Reviewing and developing a psychological service’s response to managing behavioural difficulties through action research

ABSTRACT

Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might occur during the adoption of a “part-traded” service delivery model, an empirical investigation was conducted within one English local authority (LA) educational psychology service (EPS). Using an action research model, data were gathered through a focus group with six EPs and an interview with the Principal EP (PEP). Current behaviour practices, psychological approaches and future development priorities were identified, as well as perceived facilitators and barriers to change and the EPs’ reflections on professional development through research participation. Implications for EP practice and future research are considered.

KEYWORDS:

• Behaviour difficulties
• social, emotional and mental health (SEMH)
• educational psychologist (EP)
• school psychologist (SP)
• action research

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This project was funded through England’s Department for Education (DfE) National College for Teaching and Learning (NCTL) ITEP award 2012–2015.