An Exploration of How Educational Psychologists can facilitate positive change in residential children's homes: Perceptions of Residential Care Workers

Abstract

This thesis explores the perceptions of Residential Care Workers (RCWs) about how psychologically informed practice (PIP) supports change and promotes positive outcomes for children and young people (CYP). The four chapters are a systematic literature review, a methodological and ethical critique, an empirical research project and a reflective synthesis. A seven step meta-ethnography is used to analyse six papers and consider how PIP influences RCWs’ daily practice. Findings suggest that three areas are influential in empowering and challenging staff. These are, changing thoughts and feelings, enhancing interactions and a supportive ethos. Chapter two provides a critical rationale for the chosen methodological approach. I consider the underpinning conceptual framework, including the philosophical assumptions made and the implications of my adopted researcher position. I explore ethical opportunities and challenges due to virtual adaptations. The empirical research project generates a rich picture, highlighting the experiences of RCWs and what they value about working with Educational Psychologists (EPs). I use Appreciative Inquiry as a strengths-based tool, with a virtual focus group of six RCWs. This enables a qualitative exploration based on dialogue and collaboration. A Grounded Theory analysis suggests that there are three core elements which are valued when working with EPs. Firstly, the way of being and relating, and the subsequent positioning of the EP, which is foundational. Secondly, the processes and approaches which are adopted to support readiness for informing change. Thirdly, the identified perceived needs to be targeted including staff wellbeing, and relationships with CYP. This focuses on considering language use, perception of CYP, understanding of needs and inclusive practice. The final chapter summarises the development of understanding and knowledge acquired throughout the research journey. I explore my reflections and the impact as both a researcher and practitioner. I consider potential implications for RCWs and next steps for my EP practice.