An appreciative inquiry: capturing peak experiences of educational psychology practice in one Local Authority under COVID-19 restrictions

Rogers, Olivia (2022). An appreciative inquiry: capturing peak experiences of educational psychology practice in one Local Authority under COVID-19 restrictions. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

The Coronavirus pandemic has been described as an unprecedented event in human history (Lillie et al., 2021). By 11th March 2020, the World Health Organisation (WHO) stated that a pandemic was ongoing due to the number of infections documented in many countries (WHO COVID-19 Strategy Update, 2020). In the UK, community-wide safety orders were introduced abruptly on 23rd March 2020 by Boris Johnson, the UK Prime Minister. This included the sudden partial closure of all education settings for an unprecedented period (Stifel et al., 2020).

The context for Educational Psychology (EP) practice had to quickly adapt to remote and virtual working for an extend time. This presented several challenges for EPs and Trainee EPs (TEP) including pragmatic and ethical considerations, the advocacy role of the EP, transferring practice to remote and virtual delivery, and the impact of COVID-19 restrictions on EP wellbeing. At the time of writing there was a lack of research capturing the reflections of UK based EPs, or research which aimed to identify the strengths and opportunities in the best of EP practice under the remote and virtual context for working. The overarching aim of the current research was therefore to capture the successes and strengths evidenced in EP and TEP practice, with consideration for participant wellbeing and the context for data collection being a primary factor underlining methodological choices.

Appreciative Inquiry (AI) methodology was used as a participatory research approach to meet this overarching aim. A steering group of eight EPs and TEPs, were recruited from one Local Authority (LA) in England. The 5-D model of AI, (Cooperrider, Whitney & Stavros, 2005), was adapted for virtual use and the aim of the research. Three key research questions were formulated following the initial ‘Define’ session and topic selection which focused on capturing key characteristics of peak EP and TEP practice; perceived facilitators of these experiences; and envisioned future practice under COVID-19 restrictions.

The AI cycle revealed five reoccurring themes, described broadly as: collaboration, community-based practice, ethically driven practice, flexibility within a traded model, and EP and TEP wellbeing. Seeking connection in the virtual, remote world seemed to be at the core of participants reported peak experiences, whether that be connection personally with colleagues and peers or connection within the community to support recovery. Implications and key reflections for EP services and EP practice are explored, and directions for future research identified.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):