Educational Psychology in the Virtual World: A Small Study on Practice Adaptations During the COVID-19 Pandemic and Potential Benefits for Future Services

Article

Greenblatt, R., Gumbs, S., Lemboye, S., Blanchard, J. and Bunn, H. 2021. Educational Psychology in the Virtual World: A Small Study on Practice Adaptations During the COVID-19 Pandemic and Potential Benefits for Future Services. Educational Psychology Research and Practice. 7 (2), pp. 1-11. https://doi.org/10.15123/uel.8q73v
AuthorsGreenblatt, R., Gumbs, S., Lemboye, S., Blanchard, J. and Bunn, H.
Abstract

Educational psychologists (EPs) have made significant adaptations to their practice during the COVID-19 pandemic due to educational and practice restrictions in England. These adaptations, whilst facing many challenges, have also presented opportunities for growth within the profession. The current study gained a small group of EPs’ views of their experiences of working remotely through the completion of an online questionnaire. Subsequent data analysis found that EPs increased their confidence working remotely and using technology during the pandemic. The main changes reported by the participating EPs related to how they accessed clients and adapted their practice to suit remote working. Personal and professional successes were identified, and many EPs indicated it would be useful to continue some elements of remote working following the pandemic. An important area for future exploration would be to further investigate the benefits of remote working and gain the views of other stakeholders regarding their experiences of remote EP practice.

JournalEducational Psychology Research and Practice
Journal citation7 (2), pp. 1-11
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.8q73v
Publication dates
Online2021
Publication process dates
Deposited29 Mar 2022
Copyright holder© 2021 The Authors
Permalink -

https://repository.uel.ac.uk/item/8q73v

Log in to edit

Download files

Publisher's version
Educational Psychology Research and Practice 2021 7 2 Greenblatt et al.pdf
License: CC BY 4.0
File access level: Anyone

Explore this article

Explore this article

Editorial
Thomas, M. 2021. Editorial. Educational Psychology Research and Practice. 7 (2), p. 1. https://doi.org/10.15123/uel.8q735
Listening to Children and Young People’s (CYP) Experience and Perceptions During the Period of COVID-19 and Their Advice for Teachers and Schools
Gersch, I. S., Blok, B., Devey Smith, L., Gellett, R., Howard, P., Luddington, J. and Morgan, H. 2021. Listening to Children and Young People’s (CYP) Experience and Perceptions During the Period of COVID-19 and Their Advice for Teachers and Schools. Educational Psychology Research and Practice. 7 (2), p. 1–20. https://doi.org/10.15123/uel.8q736
Educational Experiences of the Gypsy, Roma and Traveller Communities and How Educational Psychologists Engage With the Communities
Li, C. 2021. Educational Experiences of the Gypsy, Roma and Traveller Communities and How Educational Psychologists Engage With the Communities. Educational Psychology Research and Practice. 7 (2), pp. 1-11. https://doi.org/10.15123/uel.8q737
Rocks and Hard Places: Exploring Educational Psychologists’ Perspectives on “Off-Rolling” or Illegal Exclusionary Practices in Mainstream Secondary Schools in England
Done, E. J., Knowler, H., Shield, W. and Baynton, H. 2021. Rocks and Hard Places: Exploring Educational Psychologists’ Perspectives on “Off-Rolling” or Illegal Exclusionary Practices in Mainstream Secondary Schools in England. Educational Psychology Research and Practice. 7 (2), p. 1–12. https://doi.org/10.15123/uel.8q73q
An Exploration of Educational Psychologists’ Use of Contextual Observation in Practice
Leatherbarrow, J., Woods, K., Thomas, G. and Tyldesley, K. 2021. An Exploration of Educational Psychologists’ Use of Contextual Observation in Practice. Educational Psychology Research and Practice. 7 (2), p. 1–13. https://doi.org/10.15123/uel.8q73w
A Framework for Developing Educational Psychologists’ Consultation Practice
Jones, L. and Atkinson, C. 2021. A Framework for Developing Educational Psychologists’ Consultation Practice. Educational Psychology Research and Practice. 7 (2), pp. 1-27. https://doi.org/10.15123/uel.8q73x
Review of the Book The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children (6th ed.), by R. Greene
O'Leary, S. 2021. Review of the Book The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children (6th ed.), by R. Greene. Educational Psychology Research and Practice. 7 (2), p. 1. https://doi.org/10.15123/uel.8q73y
  • 756
    total views
  • 396
    total downloads
  • 23
    views this month
  • 7
    downloads this month

