findings provide a rich interpretation of the contextual nature of EP training, with emergent themes including relationships, stress and ambiguity in the EP role. A suggested model to represent positive experiences of EP training is proposed, encompassing quality supervision; peer support; social relationships within the cohort; motivation and practical learning opportunities with implications for EP training and practice.

Leadership supervision for managers of educational psychology services

ABSTRACTA growing body of literature surrounds the development of effective supervisory practices for practitioner and trainee educational psychologists. To date, none of this has addressed supervision for managers of UK educational psychology services, despite evidence that they may be under increasing pressure to make difficult decisions, respond to changing economic and political contexts and experience greater scrutiny in relation to service performance. In this study, 10 principal educational psychologists (PEPs) took part in a focus group to explore the supervisory needs and experiences of service leaders. Emergent key themes revealed differential patterns of entitlement and support, with PEPs often reporting innovative practice in order to access supervision. Supervision often had a duality of purpose, with PEPs advocating and promoting service delivery, rather than seeking personal support, potentially eroding the notion of supervision as a “safe space.” Implications for future practice are discussed and a potentially supportive leadership supervision framework proposed.

Video Enhanced Reflective Practice (VERP): supporting the development of trainee educational psychologists’ consultation and peer supervision skills

ABSTRACTThis article aims to seek trainee educational psychologists’ (TEPs) views about their experiences of using Video Enhanced Reflective Practice (VERP) to support their professional development, with a particular focus on consultation and peer supervision skills for the VERP guider. Participants engaged in three cycles of VERP, reflecting upon their practice using video clips of themselves. An action research design was implemented and views from trainee EPs and the Video Interaction Guidance (VIG) supervisor were sought, using semi-structured interviews. Hybrid Thematic Analysis was used in order to analyse the data. Findings suggest that VERP was generally a positive experience for trainees and their experiences highlighted the impact of observing themselves in practice, as opposed to retrospective reflection. Trainee EPs selected factors to consider within a ‘shared review’ and reflected on their experiences of being filmed, the strengths and the challenges of which are considered.

Objective structured professional assessments for trainee educational psychologists: an evaluation

Objective Structured Professional Assessments (OSPAs) were developed and evaluated at three universities in the United Kingdom, to supplement supervisor assessments of trainee educational psychologists’ placement practice. Participating second year students on three educational psychology doctoral programmes (n = 31) and tutors (n = 12) were surveyed. Scenarios, developed with experienced practitioners, were considered authentic and relevant. Tutor feedback indicated that the marking scheme was a good basis for judgements, but required further calibration and standardisation. Strengths and limitations relating to authenticity of scenarios and practical arrangements were identified. Students considered OSPAs to be a valid assessment of communication and perspective-taking skills, although some found them to be anxiety provoking. Levels of authenticity and complexity were deemed appropriate, although there were concerns over time allowed and how the assessment criteria were interpreted. The discussion highlights how OSPAs address issues relating to assessment reliability by improving objectivity, reducing bias and providing uniformity to student assessment experiences.

Quantitative research and the educational psychologist

The aim of this paper is to encourage more educational psychologists and trainee educational psychologists to engage in and publish the results of empirical research relating to intervention with which they have been involved. An analysis of papers recently published in two UK practitioner educational psychology journals reveals that less than 30 per cent of the papers report quantitative data. Commentaries on four quantitative research studies examining possible effects and causes of primary school pupil absenteeism are used to illustrate methodologies which though underused, may be of relevance to educational psychologists. The paper concludes with a consideration of the implications of the methodological aspects of the author’s research for educational psychologists and trainee educational psychologists.

DECP Trainee Educational Psychologists Annual Conference, 5 January 2016

DECP Trainee Educational Psychologists Annual Conference, 5 January 2016

The effect of parent education program for preschool children with developmental disabilities: A randomized controlled trial

AimThis study aimed to evaluate the efficacy of a parent education program, the Happy Parenting program, for Chinese preschool children with developmental disabilities. MethodsThis study adopted randomized controlled trial design without blinding. Participants were randomized into intervention group (n=62) who were offered the Happy Parenting program delivered by educational psychologists and trainee educational psychologists, and a control group (n=57) who were offered a parent talk after the intervention group had completed treatment. Parent participants were requested to complete questionnaires on their children’s behavior, their parenting stress, and discipline strategies. ResultsAnalysis was by intention-to-treat. The results indicated significant decrease in child problem behaviors, parenting stress and dysfunctional discipline strategies in the intervention group at post-intervention. ConclusionThis study provided promising evidence on the effectiveness of a parent education program, the Happy Parenting program, for Chinese preschool children with developmental disabilities.