Knowledge is the key… A grounded theory study exploring parent carer experiences of an Educational Psychology Service within pre-statutory stages of early intervention.

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Winstanley, Jennifer (2023) Knowledge is the key… A grounded theory study exploring parent carer experiences of an Educational Psychology Service within pre-statutory stages of early intervention. DAppEdPsy thesis, University of Nottingham.

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Abstract

Parental engagement is recognised as a key factor in improving educational outcomes and achievement for young people (YP) (Harris & Goodall, 2011). Legislative policy and literature provide an on-going emphasis for involving parents and carers to support pupils with special educational needs and disabilities (SEND) (DfE, 2011; DfE & DoH, 2015). Educational Psychologists (EPs) are ideally placed to facilitate this, with parental engagement being a fundamental aspect of EP practice (Byrnes, 2012). Engaging collaboratively with parents and carers is integral to Educational Psychology Services (EPSs), yet challenges in achieving an effective partnership are widely reported (Hart, 2011; McGuiggan, 2021).

The present study aims to extend the existing research landscape to better understand mechanisms that underpin parental engagement with a local authority (LA) EPS with hopes of improving practice and policy development to increase parental engagement to better support YP and wider service users.

Taking an inductive, exploratory approach, the current study explored parent carer experiences of an LA EPS within pre-statutory stages of early intervention. Data collection employed constructivist grounded theory methodology (Charmaz, 2014) through semi-structured interviews with five parents of pupils with SEND. Theoretical sensitisation, through the combination of data analysis and findings within a review of pertinent literature, assisted the generation of a conceptualised theoretical framework to better support effective parental engagement with an EPS. The study’s grounded theory is a product of complex interactions and layers of underlying processes with an overarching focus on knowledge, parents being informed, EPSs being responsive, striving for early intervention and working to diminish parental battles to access support.

Findings provide suggestions and implications for improving parental engagement within the professional practice of EPs and EPSs, with potential applicability to wider LA service development within the local context. Limitations of the study are acknowledged, with recommendations for further research to address these presented.

Item Type: Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors: Clarke, Victoria
Keywords: Educational Psychology Service, educational psychology, parents, early psychological interventon
Subjects: L Education > LB Theory and practice of education > LB1050 Educational psychology
L Education > LB Theory and practice of education > LB1501 Primary education
Faculties/Schools: UK Campuses > Faculty of Science > School of Psychology
Item ID: 74385
Depositing User: Winstanley, Jennifer
Date Deposited: 12 Dec 2023 04:40
Last Modified: 12 Dec 2023 04:40
URI: https://eprints.nottingham.ac.uk/id/eprint/74385

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