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The role of reflective practice for educational psychologists

Andrews, Samantha 2018. The role of reflective practice for educational psychologists. DEdPsy Thesis, Cardiff University.
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Abstract

This research explored the role of reflective practice (RP) for educational psychologists (EPs). Reflective practice was defined as the process of learning through and from experiences towards gaining new insights of self and/or practice (Boud, Keogh & Walker, 1985). The regulatory body (Health & Care Professions Council (HCPC)) has mandated that practitioner psychologists ‘be able to reflect and review practice’ (HCPC, Standards of Proficiency, 2015, 11.1, p12). Furthermore, RP is identified as central to the British Psychological Society (BPS) compulsory policy on Continuing Professional Development (CPD) (BPS, 2006). However, within the professional guidelines for EPs (BPS, Division of Education and Child Psychology (DECP), 2002) RP is perhaps limited. Nine EPs completed semi-structured interviews exploring the role of reflective practice and a grounded theory methodology (GT) (Glaser & Strauss, 1967) was applied. Five main themes and twenty-one sub-themes were identified. The created grounded theory (GT) proposes that RP supports EP motivation (McLean, 2003, 2009) and self-efficacy (Bandura, 1977, 1994). Factors at the individual, local authority (LA) and governing body levels that inhibited or promoted RP were identified. Future development of RP for EPs will require further specific consideration and commitment from all those involved in the profession.

Item Type: Thesis (DEdPsy)
Date Type: Completion
Status: Unpublished
Schools: Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Funders: Welsh Government
Date of First Compliant Deposit: 17 September 2018
Date of Acceptance: 14 September 2018
Last Modified: 17 Sep 2018 10:15
URI: http://orca.cf.ac.uk/id/eprint/114912

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