Publication Cover
Educational Psychology in Practice
theory, research and practice in educational psychology
Volume 34, 2018 - Issue 4
2,322
Views
2
CrossRef citations to date
0
Altmetric
Articles

Using professional practice frameworks to evaluate consultation

& ORCID Icon

References

  • Ashton, R. (2009). Using the research and development in organisations model to improve transition to high school. Educational Psychology in Practice, 25(3), 221–232.
  • Ashton, R., & Roberts, E. (2006). What is valuable and unique about the educational psychologist? Educational Psychology in Practice, 22(2), 111–124.
  • Association of Educational Psychologists. (2010). Principles for the delivery of educational psychology services. Durham: AEP.
  • Boyne, G. A., Gould-Williams, J. S., Law, J., & Walker, R. M. (2004). Toward the self-evaluating organization? An empirical test of the Wildavsky model. Public Administration Review, 64(4), 463–473.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
  • British Psychological Society. (2009). Code of ethics and conduct. Guidance published by the ethics committee of the British Psychological Society. Leicester: BPS.
  • Claridge, S. (2005). Educational Psychologists’ and Teachers’ perceptions of consultation: an analysis of initial consultations ( Unpublished Doctoral Thesis). University College London.
  • Cooperider, D. L., Whitney, D., & Stavros, J. M. (2008). Appreciative inquiry: A positive revolution in change. San Francisco, California: Berrett- Koehler Publishers, Inc.
  • Cording, J. (2011). A study of Educational Psychologists, use of consultation and users’ views on what a service should deliver. ( Unpublished doctoral thesis). University of Exeter.
  • Crabtree, B., & Miller, W. (1999). Doing qualitative research. Newbury Park, CA: Sage.
  • Currie, E. (2002). Review of the provision of educational psychology services in Scotland. Edinburgh: Scottish Executive.
  • Davison, P., & Duffy, J. (2017). A model for personal and professional support for nurture group staff: To what extent can group process consultation be used as a resource to meet the challenges of running a nurture group? Educational Psychology in Practice, 33(4), 387–405.
  • Department for Education (DfE). (2011). School funding reform: Next steps towards a fairer system. London: DfE.
  • Division of Educational and Child Psychology (DECP). (1999). A framework for psychological assessment and intervention. Debate, 89, 6–9.
  • Dunsmuir, S., Brown, E., Iyadurai, S., & Monsen, J. (2009). Evidence-based practice and evaluation: From insight to impact. Educational Psychology in Practice, 25(1), 53–70.
  • Eddleston, A. (2016) An Action Research Study to Select an Effective Model to Evaluate Consultation within Two Educational Psychology Services ( Unpublished doctoral thesis). University of Manchester.
  • Fallon, K., Woods, K., & Rooney, S. (2010). A discussion of the developing role of educational psychologists within children’s services. Educational Psychology in Practice, 26(1), 1469–5839.
  • Farrell, P., Woods, K., Lewis, S., Rooney, S., Squires, S., & O’Connor, M. (2006). A review of the function and contribution of educational psychologists in England and Wales in light of “Every Child Matters”. London: DfES Research Publication.
  • Frederickson, N., & Cline, T. (2002). Special educational needs, inclusion and diversity: A textbook. Buckingham: Open University Press.
  • Friedman, M. (1997). A guide to developing and using performance measures in results-based budgeting. Washington, DC: Finance Project.
  • Gameson, J., Rhyderrch, G., Ellis, D., & Carroll, T. (2003). Constructing a flexible model to integrate professional practice- Part 1: Conceptual and theoretical issues. Educational and Child Psychology, 22(4), 96–108.
  • Gameson, J., Rhyderrch, G., Ellis, D., & Carroll, T. (2005). Constructing a flexible model to integrate professional practice- Part 2: Process and practice issues. Educational and Child Psychology, 22(4), 41–55.
