Re-orchestration of these voices : an exploration of how an educational psychologist can make maximum impact when only minimum contact with a child or young person is possible

Abstract

Although most children and young people hold similarly high aspirations, some groups are much less successful in translating them into reality in adult life. Children and young people recognized as having special educational needs, and who also experience disrupted life styles getting moved on from one locality to another, are one such group. This research focuses specifically on these children and young people, and explores the potential of the educational psychologist’s [EP] role to rethink how to challenge persistent inequalities for their future outcomes. The literature review explores debates about social justice and equalities with reference to the changing conceptualization and practice of special educational needs. More specifically, the person-centred approach to families and professionals working together, the impact of participants’ emotion on meaning-making, and the ethics of the EP role are reviewed. I continue with examining cultural historical activity theory, and its relevance to informing types of multi-agency work team interaction and communication that can lead to expansive learning and transformational change. The research is designed around a single-case study concerning a family fleeing extreme domestic violence. The research site is the 10-year-old child’s person-centred Education, Health, and Care Plan process as this provides a brief meeting context for the family, the EP, and other professionals. The research methodology is informed by social constructionism, and takes a qualitative approach to data analysis including synthetic discourse analysis, content analysis, and an activity theory framework. The research concludes with providing a theoretical model that explains why transformational change is more likely to occur through face-to-face conversation and negotiation between participants who seek to solve a problem together. This outcome indicates a central role for EPs working at a range of levels to challenge inequalities of outcome, including a single conversation if that was all the time available.