1
Q
educational psych according to the BPS
A
- concerned with CYP (0-25) in educational & early years settings
- supporting others to tackle challenges
- work in a variety of ways
2
Q
challenges EPs tackle
according to BPS
A
- learning difficulties & needs
- social & emotional difficulties & needs
- mental health concerns
- issues around disability, diversity & more complex dev needs
3
Q
variety of ways EPs work
according to BPS
A
- observations
- interviews
- assessments
4
Q
what is EP according to the DfE
atfeld et al. (2023)
A
- key role in supporting dev, learning & wellbeing of CYP aged 0-25
- work with education settings: special schools, alternate provision schools, health and social care, support the most vulnerable CYP & their most complex needs
- may involve 1-1 work with children, young people & parents/carers, work with schools & other agencies or LA wide initiatives
- development of EHCPs
5
Q
EHCPs
A
- introduced in 2014 - part of education reforms for SEN
- statutory role to play in providing expert info & advice
6
Q
in Cline et al. (2023) what does it say about DfE (2011)
A
- took a review of ‘EP Training’ looking at role specifically in SEN
- but also in ‘improving the opportunities of all CYP, both in LA statutory responsibilities & more universal early intervention & preventative support’
7
Q
levels of work for EPs
scottish executive (2002)
A
- child and family
- school or establishment
- LA/council
8
Q
core activities of EPs
scottish executive (2002)
A
- consultation
- assessment
- intervention
- training
- research
9
Q
3 levels at which EPs operate
cameron (2006)
A
- individual
- organisation
- system
10
Q
possibilities of what could happen if a EP looks at contemporary psych
cameron (2006)
A
- closer links to clinical neuropsychology can be made
- support for children experiencing bereavement
- reduction in num of YP involved in crime
- multidisciplinary collaboration for children with autism
11
Q
4 areas of need
domains of interest for EPs
A
- cog & learning
- social, emotional & mental health
- communication & interaction
- sensory & physical
12
Q
Bronfenbrenner’s ecological systems theory
1979
A
- microsystem - immediately around
- mesosystem - connections between microsystems
- exosystem - wider community which indirectly affects ind
- macrosystem - broader cultural and societal context
- chronosystem - changes over time whether expected or unexpected
13
Q
DECP framework for psychological assessment & intervention
A
- main focus is for change
- clarification of problem finds things which might impact child
- analysis of data (qual or quant)
- generation of further hypotheses
- intervention
14
Q
6 stage problem analysis framework (Monsen & Frederickson, 2017)
as cited by cline et al. (2023)
A
- collect background information, clarify and expectations
- initial guiding hypotheses
- identified problem dimensions
- problem analysis
- agreed action plan
- monitoring and evaluation of outcomes
15
Q
guidelines and codes invovled in EP
A
- HCPC - standards of conduct, performance and ethics, standards of proficiency
- BPS - code of ethics and conduct
- DECP - professional practice guidelines
- AEP
only HCPC is a requirement, AEP for training
16
Q
history of EP as a profession
A
- cyril burt (1913) - focus on child and testing
- summerfield report (1962) - responsible to LA
- warnock report (1978) - specialised support for learning difficulties
- SENDA (2002) - how to support SEN
- children and family act (2014) - work more with social care
- SEND code of practice (2015) - not just schools, other professional
17
Q
key developments for EP
A
- political context
- impact of legislative changes
- impact of tech
- impact of curriculum changes (2014) - shifted age related expectations, more kids struggle
- increasing priority given to children’s mental health
- raising school leaving age
- role of EPs in promoting ev base that informs our work
- impact of covid
18
Q
why do we need EPs?
A
- contributing to statutory services
- promoting inclusion within & access to education
- contributing to ‘preventative’ activities
- trouble-shooting & problem-solving
19
Q
ashton & roberts (2006)
what aspects of EP role considered valuable by SENCos & EPs
A
- themes most seen = advice giving & statutory assessment work
- both valued relationship developed by the EP with their link schools
- SENCos reported statutory assessment as a service unique to EP team
- diffs: SENCos value traditional EP roles while EPs saw a much wider range of services as valuable
20
Q
EP as scientist-practitioner
Boulder Conference (1949)
A
- ev-based practice is originally from the field of health
- in applied psych, it attempts to establish & set out what interventions are likely to work best for who & why
- but challenges remain including the “giving away of psych” & the political context of EPs work
21
Q
evidence-based practice
A
- draw upon ev that is likely counter the internal validity threats of sig findings being overlooked (Kirkham et al., 2010) or vice versa
- need to know ‘what works’ - use systematic reviews. challenges in applying research findings to ‘messy problems’, need for a science of implementation, need for practice-based ev
- cline et al. (2023): ev-based practice, through systematic analysis, can show the likely effects of particular interventions in diff populations
22
Q
hierarchy of evidence
A
- systematic review
- randomised controlled trial
- controlled study
- quasi-experimental study
- non-experimental descriptive study
- evidence expert committee reports…
23
Q
what did cline et al. (2023) say about controlled studies
A
require thorough & close descriptions of populations and of the procedures in random allocation to groups
torgerson & torgerson (2001)
23
Q
what did cline et al. (2023) say about qualitative methods
A
they are needed to reveal the essential quality of a phenomena often through thematic analysis of speech or text
24
ev-based practice: pragmatic solutions
* drawing on scientific methods
* hypothesis generation
* data collection
* hypothesis testing
* drawing on practice knowledge
* 'hierarchy of methods' gives precedence to positivist, fixed experimental designs & less weight to those designs founded upon 'softer' often qual approaches (Ramey & Grubb, 2009)
25
issues of ev-based practice
* journal articles may omit the qualifiers & contextual detail that curtail & limit their studies
* practitioners may assume the most recent ev is the most reliable or most pertinent
* professionals may adopt theoretical preferences (Fox, 2011)
* UK EPs are trained under arrangement where reviewing large data sets through SLR or meta-analysis is a core skill
* but extent to which EPs employ these skills to guide their own judgements needs to be researched further
26
what did cline et al. (2023) say were difficulties with ev-based practice models in education
* focus on causal explanations
* reductionist approaches
* the possible neglect of population characteristics
* varying skills of practitioners in implementation
27
frequently occurring areas of dilemma
| miller & frederickson (2006)
* the incomplete nature of research findings and theoretical formulations within psych as a basis for understanding the complex problems with which EP are frequently presented
* the imprecise & tentative relationship often to be found between 'assessment' and 'intervention' within professional practice
28
SCED
| kratochwill et al. (2012)
* single case experimental designs
* allow measurement progress & change in an ind in response to an intervention (similar to EP work)
29
simplest form of SCED
* AB design
* A (take baseline)
* B (introduce intervention)
* IV = intervention
* DV = repeated measure of some kind
30
what did cline et al. (2023) say about SCEDs
* in EP they present an opportunity to blend the study of ind responses to their environment whilst drawing wider causal inferences
* stat inference being at the heart of all SCED
* allow for achievement of practice-based ev which can extend the insight gained through TME approach whilst also supporting theory building through giving ev of effects of interventions
31
challenges and opportunities when impementing SCED
* within the UK the relationship between EP & natural sciences in complex
* EPs challenging - scientific activity as unreliable and incompatible with their espoused values
* approaches perceived to be driven by causal models given complexity of naturalistic education settings
32
target monitoring and evaluation (TME)
| cline et al. (2023)
allows practitioners to consider whether progress is following expectation
| dunsmuir et al. (2009)
Educational psychology
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