Black African Parents' Experiences of an Educational Psychology Service

Autor/in	Lawrence, Zena
Titel	Black African Parents' Experiences of an Educational Psychology Service
Quelle	In: Educational Psychology in Practice, 30 (2014) 3, S.238-254 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2014.919249
Schlagwörter	Interviews; Educational Psychology; Blacks; Mixed Methods Research; Foreign Countries; Phenomenology; Databases; Counseling Services; Parent Attitudes; Statistical Analysis; Social Support Groups; Family Relationship; Preschool Children; United Kingdom + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Erziehungspsychologie; Pädagogische Psychologie; Black person; Schwarzer; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Datenbank; Elternverhalten; Statistische Analyse; Social support; Soziale Unterstützung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Großbritannien
Abstract	The evidence base that explores Black African parents' experiences of an Educational Psychology Service (EPS) is limited. This article describes an exploratory mixed methods research study undertaken during 2009-2011, that explored Black African parents' engagement with a UK EPS. Quantitative data were gathered from the EPS preschool database and parents completed the Family Support Scale which explored the social support they accessed outside of the EPS, such as relatives. Semi-structured interviews were used to explore five parents' experiences of the preschool EPS. The interview data were analysed using Interpretative Phenomenological Analysis (IPA). The findings highlighted key themes pertinent to educational psychology practice and are applicable to all families regardless of ethnic background. Psychological theories and frameworks are discussed alongside the implications for educational psychology practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10