Reviewing and Developing a Psychological Service's Response to Managing Behavioural Difficulties through Action Research

Autor/inn/en	Law, C. Eleanor; Woods, Kevin
Titel	Reviewing and Developing a Psychological Service's Response to Managing Behavioural Difficulties through Action Research
Quelle	In: Educational Psychology in Practice, 35 (2019) 1, S.99-117 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2018.1539835
Schlagwörter	Psychological Services; Educational Psychology; Foreign Countries; Behavior Problems; Action Research; School Psychologists; Behavior Disorders; Mental Health; Emotional Disturbances; Barriers; Reflection; Student Behavior; Behavior Modification; Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Psychologische Betreuung; Erziehungspsychologie; Pädagogische Psychologie; Ausland; Projektforschung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Psychohygiene; Gefühlsstörung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Rollen
Abstract	Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might occur during the adoption of a "part-traded" service delivery model, an empirical investigation was conducted within one English local authority (LA) educational psychology service (EPS). Using an action research model, data were gathered through a focus group with six EPs and an interview with the Principal EP (PEP). Current behaviour practices, psychological approaches and future development priorities were identified, as well as perceived facilitators and barriers to change and the EPs' reflections on professional development through research participation. Implications for EP practice and future research are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01