An investigation into discourses of social emotional and mental health difficulties and the role of educational psychologists

Hickinbotham, Laura (2023). An investigation into discourses of social emotional and mental health difficulties and the role of educational psychologists. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

The aim of this research was to explore how third year trainee educational psychologists (TEPs) construct children and young peoples (CYPs) social, emotional, mental health (SEMH). It also aimed to explore how TEPs constructed their own, and other educational psychologists’, role within the area of SEMH. This topic was of significance due to the ongoing emphasis on supporting CYPs SEMH in governmental policy and education, and the shifts in special educational needs discourse which has moved away from a discourse of behaviour towards a discourse of mental health (Department for Education/Department of Health, 2015). The research was informed by a social constructionist approach to explore how CYPs SEMH, and the role of educational psychologists, are constructed through talk. Five TEPs were interviewed using virtual semi-structured interviews, and data was analysed using discourse analysis informed by critical discursive psychology (Edley, 2001). The findings show that five TEPs drew on a range of interpretive repertoires to construct CYPs SEMH including SEMH and behaviour, SEMH as a need, SEMH as interactive, SEMH as a social construction, and SEMH and mental health. These repertoires positioned CYP in a variety of ways that served to reproduce or challenge dominant constructions in policy and literature. Additionally, analysis demonstrated how TEPs talked about their own role, and the role of educational psychologists, in SEMH as therapeutic, systemic, eclectic, person-centred and restricted. These constructions enabled TEPs to take up varying subject positions when constructing their role that reflected tensions within wider literature. The limitations of this research and implications for educational psychology practice are considered including the importance of providing a space for professionals to critically reflect on language.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):