'Massive changes through little conversations': An exploration of embedding social justice principles within educational psychology services.
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| Title: | 'Massive changes through little conversations': An exploration of embedding social justice principles within educational psychology services. |
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| Authors: | Brownhill, Alexander (AUTHOR), Kelly, Catherine (AUTHOR) |
| Source: | Educational & Child Psychology. Mar2025, Vol. 42 Issue 1, p15-28. 14p. |
| Subjects: | Young adults, Educational psychology, Educational psychologists, Social justice, Thematic analysis, Emergency physicians |
| Abstract: | Aims This study aimed to substantiate the conceptual model developed by Kuria and Kelly (2023) and explore: (i) how social justice is currently enacted in educational psychologist (EP) practice; (ii) how educational psychology practitioners believe these principles should be embedded within an educational psychology service (EPS); and (iii) what they feel are the facilitators/barriers to future implementation. Method/Rationale The disparities between outcomes for children and young people belonging to marginalised groups and their more privileged peers in the UK are stagnating or increasing. There are growing national and international calls to explore enactment of social justice within educational psychology with a view to embedding these principles within service delivery. A focus group composed of six participants (two Assistant EPs, three Main Grade EPs, and one Specialist Practitioner EP) from three EPSs in the North-West of England was analysed using hybrid deductive/inductive thematic analysis. Findings Features of current and future practice are examined alongside influences on their support/ challenge. Findings lend support to the conceptual model. A shared ethos of advocacy, a skilfully applied 'critical-friend' approach, and the balance of capacity and agency all may influence social justice enactment in EP practice. Limitations A self-describing 'homogenous' sample may influence the representativeness of the views gathered. Conclusions Fostering 'bravery in practice' remains important for EPs to continue advocating for social justice, whilst building and maintaining relationships within complex systems. Services representative of their communities may be better equipped to adopt a culturally-responsive approach. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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