Exploring educational psychologists’ experiences of culturally competent consultation

Johal, Harpreet Kaur (2024). Exploring educational psychologists’ experiences of culturally competent consultation. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Professional bodies for educational psychology emphasise that educational psychologists and trainee educational psychologists consider culture within their practice and be anti-oppressive. Consultation is often used by educational psychologists as a conversational tool to gather information, problem solve and collaborate with consultees to create the next steps (Nolan and Moreland 2014). This research uses an exploratory case study design to investigate educational psychologists’ experiences of culturally competent practice during consultation, within the West Midlands. Semi-structured individual interviews were used to collect data, the data was analysed using reflective thematic analysis (Braun & Clarke 2019).

The results of the research suggest that participants understand the importance of considering culture within consultation; however, require support to develop their confidence and skill level to demonstrate culturally competent consultation. Participants shared that further input during training exploring models and theories while also, making culturally competent consultation a service priority would develop culturally competent consultation within educational psychology practice. Barriers to culturally competent consultation were also identified including fear of offending, being perceived as “racist,” and not knowing how to approach culturally competent consultation. A key learning point from the research was the need to broaden the way educational psychologists consider culture, as ethnicity and other observable markers dominated discussions.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):