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ABSTRACT
This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school’s educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive, attribution, attachment, developmental, and relational). Some key aims of the programme were to change teacher attributions around challenging behaviour and to promote a whole school ethos to further embed relational approaches. The qualitative data suggest that the programme was supportive for teachers, increased their self-efficacy and reduced feelings of stress. Further longitudinal research is needed to compare programmes like the one described here with matched controls, ideally including observational measures of teachers and students. Challenges in progressing organisational change in secondary schools are discussed. EPs are well positioned to support school communities through systems consultation and the application of psychological problem solving frameworks.
Acknowledgements
I would like to thank the school community who participated in this process for their openness and willingness to embark on a journey of joint discovery. Their commitment and care towards students was evident throughout the programme. Thanks also to Professor Simon Gibbs (Professor of Inclusive Educational Psychology and Philosophy, Newcastle University, UK) and Elizabeth Charles (Senior Educational Psychologist, National Educational Psychological Service, Department of Education, Ireland) for their advice when preparing this article for publication.
Disclosure statement
No potential conflict of interest was reported by the author.