A Grounded Theory of Educational Psychologists' Mental Health Casework in Schools: Connection, Direction and Reconstruction through Consultation

Autor/inn/en	Zafeiriou, Maria Evrydiki; Gulliford, Anthea
Titel	A Grounded Theory of Educational Psychologists' Mental Health Casework in Schools: Connection, Direction and Reconstruction through Consultation
Quelle	In: Educational Psychology in Practice, 36 (2020) 4, S.422-442 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gulliford, Anthea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2020.1818553
Schlagwörter	Grounded Theory; Educational Psychology; Psychologists; Mental Health; Mental Health Programs; Caseworker Approach; Consultation Programs; Foreign Countries; Psychotherapy; Counseling; Self Determination; Schools; Problem Solving; Behavior Change; Evidence Based Practice; Planning; Students; Adults; Psychological Patterns; Emotional Response; United Kingdom (England) + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Psychohygiene; Fachberatung; Ausland; Psychotherapie; Counselling; Beratung; Selbstbestimmung; School; Schule; Problemlösen; Ablaufplanung; Planungsprozess; Student; Schüler; Schülerin; Studentin; Emotionales Verhalten
Abstract	Educational psychologists (EPs) in England are identified as key to specialist mental health provision in schools yet are underrepresented in policy development. This study examined EPs' mental health casework in schools as one aspect of the professional contribution in this area. Data gathered from interviews with EPs were analysed though constructivist grounded theory (GT) methods. The resulting GT drew from psychotherapeutic attachment theories, person-centred counselling, self-determination theory, solution-focused thinking, and from ecological and consultation theories. EPs used two distinct but interacting processes in mental health casework. One involved facilitating a secure base offering emotional containment for overwhelmed adults (staff, parents). The other engaged adults in cognitively demanding problem-solving activities, challenging perceptions, leading to cognitive and behavioural change, and in turn to systemic adaptations. Limitations and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01