  • Hampshire Educational Psychology Service. (2010). How do educational psychology services currently evaluate themselves? NAPEP survey. Hampshire: Hampshire County Council.
  • Kelly, B., Woolfson, L., & Boyle, J. (Eds). (2008). Frameworks for practice in educational psychology. London: Jessica Kingsley Publishers.
  • Kennedy, E., Cameron, R. J., & Monsen, J. (2009). Effective consultation in educational and child psychology practice: Professional training for both competence and capability. School Psychology International, 30(6), 603–625.
  • Larney, R. (2003). School- based consultation in the United Kingdom: Principles, practice and effectiveness. School Psychology International, 24(1), 5–19.
  • Leadbetter, J. (2005). Activity theory as a conceptual framework and analytical tool within the practice of educational psychology. Educational and Child Psychology, 22(1), 18–28.
  • Leadbetter, J. (2006). Investigating and conceptualising the notion of consultation to facilitate multi-agency work. Educational Psychology in Practice, 22(1), 19–31.
  • Lee, K., & Woods, K. (2017). Exploration of the developing role of the educational psychologist within the context of “traded” psychological services. Educational Psychology in Practice, 33(2), 111–125.
  • Lloyd, N., & Harrington, L. (2012). The challenge of effective outcome evaluation of a national, multi-agency initiative: The experience of sure start. Evaluation, 18(1), 93–109.
  • MacKay, T. (2002). The future of educational psychology. Educational Psychology in Practice, 25(1), 3–8.
  • Nugent, M., Jones, V., McElroy, D., Peelo, M., Thornton, T., & Tierney, T. (2014). Consulting with groups of teachers. Evaluation of a pilot project in Ireland. Educational Psychology in Practice, 30(3), 255–271.
  • Pennick, J., & Lagunowitsch, H. (2010). Executive summary: The perceived facilitators and barriers of Educational Psychologists working in a systemic way: A school perspective. Unpublished EPS Commisioned Research. University of Bristol.
  • Pugh, J. (2010). Cognitive behaviour therapy in schools: The role of educational psychology in the dissemination of empirically supported interventions. Educational Psychology in Practice, 26(4), 150–391.
  • Gameson, J., & Rhyderrch, G. (2010). Constructing a flexible model of integrated professional practice- Part 3: The model in practice. Educational Psychology in Practice, 26(2), 123–149.
  • Robson, C. (2002). Real world research (2nd ed.). Oxford: Basil Blackwell.
  • Sharp, S., Frederickson, N., & Laws, K. (2000). Changing the profile of an educational psychology service. Educational and Child Psychology, 17(1), 98–111.
  • Simm, J., & Ingram, R. (2008). Collaborative action research to develop the use of solution-focused approaches. Educational Psychology in Practice, 24(1), 43–53.
  • Timmins, P., Sheperd, D., & Kelly, T. (2003). The research and development in organisations approach and the evaluation of a mainstream support initiative. Educational Psychology in Practice, 19(3), 229–242.
  • Turner, S., Randall, L., & Mohammed, A. (2010). Doing an effective job? Measuring the impact of casework. Educational Psychology in Practice, 26(4), 313–329.
  • Wagner, P. (1995). School consultation: Frameworks for the practising Educational Psychologist: A handbook. UK: Kensington and Chelsea Education Psychology Service.
  • Wagner, P. (2000). Consultation: Developing a comprehensive approach to service delivery. Educational Psychology in Practice, 16(1), 9–18.
  • Welsh Assembly Government. (2011). Children and young people: Rights to action. Cardiff: Author.
  • Wicks, A. (2013). Do frameworks enable educational psychologists to work effectively and efficiently in practice? A critical discussion of the development of executive frameworks. Educational Psychology in Practice, 29(2), 152–162.
  • Willdridge, K. (2013). An exploration of educational psychologists’ views of their role and job satisfaction ( Unpublished doctoral thesis). Cardiff University.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.