The most thoroughly researched topic in relation to Autism Spectrum Disorders (ASD) is the evaluation of interventions. Despite there being systematic literature reviews identifying evidence-based interventions (EBIs) for students with ASD, it is not clear to what extent educational psychologists (EPs) are using EBIs in their practice. The first paper in this thesis is a systematic literature review exploring which school-based interventions are reported in educational and school psychology journals and highlights the challenges of applying research data to idiographic individual casework. The second paper in this thesis is an empirical study investigating the extent to which EPs are using EBIs in their practice and the factors which influence EPs’ decision-making when planning interventions for students with ASD. The survey findings indicate that EPs are using many EBIs for ASD; however, there are many they are unfamiliar with. The most salient factors influencing EPs’ decision-making when planning interventions for students with ASD include the student’s individual needs and factors related to the school context. The third paper in this study discusses the dissemination of evidence to professional practice and looks at the implications of this research for individual EP roles, Educational Psychology Services and future research. Finally, a strategy for disseminating the findings will be outlined alongside a strategy for evaluating the impact of the dissemination.

This research investigates the impact of collaborative work between an Educational Psychologist (EP) and teaching assistants (TAs) delivering a wave 3 National Numeracy Strategy (NNS) intervention. The aim was to decipher whether EPs can play a distinctive role in addressing the stubborn and significant tail of underachievement in numeracy and, indirectly, the associated risks to an individual’s life opportunities, health, employability and social cohesion by providing consultative support for TAs. A multiple case study approach was adopted involving three case studies, each comprising one TA and three underachieving children, at different schools in the North of England. The EP modelled the use of the wave 3 NNS materials and supported/trained TAs in delivering this and other jointly agreed input over one academic term. Initial consultations were held with TAs to explore their experiences of mathematics and delivering numeracy interventions. Thereafter, joint planning and discussions took place on a fortnightly basis to identify what was working well and what input from an EP may be of use; EP input was provided as and when appropriate. Outcomes from the research were assessed using a standardized numeracy test, attitude questionnaires completed by TAs and children, interviews with TAs before and after the intervention and a research diary. The quantitative data gathered through the numeracy test and attitude questionnaires were compared pre and post intervention using descriptive statistics. The qualitative data from interviews and the research diary was analyzed using a thematic analysis approach. The results indicate that consultative support from EPs is welcome by TAs and schools and can be associated with positive outcomes for the children involved. TAs felt EP support was reassuring and acknowledged that it increased their knowledge and confidence and this directly affected the way they thought, felt and behaved in relation to the children’s numeracy difficulties. TAs reported positive observable changes in the children’s attitudes to numeracy lessons and there was a positive correlation between children’s scores on the numeracy test and the final attitude scores allocated to them by TAs, indicating that the intervention had a substantial impact on children’s attitudes and attainment in numeracy. TAs, parents and teachers attributed the positive changes seen in children to participation in the intervention and children’s progress was clearly linked to the numeracy topics covered by the NNS materials. A model for EP-TA collaboration with NNS interventions is proposed and significant factors include: consultation; modelling resources; conducting diagnostic assessments; shaping TAs’ pedagogical practice and providing training on instructional psychology methods. The research indicates that there is a potential distinctive role for EPs in raising the numeracy attainment and attitudes of children working with TAs on NNS interventions. The key element is successive EP consultations that target specific numeracy needs, effectively consider contextual factors and provide ongoing support for TAs. The proposed model could be applied to other numeracy interventions and provides an economical alternative to expensive SEN provision that EPs could usefully contribute to. Further research will be needed to ascertain more precisely the value added by the factors identified in this study to be associated with positive outcomes for children.

