A Systematic Review of Research Evidence Reporting Educational Psychologists’ Use of Contextual Observation in Practice

Considering the apparent centrality of contextual observation within educational psychologists’ (EPs’) daily practice, it is argued here that some level of rigour should be available through review of relevant research and self-evaluation, so that contextual observation meets the professional requirement for evidence-based practice (Health and Care Professions Council, 2016). This systematic literature review used an adapted critical evaluation checklist and a bespoke analytic framework for contextual observation, created by the authors, to systematically identify and critically evaluate the research evidence of EPs’ use of contextual observation within practice. Across the studies, there were inconsistencies around which details of contextual observation were reported, which makes it difficult for the process of contextual observation to be reliably replicated across EP practice or to be communicated clearly to new entrants to the profession. The bespoke analytic framework was enhanced by incorporating features of the adapted evaluative checklist to produce an analytic framework for contextual observation which combines academic knowledge with practice-informed knowledge. This potentially provides a contribution to the evidence base for EP use of contextual observation, as well as laying a foundation for building an understanding of its process. Further research can be directed towards the development of guidelines for best practice of contextual observation in order to produce an evidence-based tool for use across the profession.