Using Action Research to Develop My Solution-Focused Practice in Collaboration with Year 6 And 7 Pupils When Discussing Their Behavioural Self-Regulation at School

Prof Doc Thesis


Tully, Daniel 2016. Using Action Research to Develop My Solution-Focused Practice in Collaboration with Year 6 And 7 Pupils When Discussing Their Behavioural Self-Regulation at School. Prof Doc Thesis University of East London Psychology
AuthorsTully, Daniel
TypeProf Doc Thesis
Abstract

This action research study aimed to develop the researcher's use of solutionfocused
techniques when working with Year 6 and 7 pupils’ self-regulation. A
systematic literature review highlighted an evidence base that demonstrated the
efficacy of solution-focused methods when working with this population. The
researcher’s intention was to add to the body of Educational Psychology
practice-based evidence in this area.
The researcher recruited eight participants from primary and secondary school
provisions. Solution-focused techniques were systematically trialled in partnership
with the pupils and were modified through an action research cycle. Semistructured
interviewing provided participants the opportunity to critically evaluate
the researcher’s solution-focused practice. Thematic Analysis was used to assess
feedback in order to adapt the delivery of solution-focused techniques.
Developments to practice explored within this study included modifications to
the use of the six core components of Solution Focused Brief Therapy. Adaptations
have the potential to inform the use of these solution-focused approaches
with other educational practitioners.

Year2016
Publication dates
PrintApr 2016
Publication process dates
Deposited13 Sep 2016
Publisher's version
License
CC BY-NC-ND
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https://repository.uel.ac.uk/item/851v2

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