Reflections on the Role of the Educational Psychologist Within a Multi-Academy Trust
Article
Rumble, A. and Thomas, G. 2017. Reflections on the Role of the Educational Psychologist Within a Multi-Academy Trust. Educational Psychology Research and Practice. 3 (1), p. 15–28. https://doi.org/10.15123/uel.88708
Authors | Rumble, A. and Thomas, G. |
---|---|
Abstract | This study details the reflections of three EPs working within a MAT (BFET) regarding their role and day-to-day practice. Reflections were ascertained during a focus group which was audio recorded, transcribed and thematically analysed. Reflection themes indicated that the EPs’ role within BFET closely mirrors the role of the EP outlined in existing literature in terms of functions and levels of working across the school age range. The EPs reflections indicate that there are a range of facilitating factors that enable them to provide a bespoke model of service delivery to schools; the EPs also undertake joint working with a SALT also employed by BFET and share knowledge and expertise both across and beyond BFET. Reflections are discussed in relation to existing literature regarding the role of the EP and the current socio-political context in which EPs work. |
Journal | Educational Psychology Research and Practice |
Journal citation | 3 (1), p. 15–28 |
ISSN | 2059-8963 |
Year | 2017 |
Publisher | School of Psychology, University of East London |
Publisher's version | License File Access Level Anyone |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.88708 |
Publication dates | |
Online | 2017 |
Publication process dates | |
Deposited | 15 Sep 2020 |
Copyright holder | © 2017 The Authors |
https://repository.uel.ac.uk/item/88708
Download files
Publisher's version
Educational Psychology Research and Practice 2017 Spring Rumble and Thomas.pdf | ||
License: CC BY 4.0 | ||
File access level: Anyone |
Explore this article
Explore this article
Editorial
Thomas, M. 2017. Editorial. Educational Psychology Research and Practice. 3 (1), p. 1. https://doi.org/10.15123/uel.88706Professional Courage: What Does It Mean for Practitioner Psychologists?
Ashton, R. 2017. Professional Courage: What Does It Mean for Practitioner Psychologists? Educational Psychology Research and Practice. 3 (1), p. 2–14. https://doi.org/10.15123/uel.88707Literacy Interventions Promoting Adolescent Reading Engagement and Motivation: A Systematic Literature Review
Cockroft, C. and Atkinson, C. 2017. Literacy Interventions Promoting Adolescent Reading Engagement and Motivation: A Systematic Literature Review. Educational Psychology Research and Practice. 3 (1), p. 29–49. https://doi.org/10.15123/uel.88709Social Information Processing: A Useful Framework for Educational Psychology
Cooke, T. 2017. Social Information Processing: A Useful Framework for Educational Psychology. Educational Psychology Research and Practice. 3 (1), p. 50–69. https://doi.org/10.15123/uel.8870zSleep issues: Can EPs do more?
Bryant, A. 2017. Sleep issues: Can EPs do more? Educational Psychology Research and Practice. 3 (1), p. 70–74. https://doi.org/10.15123/uel.88712An Exploration of Current Research Into the Prevalence, Aetiology and Impact of Sleep Difficulties in Children and Young People With Autism Spectrum Disorder: Using the Evidence to Provide Effective Intervention
Winter, S. 2017. An Exploration of Current Research Into the Prevalence, Aetiology and Impact of Sleep Difficulties in Children and Young People With Autism Spectrum Disorder: Using the Evidence to Provide Effective Intervention. Educational Psychology Research and Practice. 3 (1), p. 75–85. https://doi.org/10.15123/uel.88713Universal Basic Income: A Psychological Impact Assessment
Griffin, V., Zlotowitz, S., McLoughlin, E. and Kagan, C. 2017. Universal Basic Income: A Psychological Impact Assessment. Educational Psychology Research and Practice. 3 (1), p. 86–111. https://doi.org/10.15123/uel.88714Book Review: What If Everybody Understood Child Development?
Hulme, S. 2017. Book Review: What If Everybody Understood Child Development? Educational Psychology Research and Practice. 3 (1), p. 112. https://doi.org/10.15123/uel.88715916
total views1327
total downloads2
views this month2
downloads this month