How Can Educational Psychologists Work within Further Education to Support Young People's Mental Health? An Appreciative Inquiry

Autor/inn/en	Morris, Rachel; Atkinson, Cathy
Titel	How Can Educational Psychologists Work within Further Education to Support Young People's Mental Health? An Appreciative Inquiry
Quelle	In: Research in Post-Compulsory Education, 23 (2018) 3, S.285-313 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Rachel) ORCID (Atkinson, Cathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2018.1490085
Schlagwörter	Educational Psychology; School Psychologists; Mental Health; School Health Services; Student Needs; Barriers; Counselor Role; Foreign Countries; Postsecondary Education; School Counseling; Access to Health Care; United Kingdom (England) + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Psychohygiene; Schuleingangsuntersuchung; Ausland; Post-secondary education; Tertiäre Bildung; School counselling; Pädagogische Beratung
Abstract	Following legislative changes introduced under the Children and Families Act (2014), educational psychologists (EPs) now work to support the needs of children and young people up to the age of 25. While there is a small but emerging base of contemporary research exploring the role of the EP within the post-school sector, to date few studies have addressed student mental health. This is despite the prevalence and widespread implications of mental health difficulties and the promotion of positive mental health being framed as a multi-agency responsibility. In order to explore this research gap, an appreciative inquiry was conducted through a series of focus groups with six members of an educational psychology service (EPS) in order to explore how practice could be extended to support the mental health of young people in further education (FE). Data were contemporaneously produced and analysed through narrative discussions and Thematic Analysis. Key areas for EP support were highlighted in relation to transition, therapeutic group work and capacity building. Facilitators and barriers to the extension of EP support within FE are highlighted and contextualised. A tentative model for guiding future practice is proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01