Exploring the perceptions of educational psychologists working in inter-professional teams supporting the delivery of school-based mental health provision: an activity theory analysis of mental health support teams

Morrice, Zoe Maria (2025). Exploring the perceptions of educational psychologists working in inter-professional teams supporting the delivery of school-based mental health provision: an activity theory analysis of mental health support teams. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Over the past two decades, the UK Government has committed to improving children and young people’s (CYPs) access to mental health (MH) support services, through the implementation of policy and practice which has led to the introduction of a range of MH initiatives (Wolpert et al, 2013; DHSC & DfE, 2017). In 2017, the government published, ‘Transforming Children and Young People’s Mental Health: a Green Paper’, which laid out plans for the Department of Health and Social Care (DHSC) and the Department for Education (DfE) to jointly tackle issues relating to the disparity in access to MH services between CYP, and for the early identification and early intervention of MH needs, through joint working between education and health care professionals (DHSC & DfE, 2017).

Over the years, research has highlighted the importance of a “multi-agency responsibility” being taken between public health and education services in the pursuit of improved MH support for CYP (Morris & Atkinson, 2018, p.286), and further research has explored the ‘distinctive’ role and contribution of educational psychologists (EPs) within this context (Farrell et al, 2006; Gaskell and Leadbetter, 2009). However, despite the detailed advantages of inter-professional working between health and education sectors, EPs are not always given a clearly defined role within initiatives such as these.

The main aim of this study was to explore the perceptions of EPs who were granted

the opportunity to work as part of an inter-professional team (IPT), specifically, the recently established Mental Health Support Teams (MHSTs), that were developed as part of the government’s initiative to embed MH provision in schools. Activity Theory (AT) was utilised as both the theoretical framework and analytical tool, allowing for the in-depth exploration of EPs’ position within the MHST, in relation to their contribution to the work of the activity system and the factors both facilitating and constraining this role. Data was collected via semi-structured interviews with the subjects of the activity system (EPs), to inform the research questions. Thematic analysis (Braun & Clarke, 2006) was used to analyse interview transcripts, with generated themes being further reconceptualized in accordance with the AT framework.

Findings suggest there were a number of contentions and contradictions influencing EPs’ engagement in MH IPTs, such as: clarity and assumptions regarding the EP role; characteristics of IPTs; team culture; models of practice governing IPTs; and competing demands of the EP role. Implications for future research and practice are discussed.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):