The aim of this research was to explore the lived experience of educational psychologists (EPs) working as expert witnesses in the family court and to capture some of their tacit knowledge. The research was conducted during a 'perfect storm' of reforms in family justice, austerity measures and following the publication of 'The Ireland Report' (Ireland, 2012) which was highly critical of the quality of psychological reports prepared for the family courts and captured the attention of the national media at a time when several high profile cases involving expert witness malpractice were also under scrutiny. Adopting Interpretative Phenomenological Analysis (IPA) as the methodology, two EP expert witnesses were interviewed using in-depth conversations based around two semi-structured interview prompts. Interview transcripts were then analysed using IPA, firstly within individual interviews and cases and then across interviews and cases. Superordinate themes emerged as five main focus points: 1) The role of being an EP and an expert witness, 2) Maintaining a phenomenological attitude, 3) Personal and professional identity, 4) The context of court and 5) The experience of the interview. Findings indicate that the widely accepted Fallon, Woods and Rooney (2010) definition of who EPs are and what EPs do also holds in the context of the family court, with the scientist-practitioner identity being further illuminated in this milieu, especially with regard to formulation, maintaining a phenomenological attitude and reflexivity.

Background: Due to a change in service delivery, the Educational Psychology Service (EPS) in which the researcher works now has an income-generated target which represents 20% of the full cost of the service. An increasing amount of this traded work is delivered in the form of training. Whilst training is perceived to be an important role of an Educational Psychologist (EP), there is a dearth of published literature about the role of the EP as a trainer. It was therefore felt that it would be useful to establish a more in-depth understanding of the EP’s role as a trainer, its distinctive and valuable contribution and the content and process elements of effective EP training.Participants: Sixteen participants in total took part within the study. This included the Principal Educational Psychologist of a Central England Metropolitan Local Authority, three EPs who delivered three separate training events, the three commissioners of the EP training events, and nine recipients of the EP training events.Methods: The study uses an exploratory single case study design, using a combination of semi-structured interviews and a focus group with additional data from a training observation, documentary analysis of training materials and training evaluation data. The interviews and focus group were analysed using inductive, explicit thematic analysis.Findings: A wide range of themes were identified about the distinct and valued contribution of EPs as trainers. Some of these included: EPs’ psychological knowledge and skills; EPs’ local knowledge of schools and other services; EPs’ wider view of training. Further findings identified the competing demands for Educational Psychology Services in delivering effective training and the commercialisation of EP services within the current financial climate.Conclusions: The exploratory nature of the study allowed for distinct and valued contributions of EPs’ as trainers to be identified. This resulted in a number of implications and recommendations for future practice.

Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and accounting for individual level support for crisis management situations for children or young people, at immediate risk of school exclusion. The studies are limited in exploring effective strategies and methods employed by a Specialist Educational Psychologist (SEBD) and the distinctive contribution of Specialist Educational Psychologists’ (SEBD) support. In the present study, a Specialist Educational Psychologist (SEBD) from an Independent Educational Psychology Service was identified to take part in the study. The Participant Specialist Educational Psychologist1 identified two casework examples of positive practice, whereby her input led to positive outcomes for the children with SEBD, at risk of permanent school exclusion. An in-depth single case study design was utilised to explore the strategies and methods employed by the Participant Specialist Educational Psychologist and her unique contribution from the Participant Specialist Educational Psychologist’s perspective and from the perspectives of the school professionals and parents involved in the two caseworks. Semi-structured interviews were used as a data gathering method and were analysed using Braun and Clarke’s (2006) six phased model of thematic analysis. An Integrated Thematic Map was produced made up of Seven Organising Themes. A content analysis was completed on documentary evidence of the Participant Specialist Educational Psychologist’s action plans and was triangulated with aspects of the findings from the thematic analysis. The effective strategies and methods applied by the Participant Specialist Educational Psychologist and the distinctive contribution of her support are described. The study provides ‘new’ and ‘confirmed’ insights into effective practice that aims to contribute to the skill set and knowledge of practitioner educational psychologists and through which, strengthen the support provided to schools for children or young people with SEBD, at risk of permanent school exclusion. The findings also provide insight to the distinctive role of the educational psychologist in effective specialist support and the specialist role within the profession. The insight is considered important in light of the current changes occurring within the profession and the Special Educational Needs (SEN) Review (DfE, 2011a; DfE, 2012a).

