An exploration of Educational Psychologists’ views on the impact of remote consultations on attuned interactions

The thesis focuses on EPs’ experience of attuned interactions with service-users in the context of remote consultations. The design of the research project was qualitative in nature. Ten Educational Psychologists were recruited from nine different UK Educational Psychology Services (EPSs) and invited to attend interviews via Microsoft Teams. Thematic analysis was used to analyse the data based on Braun and Clarke (2021)’s 6-step framework. The research findings suggest that EPs view that it is possible to maintain levels of attunement during remote consultations, for example, by receiving through nodding and smiling. Remote consultations also support addressing the power balance between the service users and professionals. Remote consultations are more accessible for some children and young people with additional needs because this type of consultation requires fewer social interactions, and may feel more comfortable for them. The findings also indicated that Video Enhanced Reflective Practice (VERP) and Video Interactive Guidance (VIG) training can be supportive for EPs in developing their awareness about the importance of empathy, person-centred practice, listening, reframing and displaying a friendly body posture during remote consultations. Nonetheless, some of the participants in the current study view being attuned with others as being in the nature of psychologists, rather than something that can be trained through VERP or VIG. It was also expressed that a clear understanding of remote consultation practice and equal opportunities for individuals to participate in them, are also important to maintain attuned interactions during remote consultations. The study concludes with the suggestion that EPSs may consider remote consultations as one of the options for consultations rather than a temporary way of working, because of their benefits for EPs, parents and children with needs. Furthermore, universities and EPSs may also consider providing more opportunities for EPs to engage in VERP and VIG training and delivery. Further research exploring the views of parents and children on remote consultations would be helpful to complement the perspectives of the EPs.