Working together through the statutory assessment process under the Children and Families Act (2014): using activity theory in a two phase multiple perspective analysis of the expectations and experiences of Educational Psychologists, health, social care and education professionals, parents and children working together in the context of the statutory assessment process under the Children and Families Act

Rawal, Rachna (2015). Working together through the statutory assessment process under the Children and Families Act (2014): using activity theory in a two phase multiple perspective analysis of the expectations and experiences of Educational Psychologists, health, social care and education professionals, parents and children working together in the context of the statutory assessment process under the Children and Families Act. University of Birmingham. Ap.Ed.&ChildPsy.D.

	Rawal15ApEd&ChildPsyD_Vol_1_Redacted.pdf PDF - Redacted Version Restricted to Repository staff only until 1 January 2050. Download (2MB) \| Request a copy
	Rawal15ApEd&ChildPsyD_Vol_2_Redacted.pdf PDF - Redacted Version Restricted to Repository staff only until 1 January 2050. Download (2MB) \| Request a copy

Abstract

The reforms supporting children with special educational needs and disability have undergone significant changes with the introduction of a coordinated system which places parents and children at the heart of processes, with education, health and social care professionals working together to support the needs of children. There has been little focus within research in this area, that in relation to the role of Educational Psychologists (EPs) and on multiple perspectives of working together particularly that including children and their parents. The current two phased study therefore utilised a multiple case study design to explore the expectations and experiences of EPs, professionals from health, social care and education, parents and children on working together through the statutory assessment process under the Children and Families Act (2014) through the application of Activity Theory methodology. The findings suggest roles for EPs, parents and children and support and constraints of working together similar to that identified within literature with additional roles, supports and constraints identified as directly related to the process. Methods of enhancing working together through the process are suggested and the implications of the findings to the practice of EPs, professionals, parents, children and the Local Authority are discussed along with future research.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):