Exploring the role, knowledge and confidence of educational psychologists in considering harmful sexual behaviours among young people in educational contexts

Thomas, Sian Emily (2024). Exploring the role, knowledge and confidence of educational psychologists in considering harmful sexual behaviours among young people in educational contexts. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

It has been highlighted that harmful sexual behaviour (HSB) and peer on peer abuse in schools occurs so frequently that it is viewed by children and young people as being commonplace, occurring in hallways, canteens, and playgrounds (Allnock & Atkinson, 2019; Ofsted, 2021). Despite this, HSB is an under-researched area within the educational psychology field, with little research seeking to explore the role of the EP within such casework, or their perceived knowledge of HSB and what it entails. This study aimed to contribute to this under-researched area by exploring the role, knowledge, and confidence of Educational Psychologists (EPs) in considering HSB among young people in educational settings across a national context.

EPs and Trainee EPs practising in England were invited to participate in a mixed methods survey. 82 responses were gained from those practising across England. Quantitative data obtained was analysed using descriptive statistics, while thematic analysis was utilised to explore qualitative data gained from open-response box questions.

Findings suggest a lack of consensus as to whether considering HSB is part of the EP role. A high proportion of respondents also perceive themselves to lack knowledge and confidence supporting schools with such casework. Notably, these findings emphasise the need for further training and input around HSB, its definition and constituting behaviours to aid EP practice. Further, these findings highlight the importance of multiagency working and having opportunities to learn and receive support from colleagues in differing services.

Findings, in addition to key implications for EP services/ practices, EPs and professional training courses are discussed, in addition to potential avenues for future research.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):