A Critical Review of the Educational Psychologist’s Role in Engaging with Young Carers

Article


Pickup, H. 2021. A Critical Review of the Educational Psychologist’s Role in Engaging with Young Carers. Educational Psychology Research and Practice. 7 (1), pp. 1-7. https://doi.org/10.15123/uel.899yv
AuthorsPickup, H.
Abstract

Diversity comes from difference and may arise through factors such as individuals’ class, gender identity or ethnicity. The need to consider diversity arises when membership of a diverse group results in disadvantage through a reduced ability to participate within the community. The role of EPs in engaging with diverse groups involves countering discrimination and removing barriers to participation that may arise through perceived incongruence with societal norms. Young carers are a diverse group due to a home life that differs from the expected norm. This paper critically reflected on the implications of this for their ability to successfully engage with their environment and achieve positive psychological wellbeing. Caring was found to have the potential to detrimentally affect attainment and lead to social isolation and reduced wellbeing. However, some more recent research indicated that it is possible to find benefit within the caring role, conferring positive wellbeing for some young carers. The potential role of EPs in engaging with young carers and removing barriers to their participation in their community was explored with reference to critical psychology and self-determination theory frameworks and an eco-systemic approach. Critical reflection on the literature and personal experience indicated that consideration of individual circumstances, the adoption of solution-focused approaches and advocacy through raising awareness and decreasing prejudice can lead to positive change at various systemic levels, promoting autonomy, connectedness and acceptance.

JournalEducational Psychology Research and Practice
Journal citation7 (1), pp. 1-7
ISSN2059-8963
Year2021
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.899yv
Publication dates
Online2021
Publication process dates
Deposited12 Aug 2021
Copyright holder© 2021 The Author
Permalink -

https://repository.uel.ac.uk/item/899yv

Download files


Publisher's version
Educational Psychology Research and Practice 2021 7 1 Pickup.pdf
License: CC BY 4.0
File access level: Anyone

Explore this article

Explore this article

Editorial
Giles, P. 2021. Editorial. Educational Psychology Research and Practice. 7 (1), p. 1–2. https://doi.org/10.15123/uel.899y8
Supporting Special Educational Needs and Disability (SEND) Youth Co-Production: An Exploration of Practitioner Views
Boswell, N., Douglas-Osborn, E. and Woods, K. 2021. Supporting Special Educational Needs and Disability (SEND) Youth Co-Production: An Exploration of Practitioner Views. Educational Psychology Research and Practice. 7 (1), p. 1–10. https://doi.org/10.15123/uel.899y9
Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People
Gibby-Leversuch, R., Hartwell, B. K. and Wright, S. 2021. Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People. Educational Psychology Research and Practice. 7 (1), pp. 1-15. https://doi.org/10.15123/uel.899yq
A Systematic Review of Research Evidence Reporting Educational Psychologists’ Use of Contextual Observation in Practice
Leatherbarrow, J., Woods, K., Thomas, G. and Tyldesley, K. 2021. A Systematic Review of Research Evidence Reporting Educational Psychologists’ Use of Contextual Observation in Practice. Educational Psychology Research and Practice. 7 (1), pp. 1-17. https://doi.org/10.15123/uel.899yw
Tree of Life: A Tool for Therapeutic Growth?
Kasmani, H. 2021. Tree of Life: A Tool for Therapeutic Growth? Educational Psychology Research and Practice. 7 (1), pp. 1-9. https://doi.org/10.15123/uel.899yx
Universal Wellbeing Practices in Schools: Framing Evidence-Informed Practice Within the Five Ways to Wellbeing
Gillard, D., Reid, A., Bull-Beddows, R., Mohamed-Goush, S., Stanley-Duke, M. and Cook, E. 2021. Universal Wellbeing Practices in Schools: Framing Evidence-Informed Practice Within the Five Ways to Wellbeing. Educational Psychology Research and Practice. 7 (1), pp. 1-12. https://doi.org/10.15123/uel.899yy
Educational Psychology and the Dissemination of Evidence to Professional Practice
Sedgwick, A. and Stothard, J. 2021. Educational Psychology and the Dissemination of Evidence to Professional Practice. Educational Psychology Research and Practice. 7 (1), pp. 1-12. https://doi.org/10.15123/uel.899yz
Review of the Film Rocks, by Sarah Gavron, Director
Acheampong, D. 2021. Review of the Film Rocks, by Sarah Gavron, Director. Educational Psychology Research and Practice. 7 (1), p. 1. https://doi.org/10.15123/uel.899z0
  • 637
    total views
  • 517
    total downloads
  • 16
    views this month
  • 11
    downloads this month

Export as

Related outputs

An Exploration of What Adolescent Girls with ASC Say Helps Them Successfully Navigate the Social Aspects of Mainstream Schooling
Pickup, H. 2021. An Exploration of What Adolescent Girls with ASC Say Helps Them Successfully Navigate the Social Aspects of Mainstream Schooling. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.89w1w
Educational Psychology Research and Practice (EPRaP): Volume 7, Issue 1
Giles, P., Boswell, N., Gibby-Leversuch, R., Pickup, H., Leatherbarrow, J., Kasmani, H., Gillard, D., Sedgwick, A., Acheampong, D., Douglas-Osborn, E., Woods, K., Hartwell, B. K., Wright, S., Thomas, G., Tyldesley, K., Reid, A., Bull-Beddows, R., Mohamed-Goush, S., Stanley-Duke, M., Cook, E. and Stothard, J. 2021. Educational Psychology Research and Practice (EPRaP): Volume 7, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.899y7