What do educational psychologists recognise is their unique contribution within their profession when working with ethnic minority clients using language/s other than English: a socio-cultural Activity Theory analysis

Krause, Katarzyna (2018). What do educational psychologists recognise is their unique contribution within their profession when working with ethnic minority clients using language/s other than English: a socio-cultural Activity Theory analysis. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

This study investigates Educational Psychologists’ (EPs) unique contribution within their profession when working with Ethnic Minority Clients (EMCs) when the EP is able to speak languages other than English.

The research adopted an exploratory study design and used qualitative methodology. Activity Theory (Engeström, 1987) was employed to examine the socio-cultural factors that mediate current practice and to inform future practice. Semi-structured interviews were utilised with six EPs who spoke at least one more language in addition to English.

The findings suggest that EP services may not yet have taken advantage of the opportunities that workforce diversity offers. As the EPs’ practice is varied, it is difficult to make specific recommendations to guide EPs in their work with EMCs. The study suggests that data should be collected on the other languages EPs can speak and then guidelines drawn up as to how this expertise might be used and the issues arising. Further research is needed to determine the potential benefits to the child and family when the EP speaks the same language (other than English). It would also be useful to explore whether there is value for EMC families when their EP also has English as a secondary language, even when the additional language is not shared

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):