The Pyramid of Participation: The Representation of the Child’s Voice in Psychological Advice

Article


Fox, M. 2016. The Pyramid of Participation: The Representation of the Child’s Voice in Psychological Advice. Educational Psychology Research and Practice. 2 (2), p. 58–66. https://doi.org/10.15123/uel.886z0
AuthorsFox, M.
Abstract

The three key principles which underpin the Code of Practice have been highlighted by a number of authors in this edition. We must have regard to:

the views, wishes and feelings of the child or young person and their parents;

the importance of the child or young person and their parents participating as fully as possible in decisions and being provided with the information and support necessary to enable participation in those decisions;

the need to support the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood.

SEND Code of Practice 2014, p. 8.)

These principles clearly lay out the EPs’ responsibilities in terms of listening to the child and ensuring that they have a voice as regards their SENs. These principles not only apply to EPs but to all those who are involved in the construction of the Education Health and Care Plans. The importance of involving children and young people in the assessment process has been advocated by EPs for many years (Gersch 1996). More recently, EPs have written about the importance of Person Centred planning (Sutcliffe & Birney 2014). Buck (2015) has highlighted the opportunity for EPs to reconstruct psychological reports with the new Code, though his particular focus is not on the representation of the child’s views. The purpose of this paper is to present a model which would allow EPs to develop their practice in ensuring the child’s voice is represented in their EHC Plans.

The origins of this article came from reading and analysing 21 Psychological Advices written by trainee EPs (TEPs) on their final year- three placement. These reports came from sixteen different services in London and the South East of England. All these reports had been anonymised before analysis and had been part of the audit of TEPs’ placement portfolios.

Analysis of these reports and reflections on the other articles in this journal were the basis for conceptualising a pyramid of representation. This pyramid was also stimulated by Hart’s (1992) Ladder of Participation (see Vingerhoets and Wagner in this issue). Hart’s ladder helps professionals think how they can move upwards, to ensure that professionals move beyond seeing service users’ involvement as tokenism and into actual participation. However, movement in this pyramid is conceptualised as downwards, to where there is a wider base and a solid foundation for understanding the child and young person.

JournalEducational Psychology Research and Practice
Journal citation2 (2), p. 58–66
ISSN2059-8963
Year2016
PublisherSchool of Psychology, University of East London
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.886z0
Publication dates
OnlineDec 2016
Publication process dates
Deposited15 Sep 2020
Copyright holder© 2016 The Author
Permalink -

https://repository.uel.ac.uk/item/886z0

Download files

Publisher's version
Educational Psychology Research and Practice 2016 12 Fox.pdf
License: CC BY 4.0
File access level: Anyone

