How can educational psychology contribute to enhancing young people's perspective of themselves as agentic in their community

Abstract

ility to life challenges. This research aimed to investigate how Educational Psychology can contribute to enhancing these agentic perspectives. A systematic review of agency related literature revealed little consistency in definitions, little coherence on agency’s components and no previous models identifying factors that enhance young people’s agentic perspectives. Comparing relevant articles through meta-ethnography developed a model that suggested an inter-relationship of factors between an individual, their community and how they make sense of life there. The empirical research used realist Grounded Theory to analyse focus groups with young people and develop a new model to triangulate previous findings. The resultant model has more explanatory power indicating how psychological factors relate over time between an individual’s thoughts and feelings, their structural context and social interactions with others. I argue that focus on young people’s agency can be a golden thread linking many areas of Educational Psychology practice. The model may guide assessment and intervention facilitating EPs working with young people, professionals, families and communities to enhance young people’s agentic perspective. Implications for practice are discussed. Further research and development in this area could contribute to increased awareness and discourse on agency; facilitating young people’s pro-social and active involvement in their community.