Working with Vulnerable Groups in Complex Systems: Exploring the Experiences of Educational Psychologists Working with Youth Justice Services

Prior research has explored the views of Educational Psychologists (EPs) on their function and practice within the Youth Justice Service (YJS). The role of the EP is in supporting organisations other than schools is well established, however, there are few studies which specifically relate to EPs’ organisational experiences of working within this context.

This study aimed to explore the experiences and perceptions of EPs in a YJS role, considering their views of the context as well as their role, practice, and contribution. A qualitative participatory approach was taken, with a co-researcher supporting the topic focus, and semi-structed interview design. Eight EPs were then interviewed. A reflexive thematic analysis was then conducted to analyse the data.

Three themes and 14 sub-themes were established in this study. The themes identified challenges for EPs in YJ, particularly around navigating their professional identity, contextual novelty, organisational structures and culture, as well as an affective impact of the role. EPs also identified strengths in their practice, including the skills that they bring to the context. The main findings relating to this research indicate that EPs experience insecurity around their professional identity. This experience appears to be impacted by a challenging work context in which EPs find themselves morally and ethically conflicted, constrained by emotionally taxing work, as well as their experiences of working with a wide range of professionals. This research proposes that EPs face a significant challenge in operationalising social justice principles in the YJS as a result of pervasive power, discrimination, and inequity within the criminal justice system.

Implications for practice include the importance of appropriate supervision for EPs working with a YJS as well as how adopting learning from organisational psychology and systems psychodynamics can support EPs to better understand their role in this context. This research proposes that exposure and training would be beneficial for EPs to develop an understanding of the YJS where this is a novel work environment. Furthermore, this research indicates a need for a framework to support socially just and values lead practice within a power entrenched system.

Further research including other YJS professionals as well as the young people receiving YJ involvement would be beneficial in order to develop a holistic understanding of the organisation.