Explore this article

Explore this article

Editorial
Fox, M. 2016. Editorial. Educational Psychology Research and Practice. 2 (2), p. 1–3. https://doi.org/10.15123/uel.885w1
The Voice of the Child in the Code of Practice
Vingerhoets, H. and Wagner, K. 2016. The Voice of the Child in the Code of Practice. Educational Psychology Research and Practice. 2 (2), p. 4–7. https://doi.org/10.15123/uel.885x2
Empowering Children to Learn: An Exploratory Study Using a Philosophical Listening Tool (the Little Box of Big Questions 2)
Thorne, L. and Gersch, I. 2016. Empowering Children to Learn: An Exploratory Study Using a Philosophical Listening Tool (the Little Box of Big Questions 2). Educational Psychology Research and Practice. 2 (2), p. 8–18. https://doi.org/10.15123/uel.885x3
So I Met an EP…?
Howarth, I. 2016. So I Met an EP…? Educational Psychology Research and Practice. 2 (2), p. 19–24. https://doi.org/10.15123/uel.885x4
Can Self-Advocacy Skills Support Young People to Participate in Person-Centred Planning? an Example From Research Involving Young People With Dyslexia
Kelly, S. 2016. Can Self-Advocacy Skills Support Young People to Participate in Person-Centred Planning? an Example From Research Involving Young People With Dyslexia. Educational Psychology Research and Practice. 2 (2), p. 25–30. https://doi.org/10.15123/uel.885x5
The King Is Dead; Long Live the King: Is It Possible to Co-Construct EP Advice Given the ‘New’ Code of Practice?
Alrai, S. 2016. The King Is Dead; Long Live the King: Is It Possible to Co-Construct EP Advice Given the ‘New’ Code of Practice? Educational Psychology Research and Practice. 2 (2), p. 31–36. https://doi.org/10.15123/uel.885x7
My Name Is Sohail, and I Am in Year 5 — ‘This Is Me’: A Fictional Narrative
Hussain, N. 2016. My Name Is Sohail, and I Am in Year 5 — ‘This Is Me’: A Fictional Narrative. Educational Psychology Research and Practice. 2 (2), p. 37–38. https://doi.org/10.15123/uel.885x8
Rethinking Statutory Advice: A Working Party’s Solution
Crane, J. 2016. Rethinking Statutory Advice: A Working Party’s Solution. Educational Psychology Research and Practice. 2 (2), p. 39–45. https://doi.org/10.15123/uel.885x9
The Psychological Impact of Austerity: A Briefing Paper
Mcgrath, L., Griffin, V., Mundy, E., Curno, T., Weerasinghe, D. and Zlotowitz, S. 2016. The Psychological Impact of Austerity: A Briefing Paper. Educational Psychology Research and Practice. 2 (2), p. 46–57. https://doi.org/10.15123/uel.885xw
Book Review: Systematic Approaches to a Successful Literature Review
Clark, I. 2016. Book Review: Systematic Approaches to a Successful Literature Review. Educational Psychology Research and Practice. 2 (2), pp. 67-68. https://doi.org/10.15123/uel.84y7v
Book Review: The Human Advantage: A New Understanding of How Our Brain Became Remarkable
Kelly, M. 2016. Book Review: The Human Advantage: A New Understanding of How Our Brain Became Remarkable. Educational Psychology Research and Practice. 2 (2), p. 69. https://doi.org/10.15123/uel.886z1
Book Review: Educating Children and Young People in Care: Learning Placements and Caring Schools
Wilson, J. 2016. Book Review: Educating Children and Young People in Care: Learning Placements and Caring Schools. Educational Psychology Research and Practice. 2 (2), p. 70. https://doi.org/10.15123/uel.886z2
Parents’ Resources
Edmonds, C. 2016. Parents’ Resources. Educational Psychology Research and Practice. 2 (2), p. 71–72. https://doi.org/10.15123/uel.886z4
  • 23
    total views
  • 27
    total downloads
  • 5
    views this month
  • 8
    downloads this month

Export as

Related outputs

Positive narratives: the stories young people with Social, Emotional and Behavioural Difficulties (SEBD) tell about their futures
Tellis-James, Charlie and Fox, M. 2016. Positive narratives: the stories young people with Social, Emotional and Behavioural Difficulties (SEBD) tell about their futures. Educational Psychology in Practice. 32 (4), pp. 327-342. https://doi.org/10.1080/02667363.2016.1175338
Editorial
Fox, M. 2016. Editorial. Educational Psychology Research and Practice. 2 (2), p. 1–3. https://doi.org/10.15123/uel.885w1
Educational Psychology Research and Practice (EPRaP): Volume 2, Issue 2
Fox, M., Vingerhoets, H., Thorne, L., Howarth, I., Kelly, S., Alrai, S., Hussain, N., Crane, J., Mcgrath, L., Clark, I., Kelly, M., Wilson, J., Edmonds, C., Wagner, K., Gersch, I., Griffin, V., Mundy, E., Curno, T., Weerasinghe, D. and Zlotowitz, S. 2016. Educational Psychology Research and Practice (EPRaP): Volume 2, Issue 2. School of Psychology, University of East London. https://doi.org/10.15123/uel.885w0
Developing as a Trainee Educational Psychologist: Establishing the Psychological Contract
Fox, M. 2015. Developing as a Trainee Educational Psychologist: Establishing the Psychological Contract. Educational Psychology Research and Practice. 1 (1), p. 17–22. https://doi.org/10.15123/uel.8856z
Educational Psychology Research and Practice (EPRaP): Volume 1, Issue 1
Thomas, M., Farrell, P., Chatzinikolaou, R., Fox, M., Wood, J., Browne, L., Monsen, J., October, S. and Woods, K. 2015. Educational Psychology Research and Practice (EPRaP): Volume 1, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.88569