How can educational psychologists help to strengthen parents' agency when their child moves into aternative provision?

Abstract

This thesis provides an account of the interplay between parents' agency and educational systems, specifically in decision-making processes when their child with special educational needs and/or disability (SEND) moves educational setting. Chapter One begins with a systematic review of existing published literature to explore whether parental agency is reported to influence decision-making when choosing an educational setting for their child with SEND. Five peer-reviewed papers are used to conduct an integrated thematic synthesis, drawing from the descriptions provided by the primary authors. The outcomes indicate the influence of parents' agency upon their decision-making and suggest this influence operates through a series of decision-making pathways connecting parents' forethought, self-reactiveness and self-reflectiveness to their experiences. Many parents experienced dilemmas’ in selecting a school for their child, which was affected by structural influences, impacting parents’ autonomy and, thus, their freedom of agency. Chapter Two links my thematic synthesis (Chapter One) and my empirical research (Chapter Three). This chapter is also a reflexive account of my ontological and epistemological beliefs as an 'emerging' critical realist, the influence this has on my assumptions and beliefs about agency, and my methodological choices. An exploration of the ethical considerations undertaken during my decision-making is also provided. Chapter Three narrows the focus of my research to parents' agency when their child moves into alternative provision (AP), such as pupil referral units. The empirical research aims to understand what can help strengthen parents' agency when their child moves into AP and the implications of this for educational psychologists. Following a qualitative approach, I conducted semi-structured interviews with five parents whose children had moved into AP. The interview transcriptions were coded and analysed using Reflexive Thematic Analysis. Central organising themes were generated using a combined approach to reasoning; these link to parents' agency in the process, parents as advocates for their child and parentprofessional relationships. The fluidity of agency is discussed alongside opportunities for strengthening parents’ agency when their child moves to AP. The possible limitations of this research are discussed as well as opportunities for future practice and research. Chapter Four is a reflective dialogue of how my research journey and the outcomes generated from this have influenced my development and professional practice in both my role as a Trainee Educational Psychologist (TEP) and as researcher. The implications for my future practice and those for the broader educational psychology practice and research community are discussed.