Research indicates that making time for effective reflective practices could assist professionals to overcome stressful challenges and enhance learning. Educational psychologists also experience stressful challenges which can negatively impact on the quality of their services. The purpose of this study is to provide insight to the problem statement: Investigating the value of reflection for educational psychologists in private practice. A multiple case study design was utilised. The purposefully selected sample was composed of three educational psychologists in private practice based in Gauteng, South Africa. The data collection methods included semi-structured interviews, reflective journal entries and weekly verbal feedback. Using an interpretive approach, the analysis and interpretation of findings were categorised into five themes: (a) The use of reflective practices in educational psychologists’ private practice, (b) Content of reflections of educational psychologists in private practice, (c) Challenges when reflecting, (d) The influence of reflection in private practice, (e) The value of reflection in private practice. Time management, content and convenience were some of the major challenges experienced by all the participants. The value of reflective practice within an educational psychologist’s private practice included acting in the best interest of the client, facilitating change, meaning making and developing an inner reflective voice. This research revealed that novice educational psychologists needed a structured method of reflecting. Experienced psychologists emphasised the need for a sustainable, integrated method of reflection. Recommendations are offered for educational psychologists in private practice, for training, and for further research possibilities. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

Doctor Educationis / In view of my extensive experience as an educator and currently as an Educational Psychologist serving schools in the eastern Education Management and Development Centre (EMDC) of the Western Cape, I have become acutely aware of the occurrence of truant behaviour particularly among fourteen to fifteen year old secondary school learners. On the one hand I am moved by the plight of many learners particularly in the afore-mentioned age group, for whom the education system appears irrelevant or of little value and is apparently failing them. Some communicate this attitude by their frequent and at times prolonged absence from school. On the other hand, many educators have little sympathy with truants, since as professionals, educators feel that consistent school attendance is essential if learners are to make satisfactory progress. Moreover, it is also my perception that educators' work loads and the organisation of schools, currently ensure that very few educators have the time to become closely acquainted with those individual learners who manifest their displeasure with schools - and them - by truanting. In turn, this breakdown in communication between educators and truants, makes implementing successful reintegration strategies immensely difficult. In fact, such is the pressure on today's educators, that some staff are greatly relieved at the prospect of instructing fewer learners, especially if the absentees are those who may be troublesome, backward, require extra attention in class or behave badly (Reid, 2002:5). Furthermore it has also come to my attention that educators feel that their prime duty and responsibility is to regulate attendees, higher achievers, as well as learners who conform and wish to do well at school. Hence, regular attendance appears to be the best barometer of this conformist attitude.

This study set out to determine the extent to which educational psychologists in South Africa are familiar with and use dynamic assessment. The study also covered issues such as the dynamic assessment training that educational psychologists receive as well as their attitudes towards dynamic assessment. A review of the literature revealed that only international studies have been done on the use of dynamic assessment by school psychologists. The findings of international studies can, however, not summarily be generalised to the South African context. The only national study that has been done on the use of dynamic assessment by educational psychologists was a qualitative study. The present study endeavoured to address this research hiatus by conducting a national cross-sectional online survey that was sent to all educational psychologists in South Africa. The study sought to find an answer to the following primary research question: "To what extent are South African educational psychologists familiar with and use dynamic assessment?" The sample was selected initially through purposive sampling and later through snowball sampling. The study found that of the 173 respondents who responded to the survey, 69,90% were familiar with dynamic assessment. However, this picture changed dramatically when they were asked to what extent they were familiar with dynamic assessment. A total of only 25,40% of the respondents indicated that they were quite familiar with dynamic assessment, and only 20,80% reported that they used dynamic assessment. Furthermore, only 8,10% had used dynamic assessment once a week during the past six months. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

