A mixed methods exploration of educational psychologists’ practice in the United Kingdom

: eliciting the views of children and young people with severe learning difficulties

Abstract

A report from the Children’s Commissioners of the United Kingdom of Great Britain and Northern Ireland (UK; 2020) claimed that children and young people (CYP)’s “…rights to be heard and involved in decision-making-processes across all jurisdictions is being denied…” (p. 10). Right violations are exacerbated for CYP with Special Educational Needs (Northern Ireland Commissioner for CYP, 2020), with those experiencing speech, language and communication needs and/or communication and social interaction difficulties (Cavet & Sloper, 2004) being disproportionately affected. This includes CYP with learning difficulties (Ware, 2004), meaning they often remain “…on the periphery of decision-making processes…” (Rose, 2005, as cited in Harding & Atkinson, 2009, p. 4). It is proposed that Educational Psychologists play a key role in facilitating the participation of these CYP, however, few studies explore the conceptual and/or practical challenges involved. The current study aimed to explore current levels of knowledge and practices amongst Educational Psychologists in the UK regarding eliciting the views of CYP with severe learning difficulties. Adopting a mixed method explanatory sequential design, the study involved an online questionnaire (n = 101) and online focus groups (n = 17). Quantitative findings demonstrated age-related trends within Educational Psychologist beliefs about augmentative and alternative communication used by/with these CYP, and barriers/facilitators to eliciting their views in practice. Key qualitative themes generated using Reflexive Thematic Analysis were: The Power of Personal Experiences; Missed Opportunities; An Option, not a Priority; Confidence and Efficacy; Social Justice Motivations. Implications for Educational Psychology practice have been discussed, alongside future research suggestions.

Thesis is embargoed until 31 December 2026.

Date of Award	Dec 2023
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Enda Cunningham (Supervisor), Agnieszka Graham (Supervisor) & Lesley Storey (Supervisor)