Using realistic evaluation principles to evaluate an intervention utilising a collaborative problem solving framework aimed at supporting the reflective practice of multi-professional groups of practitioners in two children’s centres

Thornbery, Emma (2010). Using realistic evaluation principles to evaluate an intervention utilising a collaborative problem solving framework aimed at supporting the reflective practice of multi-professional groups of practitioners in two children’s centres. University of Birmingham. Ap.Ed.&ChildPsy.D.

Preview	Thornbery10ApEdPsyD1.pdf PDF Download (2MB)
Preview	Thornbery10ApEdPsyD2_A1a.pdf PDF Download (14MB)

Abstract

The focus of this volume is on reflective practice. It presents a literature review relating to reflective practice and its development and an account of a research and development initiative aimed at promoting the development of reflective practice in Children‟s Centres. The Introductory Chapter provides an overview of the structure and contents of the volume as well as an explanation of the context in which the research study was completed and an account of the influence of a social constructivist perspective and empowerment research on the position of the researcher and the focus of the study. It also provides details regarding the completed and proposed dissemination of findings for a variety of audiences. Chapter 2 provides a review of the literature in relation to five broad questions but with a particular focus on the role of the Educational Psychologist in supporting organisational development through developing reflective practice. Literature regarding reflective practice is reviewed and used to inform the development of the focus for the research study which is presented in Chapter 3. The study involved the design, implementation and evaluation of an intervention aimed at supporting the reflective practice of practitioners in two Children‟s Centres. Realistic Evaluation principles were used to inform the design of the evaluation which measured the impact of the intervention through gathering the practitioners‟ perspectives. Implications for the role of Educational Psychologists in supporting reflective practice are also highlighted and discussed within Chapter 4.

Type of Work:	Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)
Award Type:	Doctorates > Ap.Ed.&ChildPsy.D.
Supervisor(s):	Supervisor(s) Email ORCID Timmins, Paul UNSPECIFIED UNSPECIFIED
Licence:
College/Faculty:	Colleges (2008 onwards) > College of Social Sciences
School or Department:	School of Education
Funders:	None/not applicable
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General)
URI:	http://etheses.bham.ac.uk/id/eprint/1244

Actions

	Request a Correction
	View Item

Downloads