A Role for Educational Psychologists: Using Planning Alternative Tomorrows with Hope (PATH) and Participatory Action Research (PAR) to Develop a Relationships and Sex Education (RSE) Support Group with Staff in a Special School

Autor/inn/en	Carpenter, Natalie; Lee, Frances; Male, Dawn
Titel	A Role for Educational Psychologists: Using Planning Alternative Tomorrows with Hope (PATH) and Participatory Action Research (PAR) to Develop a Relationships and Sex Education (RSE) Support Group with Staff in a Special School
Quelle	In: Educational Psychology in Practice, 39 (2023) 1, S.92-110 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2022.2164559
Schlagwörter	Educational Psychology; Action Research; Participatory Research; Sex Education; Special Schools; Special Needs Students; Students with Disabilities; Educational Cooperation; Educational Planning; Program Development; Elementary Secondary Education; Psychologists; Role + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Projektforschung; Forschungstätigkeit; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Special school; Sonderschule; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; cooperation; Kooperation; Bildungsplanung; Programmplanung; Psychologist; Psychologe; Psychologin; Rollen
Abstract	Relationships and Sex Education (RSE) for those with special educational needs and/or disabilities (SEND) is a complex and historically overlooked area, affected by socio-cultural factors, attitudes and beliefs. Research calls for professionals to work collaboratively, in a participatory, person-centred way, with scarce guidance to inform ways of working. This study explored and evaluated how an RSE support group can be developed, supported by an educational psychologist (EP) using Planning Alternative Tomorrows with Hope (PATH) to include the views of parents, school staff and pupils. An exploratory ethnographic case study design was used through participatory action research (PAR). The EP's knowledge, skills and relationship with the school was pivotal in planning, facilitating and supporting the group and providing a safe space for staff to implement RSE and contemplate key issues. Findings suggest that PATH provided a structured, participatory person-centred framework to plan for and support the group process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01