At a time where national budget cuts and changes in Government policy have reduced Local Authority budgets and workforce numbers, many Educational Psychology (EP) services across England and Wales are undergoing a period of rapid change and transition. Within this context many EP services have begun to develop traded service delivery models. This study utilised Soft Systems Methodology (SSM) to gain EPs’ perceptions of some of the problem situations arising from working within a ‘traded’ EP service in order to understand the implications of this new model of service delivery on the activities and the role of the EP. This study utilised SSM to gain EPs’ views through two focus group discussions, focus group A (n= 5) and focus group B (n=4). Thematic analysis highlighted ‘job insecurity’, ‘not knowing budgets’ and ‘increased workloads’ as problem-situations arising from working in the traded model. Systems underpinning these themes related to ‘judging EP performance’, ‘schools as power-holders’ and ‘marketing’ the EP service. SSM enabled EPs to view actions to improve practice which were focused on developing ‘capacity within the team’ and working to clarify the ‘expectations of EPs’.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:583109 |
| Date | January 2013 |
| Creators | Islam, Snah N. |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/4540/ |
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