“It’s made me realise the power of pressing pause”: a qualitative exploration of educational psychologists’ and trainee educational psychologists’ experiences during the COVID-19 pandemic through the lens of limiality and the impact of this on their professional identity and their plans for future practice

Sanders, Sarah Elizabeth (2022). “It’s made me realise the power of pressing pause”: a qualitative exploration of educational psychologists’ and trainee educational psychologists’ experiences during the COVID-19 pandemic through the lens of limiality and the impact of this on their professional identity and their plans for future practice. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

The Covid-19 pandemic has changed the working practices of many professionals, including Educational and Trainee Educational Psychologists (EPs and trainee EPs). Previous research suggests that major world events, including pandemics, force change upon professionals, which can lead to a ‘liminal space’ (Chen and Reay, 2020) whereby professionals can reflect on their current and future working practices, the important components of a profession and their professional identity. This study explores EP and trainee EP experiences of practicing during the Covid-19 pandemic, using questionnaires and semi-structured interviews. The study considers the ways in which EPs and trainee EPs have been practicing and the challenges and opportunities they have encountered whilst practicing during this time. This study examines whether this period has led EPs and trainee EPs to consider the important components of their role, what helps and hinders their practice, their professional identity, and their plans for future practice. Thematic analysis (Braun and Clarke, 2006) was used to analyse initial questionnaires and later, semi-structured interview data from six EPs and two trainee EPs. The research revealed that although practicing during this time encompassed many challenges, EPs and trainee EPs did find this period to be an opportunity to consider the important components of their role, their professional identity and how they would like to practice in the future. A liminal space as it is conceptualised in the literature appears to have been encountered by participants and led to reflections regarding their professional identity and their future practice. Conclusions centre around the impact of the pandemic on participants reflections regarding their professional identity and plans for future practice. The implications of my findings are discussed and considered in a real-life context, centering around the factors that are helpful to EP and trainee EP practice and professional identity, with a view to increasing these aspects in everyday practice.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):