The purpose of this mini-dissertation was to explore and describe how first sandtrays are useful in facilitating the operationalisation of Ungar’s diagnostic criteria for resilience among rural SiSwati-speaking South African adolescents. The study forms part of continuing investigation at the Centre for the Study of Resilience with regards to the nature of school-based Educational Psychology services in remote South Africa. My study draws on a subset of data that was generated when a group of Educational Psychology Masters students worked with a group of Grade 9 students at a rural school in Mpumalanga. I performed a qualitative secondary data analysis of the documentation obtained from the first sandtrays completed by 50 male and female Grade 9 learners as part of the psycho-educational assessments conducted in the 2015 Flourishing Learning Youth project. A qualitative exploratory design is used, and within this broad approach, I conduct a secondary data analysis to explore how first sandtrays are useful in facilitating a resilience diagnosis. The documentation relating to the first sandtrays includes visual data (photographs), client narratives and MEd (educational psychology) student reflections. A priori categories, which come directly from Ungar’s diagnostic criteria for resilience and relevant literature are used to categorise the coded data. The results showed that first sandtrays are useful in facilitating the operationalisation of Ungar’s diagnsotic criteria for resilience among rural SiSwati-speaking adolescents. Indicators of both individual and interpersonal risks and resources emerged during data analysis. Evidence from analysis of first sandtray documentation showed risks including adolescent life-stage, family violence, lack of safety and structural disadvantage. The most common of these was lack of safety in the community. Protective resources alluded to included personal strengths, supportive family systems, supportive teachers, community attachments and sharing of resources, supportive community structures, cultural values of Ubuntu and spiritual support. The findings indicate that first sandtrays can be used by the educational psychologist to diagnose resilience, and may be particularly useful in a multilingual and diverse context such as South Africa to understand which resources need to be sustained and which resources are absent and need to be amplified. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

Paper 1: This study focused on personal education plans for children in care and the related research around individual education plans. Children in care have been identified by the government and local authorities as a vulnerable group, at risk of failing to fully access education (DCSF, 2010). This paper examines the role of the educational psychologist in supporting children in care. There are three aims; 1. to explore the current role and work of educational psychologists in supporting children in care across local authorities, and within one local authority, 2. to generate, a more in-depth understanding of educational psychologists’ practice regarding children in care. 3. to use the analysis to formulate a framework that will inform an intervention to enhance the personal education plan process. Mixed methods were used to investigate the current role and view of educational psychologists and those involved in the personal education plan (PEP) process. The methods included online surveys, hardcopy questionnaires and semi structured interviews, which produced both qualitative and quantitative data. The findings of this research suggest that EPs most often work with Children in Care in school, and this seems to involve consultations, planning and reviewing meetings at a multiagency level. This study reports that EPs are not often involved in the PEP process but that most EPs have an understanding of the purpose of PEPs. A summary of the distinct contribution EPs believe they have to offer children in care has been presented, and the findings could provide EPs with improved role clarity in the future. A number of themes were also identified that would support the PEP process and a framework has been created that has the potential to enhance the process. Paper 2 - Collaborative Consultation: Background: Children in care (CiC) have consistently underperformed educationally, compared to other children. Personal Education Plans (PEP) were introduced to address this issue. This study aims to implement a PEP intervention (based on a framework from Paper 1) to enhance the educational experience of the child and explore the distinct contribution of the educational psychologist (EP). Method: Action Research was used to structure an intervention and gather the pre and post evaluation data in four case studies. The intervention consisted of an assessment of the child; there were three collaborative consultations with those involved in the PEP and attending the PEP meeting. Data collected include child assessments, notes from consultations, pre and post questionnaires and post semi-structured interviews with the professional. Results: The findings suggest the intervention had a positive impact on the PEP process and how those completing the PEP felt about the process. Changes to the child’s independent functioning could not be attributed to the intervention. The analysis developed and supports the finding in the framework from Paper 1. Conclusion: The revised framework offers a guideline to produce a consistent PEP process across all Local Authorities. Recommendations about the use of assessment and introducing psychological theories through consultation prior to the PEP are provided.