Export as

Related outputs

What can be learned from pupils and staff in Key Stage 3 & 4 Pupil Referral Units about processes leading to permanent exclusion? Opportunities for improving practice
Blanchard, J. 2023. What can be learned from pupils and staff in Key Stage 3 & 4 Pupil Referral Units about processes leading to permanent exclusion? Opportunities for improving practice. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.8x12z
Educational Psychologists’ involvement with Youth Justice Services in England: A national perspective
Gumbs, S. 2023. Educational Psychologists’ involvement with Youth Justice Services in England: A national perspective. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.8wwy0
Addressing Intersectional Invisibility: Exploring the lived experiences of Black African mothers raising an autistic child in the UK
Lemboye, S. 2023. Addressing Intersectional Invisibility: Exploring the lived experiences of Black African mothers raising an autistic child in the UK. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.8wwx8
Review of the book Mental wellbeing in schools: What teachers need to know to support pupils from diverse backgrounds, by Mahmud, A. and Satchell, L. (Eds.)
Lemboye, S. 2022. Review of the book Mental wellbeing in schools: What teachers need to know to support pupils from diverse backgrounds, by Mahmud, A. and Satchell, L. (Eds.). Educational Psychology Research and Practice. 8 (1), pp. 1-2. https://doi.org/10.15123/uel.8v1vv
Educational Psychology Research and Practice (EPRaP): Volume 8, Issue 1
Thomas, M., Dark, J., Stanley-Duke, M., Gillard, D., McCartney, A., Lemboye, S., Wright, D., Cook, E., Reid, A., Cogan, O., Reese, S., Bull-Beddows, R., Sims, L., Graves, F., Jackson-Brown, F., Atkins, P., Anderson, B., Balfour, E. and Cooper, P. 2022. Educational Psychology Research and Practice (EPRaP): Volume 8, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.8v1v4
Educational Psychology Research and Practice (EPRaP): Volume 7, Issue 2
Thomas, M., Gersch, I. S., Li, C., Done, E. J., Greenblatt, R., Leatherbarrow, J., Jones, L., O'Leary, S., Blok, B., Devey Smith, L., Gellett, R., Howard, P., Luddington, J., Morgan, H., Knowler, H., Shield, W., Baynton, H., Gumbs, S., Lemboye, S., Blanchard, J., Bunn, H., Woods, K., Thomas, G., Tyldesley, K. and Atkinson, C. 2021. Educational Psychology Research and Practice (EPRaP): Volume 7, Issue 2. School of Psychology, University of East London. https://doi.org/10.15123/uel.8q734
Professional Doctorate in Educational and Child Psychology at the University of East London: Position Statement on Anti-Racism and Decolonisation
Thomas, M., Giles, P., Browne, L., Robinson, M., Bunn, H. and Rowley, J. 2020. Professional Doctorate in Educational and Child Psychology at the University of East London: Position Statement on Anti-Racism and Decolonisation. Educational Psychology Research and Practice. 6 (1), p. 1–7. https://doi.org/10.15123/uel.89124
Educational Psychology Research and Practice (EPRaP): Volume 6, Issue 1
Williams, A. R., Wright, R., Kusi, J., Robinson, T., Mahdi, S., Agyeman, D., Mitchell-Blake, T., Mclean, A., Thomas, M., Lichwa, H., Giles, P., Browne, L., Robinson, M., Bunn, H. and Rowley, J. 2020. Educational Psychology Research and Practice (EPRaP): Volume 6, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.8911q
The Wellbeing Toolkit Training Programme: A Useful Resource for Educational Psychology Services?
Bunn, H., Turner, G. and Macro, E. 2019. The Wellbeing Toolkit Training Programme: A Useful Resource for Educational Psychology Services? Psychology in Russia: State of the Art . 12 (4), pp. 210-225. https://doi.org/10.11621/pir.2019.0413
Work to be done? A survey of educational psychologists exploring their contribution to special schools for profound and multiple learning difficulties
Winter, S. and Bunn, H. 2019. Work to be done? A survey of educational psychologists exploring their contribution to special schools for profound and multiple learning difficulties. British Journal of Special Education. 46 (1), pp. 53-75. https://doi.org/10.1111/1467-8578.12252
My New School transition to high school for children with special educational needs in England – findings and ideas for practice
Bunn, H. and Boesley, L. 2019. My New School transition to high school for children with special educational needs in England – findings and ideas for practice. Support for Learning. 34 (2), pp. 128-147. https://doi.org/10.1111/1467-9604.12244
Academic progress from the perception of children with SEND: an IPA study
Wagner, K. and Bunn, H. 2019. Academic progress from the perception of children with SEND: an IPA study. Educational Psychology in Practice. 36 (1), pp. 52-68. https://doi.org/10.1080/02667363.2019.1674250
A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs
Robinson, N., Bunn, H. and Gersch, I. 2017. A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs. Educational Psychology Research and Practice. 3 (2), p. 2–18. https://doi.org/10.15123/uel.88718
Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 2
Thomas, M., Robinson, N., Skelton, R., Leonard, M., Syeda, M., Wood, H., Berridge, L., Bunn, H., Gersch, I., Atkinson, C. and Wong, B. 2017. Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 2. School of Psychology, University of East London. https://doi.org/10.15123/uel.88716