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What parents want from direct access to Educational Psychologists in a children’s centre.

Jebbett, Lorraine Marcia (2011)
Ap.Ed.&ChildPsy.D. thesis, University of Birmingham.

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Increasingly, Educational Psychology Services are opening their provision to parents in community settings such Children’s Centres (Davis et al 2008), but, there has been little research regarding what parents want from this provision. Eleven parents who attended a Children’s Centre in the West Midlands, participated in semi-structured interviews (including sort card activities) designed to explore what they wanted from the opportunity to meet directly with an Educational Psychologist (EP). Transcripts of interviews were subjected to thematic analysis. Many parents reported wanting support at a community and personal level, (relating to a range of difficulties e.g. behaviour) and appeared to view difficulties that a child experiences as being ‘down to’ parenting skills. Parent’s therefore reported feelings of shame and embarrassment and wanted an EP to help build confidence in their parenting skills and to provide advice, information, techniques and direction. Parents valued EPs’ training, knowledge and experience and wanted this to be utilised to offer a unique/different perspective and to help them better understand their child. A solution focused consultation approach appears to be most aligned to what parents want. The findings also showed that some parents did not know what an EP does and equated EP work with psychiatry. EPs therefore need to advertise their role and to be approachable and accessible.

Type of Work:Ap.Ed.&ChildPsy.D. thesis.
Supervisor(s):Morris, Sue
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:LB Theory and practice of education
LC Special aspects of education
Institution:University of Birmingham
ID Code:2954
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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