The representation of the management of behavioural difficulties in EP practice

Abstract

Behavioural difficulties, whether externalising or internalising, concern educational policy makers, practitioners and educational psychologists (EPs). The present configurative systematic literature review (SLR) aims to explore EPs’ representations of their behaviour management practices and application of psychology within behaviour work, in peer-reviewed studies published between 2000 and 2017. Four research databases, Google Scholar and a University Online Library were systematically searched. A total of 29 papers were found, 12 of which met the study inclusion criteria and were deemed to be of at least medium methodological quality and relevance. A synthesis of the studies’ accounts and outcomes revealed a range of EP practices at individual, group and organisational levels, exemplifying the core functions of the role. EPs draw upon single or multiple integrated psychological paradigms and commonly adopt a social constructionist and relational approach to their work, which can be seen to empirically validate existing models of EP professional practice. Links to EP practice and implications for further research are considered.

Keywords:

• Behaviour
• social, emotional and mental health
• educational psychologist
• children, adolescents
• psychological paradigm

Notes

1. Note that a high number of initial “hits” and subsequent exclusions is not uncommon in scientific systematic literature reviews as broad initial search terms seeking to capture the widest possible evidence base are balanced against filtering by the clearly defined focus of the specific review.