An exploration of the effectiveness of Educational Psychology consultation in supporting the development of emotional regulation skills in young people who have been adopted: A series of single subject case histories

Lewis, Richard (2014) An exploration of the effectiveness of Educational Psychology consultation in supporting the development of emotional regulation skills in young people who have been adopted: A series of single subject case histories. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

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Abstract

Children who are adopted can experience significant developmental delays which are noticeable for years after their adoption. A particularly prominent area of delay is in the arena of emotional and social development, most notably emotional regulation (ER). The central focus of this thesis asks to what extent the increasingly advocated, theoretical and practice framework of consultation can effectively support the development of those young people’s emotional regulation skills following early trauma impact. The aim is not to draw general conclusions about adopted young people, but to provide a source of rich descriptions about this specific group of young people, their parents and school staffs’ experiences of consultative Educational Psychology (EP) involvement and identify implications for EP practice, particularly in relation to ER change. This is following Government agendas (e.g. Every Child Matters), as well as the Educational Psychology (EP) profession itself, discourses regarding the perceived value and effectiveness of EPs, and the scope of their work. In order to explore this issue a concurrent mixed methods, qualitative-led, multiple case study design was adopted. Four young people (aged between 10 and 14 years old) were the focus of individual single case studies. Young people, their parents and school staff completed a number of specific questionnaires preand post- consultative Educational Psychology intervention (relating to executive functioning and emotional regulation), as well as weekly Likert scales in order to build a detailed picture over time. Parents and teachers were subsequently interviewed to elicit their experiences and perceptions of the overall consultation process and specific consultation meeting. Data was gathered on their reflections of whether changes had taken place, and if so, their reasoning as to what contributed to making that difference.

Item Type: Thesis (Professional Doctorate)
Additional Information: Thesis submitted in partial fulfilment of the requirements of the Professional Doctorate in Child and Educational Psychology awarded by the Tavistock and Portman NHS Foundation Trust in collaboration with the University of Essex
Uncontrolled Keywords: Professional Doctorate in Child and Educational Psychology, Edpsych Updates
Subjects: Children, Young People and Developmental Pyschology > Adoption & Fostering- Psychology
Emotions, Affective Psychology > Attachment/Affectional Bonds
Learning & Education > Educational Psychology
Learning & Education > Learning & Education in Psychology
Department/People: Children, Young Adult and Family Services
Research
URI: http://repository.tavistockandportman.ac.uk/id/eprint/2695

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