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Newton, Annie (2025) Can the Power Threat Meaning Framework be Adopted into Educational Psychology Practice? Exploring Relevance and Challenge through a World Café Approach. DAppEdPsy thesis, University of Nottingham.

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Abstract

The Power Threat Meaning Framework (PTMF) (Johnstone & Boyle, 2018b, 2018a) offers an alternative conceptualisation of mental health or ‘emotional/behavioural distress’. First proposed as a substitute for psychiatric diagnoses, it is suggested that the framework can be applied across various disciplines. However, existing literature highlights both advantages and challenges encountered during the initial adoption of the framework in applied psychological practices. Little is known about the PTMF’s applicability to practice in Educational Psychology (EP) services.

Using a World Café methodology, this study aimed to explore Educational Psychologists' (EPs) views on the perceived relevance of the PTMF and potential challenges to applying it in EP practice. In line with the exploratory sequential design and the World Café principle of creating ‘networks of conversations’, two phases of research took place. In total, three EP services participated.

Each service engaged in a session introducing the PTMF and a World Café where participants discussed the PTMF’s potential application to EP practice through iterative small group discussions. Aligned with the exploratory focus, the PTMF was suggested as relevant to EPs’ reflective practice and explicit practices with children and young people, adults, school systems, and wider systems. Conceptual and practical challenges to translating the framework to EP practice were also identified.

The findings are examined alongside existing literature, highlighting the tensions EPs face regarding their role in therapeutic practices, interpreting meanings, and operating within complex power dynamics that shape their influence and scope of practice. Utilising Rogers’ (2003) ‘diffusion of innovations’ theory within a contextualist epistemological framework, the findings emphasise various elements EPs should weigh when implementing the PTMF in their contexts. Implications for EP practice are offered as reflective questions for EPs, guided by the PTMF and current research insights. The study's strengths and limitations, along with suggestions for future research, are also discussed.

Item Type:	Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors:	Durbin, Nick
Keywords:	Power Threat Meaning Framework, PTMF, mental health conceptualisation, World cafe method
Subjects:	L Education > LB Theory and practice of education > LB1050 Educational psychology R Medicine > RC Internal medicine > RC 321 Neuroscience. Biological psychiatry. Neuropsychiatry
Faculties/Schools:	UK Campuses > Faculty of Science > School of Psychology
Item ID:	81737
Depositing User:	Newton, Annie
Date Deposited:	12 Dec 2025 04:40
Last Modified:	12 Dec 2025 04:40
URI:	https://eprints.nottingham.ac.uk/id/eprint/81737

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