Enablers and Barriers to Educational Psychologists' Use of Therapeutic Interventions in an Irish Context

Autor/inn/en	Hoyne, Nicola; Cunningham, Yvonne
Titel	Enablers and Barriers to Educational Psychologists' Use of Therapeutic Interventions in an Irish Context
Quelle	In: Educational Psychology in Practice, 35 (2019) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoyne, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2018.1500353
Schlagwörter	Educational Psychology; Psychologists; Intervention; Therapy; Barriers; Counselor Attitudes; Cognitive Restructuring; Behavior Modification; Time Management; Public Policy; Educational Environment; Counselor Training; Foreign Countries; Mental Health; Counseling Techniques; Ireland + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Therapie; Behaviour modification; Verhaltensänderung; Zeitmanagement; Öffentliche Ordnung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Psychohygiene; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Irland
Abstract	Recent years have seen a revived interest in therapeutic educational psychology practice. The aim of this research is to identify the range of therapeutic approaches being delivered by Educational Psychologists (EPs) in an Irish context and to elicit the views of practitioners on the facilitators and barriers to therapeutic provision. Twelve participants were recruited from a total of 22 EPs working within one region of the National Educational Psychological Service (NEPS). Individual semi-structured interviews were held, and thematic analysis was used to examine the data gathered. Therapeutic approaches most commonly used by participants were Cognitive Behavioural Therapy (CBT) and Solution Focused Brief Therapy (SFBT). Barriers perceived by EPs as impacting therapeutic practice related to time, government policy, school factors, EP role, and training. Facilitators included service support, intervention outcomes and media interest. Findings suggest that many EPs are applying therapeutic approaches and are keen to provide more within their professional role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01