Head, heart and hands: Community psychology in applied educational psychology practice.
Saved in:
| Title: | Head, heart and hands: Community psychology in applied educational psychology practice. |
|---|---|
| Authors: | Fomicheva, Eira (AUTHOR) |
| Source: | Educational & Child Psychology. Sep2025, Vol. 42 Issue 3, p3-23. 21p. |
| Subjects: | Community psychology, Educational psychology, Thematic analysis, Pragmatics, Capacity building, Values (Ethics), Reforms, Focus groups |
| Abstract: | Aims This study explores how Educational Psychologists (EPs) understand and implement Community Psychology (CP) within their professional practice. Rationale Responding to ambiguities in how CP has been defined and applied in educational psychology, the research aimed to clarify how CP is conceptualised and operationalised by practitioners. Method A relativist ontology and social constructionist epistemology were adopted, in keeping with CP values. Twelve EPs who self-identified as incorporating CP into their work participated in three focus groups. Data were analysed using Reflexive Thematic Analysis, alongside Critical Thematic Analysis. Findings Three overarching themes were identified: Head (theoretical understanding), Heart (ethical and emotional aspects), and Hands (practical application). CP was described as dynamic and evolving, with participants emphasising the importance of democratising psychology, systemic change and community-led approaches. Tensions emerged between aspirations and the constraints of practice, including ethical complexities and pressure for measurable impact. Limitations Participants were self-selected and aligned with CP principles. Demographic data were not collected, limiting intersectional analysis. Focus groups had uneven sizes, which influenced group dynamics. Focus groups carry inherent limitations such as the potential for dominant voices to shape discussion or for participants to align with perceived group norms. Conclusions Practical suggestions for EP practice are offered, supporting a call for a critically engaged community educational psychology. The study has implications for individual practice, systemic reform, and the integration of CP into Educational Psychology Services and EP training programmes. Optional tools are included in the appendices as illustrative resources to support reflection on embedding CP principles into practice and training. [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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
