What Are the Experiences and Practices of Educational Psychologists When Working with and Supporting Autistic, Gender-Diverse Children and Young People?

Autor/inn/en	Allen-Biddell, Dean; Bond, Caroline
Titel	What Are the Experiences and Practices of Educational Psychologists When Working with and Supporting Autistic, Gender-Diverse Children and Young People?
Quelle	In: Educational & Child Psychology, 39 (2022) 1, S.76-87 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Educational Psychology; Autism; Pervasive Developmental Disorders; LGBTQ People; Psychologists; Children; Youth; Inclusion; Educational Environment; Student Diversity; Foreign Countries; Knowledge Level; Social Attitudes; Cooperation; Empowerment; Identification (Psychology); Research; Policy; United Kingdom + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Autismus; Psychologist; Psychologe; Psychologin; Child; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Wissensbasis; Social attidude; Soziale Einstellung; Co-operation; Kooperation; Forschung; Politik; Großbritannien
Abstract	Aims: Research into the nature of educational psychologist (EP) practice when supporting autistic, gender-diverse children and young people (CYP) is within its infancy. This study explores the experiences and practices of five EPs with applied knowledge of work in this emerging area. Method: Semi-structured interviews were conducted and a reflexive thematic analysis carried out to develop themes. Findings: Findings highlight distinct areas of practice and challenges faced by participants. In particular, this study highlights the uncertainty and complexity of work in this area with a specific focus upon the intersectionality of autism and gender diversity. The nature of direct work with CYP and support for inclusive schooling practices are also explored alongside current gaps in educational psychology practice in this area. Limitations: Given the aim of this study to provide an exploratory entry point into the practices of EPs working with this population of young people, the researchers did not aim for representativeness. Therefore, subjective participant experiences cannot be assumed to reflect those of all EPs with applied knowledge in this area. Conclusions: Implications for research and practice are discussed including the development of resources and guidance within educational psychology services to support practitioners in their work in this area. A discussion of the need for EPs to utilise their knowledge of intersectionality when working with the uncertainty of dual identity casework is provided alongside reflections about the nature of EP work in supporting schools to further develop their inclusive practices. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01