An exploration of how to improve educational psychologists’ practice, related to critical incidents involving suicide-related behaviours by understanding the experiences of senior leadership in secondary schools in England

Prall, Sarah Kristin (2020). An exploration of how to improve educational psychologists’ practice, related to critical incidents involving suicide-related behaviours by understanding the experiences of senior leadership in secondary schools in England. University of Birmingham. Ap.Ed.&ChildPsy.D.

	Prall2020ApEd&ChildPsyD_Vol_1.pdf Text - Accepted Version Restricted to Repository staff only until 20 March 2030. Available under License All rights reserved. Download (2MB) \| Request a copy
	Prall2020ApEd&ChildPsyD_Vol_2.pdf Text - Accepted Version Restricted to Repository staff only until 1 July 2030. Available under License All rights reserved. Download (1MB) \| Request a copy

Abstract

The current research explores how educational psychologists (EPs) can improve practice related to critical incident (CI) support, following a suicide or an incident involving suicide-related behaviours. A two-phased qualitative, exploratory approach was applied. Phase one explored the experiences and expectations of two senior leaders, in relation to the CI support they received, and their experiences of post-traumatic growth (PTG) following a CI involving suicide-related behaviours. In phase two, a focus group of EPs reflected on the findings from phase one, to identify how practice can be developed. Thematic analysis (Braun and Clarke, 2006) was used to analyse the transcripts in both phases.

Findings highlighted the impact of a CI on both senior leaders and their respective school communities. The two participating senior leaders identified elements of immediate and ongoing support, and discussed the importance of being supported by familiar and trusted services. Both senior leaders discussed the benefits and barriers to accessing support, and reflected on positive outcomes following the CI, reflecting the literature around PTG. The group of EPs and both senior leaders recognised the benefits of preparedness. The group of EPs within one Local Authority EP service identified five themes relating to how to develop EP practice, which can be summarised as building relationships, effectively communicating the EP role to schools, having a coordinated and multi-agency response, enabling and empowering senior leaders following a CI, and training on CIs.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):