Exploring the training experiences of trainee educational psychologists in supporting children and young people with literacy difficulties.
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| Title: | Exploring the training experiences of trainee educational psychologists in supporting children and young people with literacy difficulties. |
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| Authors: | Maries-Collier, Freya, Woods, Kevin |
| Source: | Educational & Child Psychology. Mar2023, Vol. 40 Issue 1, p29-43. 15p. |
| Subjects: | People with learning disabilities, Educational psychologists, Occupational training, Career education, Professional education |
| Geographic Terms: | England |
| Abstract: | Aims: This research aims to build a national picture of the range of training that trainee educational psychologists (TEPs) in England receive in relation to literacy difficulties and/or dyslexia (LitD/D), and how this goes on to influence their professional practice. Method/Rationale: The practice of educational psychologists (EPs) in working with children and young people with LitD/D has been described as inconsistent, as different EP services use different definitions, policies and diagnostic pathways. A lack of consensus in knowledge and practice may have negative implications for the principle of equality of access and the positioning of EPs as evidence-based practitioners. Focus groups were held across five universities, with 24 TEPs in their second or final year of the three-year professional doctorate training programme taking part. Transcripts were analysed thematically. Findings: TEPs' training and professional experiences varied, with some perceiving that identifying and supporting children with LitD/D was not indicated as a priority concern in their practice placements. Limitations: This was an exploratory study, which may limit the transferability of findings. However, the range of patterning of views and variation of opinions discussed by the participants suggest that a fair representation of TEPs' experiences and perceptions was captured through the focus groups. Conclusions: Considering TEPs acknowledged a desire to feel more competent in supporting children with LitD/D, there are implications for the content and approach of training programmes, and a need for more a directive role for professional legislation. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 162862028 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the training experiences of trainee educational psychologists in supporting children and young people with literacy difficulties. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Maries-Collier%2C+Freya%22">Maries-Collier, Freya</searchLink><br /><searchLink fieldCode="AR" term="%22Woods%2C+Kevin%22">Woods, Kevin</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Mar2023, Vol. 40 Issue 1, p29-43. 15p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22People+with+learning+disabilities%22">People with learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+training%22">Occupational training</searchLink><br /><searchLink fieldCode="DE" term="%22Career+education%22">Career education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22England%22">England</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aims: This research aims to build a national picture of the range of training that trainee educational psychologists (TEPs) in England receive in relation to literacy difficulties and/or dyslexia (LitD/D), and how this goes on to influence their professional practice. Method/Rationale: The practice of educational psychologists (EPs) in working with children and young people with LitD/D has been described as inconsistent, as different EP services use different definitions, policies and diagnostic pathways. A lack of consensus in knowledge and practice may have negative implications for the principle of equality of access and the positioning of EPs as evidence-based practitioners. Focus groups were held across five universities, with 24 TEPs in their second or final year of the three-year professional doctorate training programme taking part. Transcripts were analysed thematically. Findings: TEPs' training and professional experiences varied, with some perceiving that identifying and supporting children with LitD/D was not indicated as a priority concern in their practice placements. Limitations: This was an exploratory study, which may limit the transferability of findings. However, the range of patterning of views and variation of opinions discussed by the participants suggest that a fair representation of TEPs' experiences and perceptions was captured through the focus groups. Conclusions: Considering TEPs acknowledged a desire to feel more competent in supporting children with LitD/D, there are implications for the content and approach of training programmes, and a need for more a directive role for professional legislation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=162862028 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2023.40.1.29 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 29 Subjects: – SubjectFull: People with learning disabilities Type: general – SubjectFull: Educational psychologists Type: general – SubjectFull: Occupational training Type: general – SubjectFull: Career education Type: general – SubjectFull: Professional education Type: general – SubjectFull: England Type: general Titles: – TitleFull: Exploring the training experiences of trainee educational psychologists in supporting children and young people with literacy difficulties. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Maries-Collier, Freya – PersonEntity: Name: NameFull: Woods, Kevin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 40 – Type: issue Value: 1 Titles: – TitleFull: Educational & Child Psychology Type: main |
| ResultId | 1 |
