Exploring the Current and Developing Role of Educational Psychologists within Mental Health Support Teams: A Solution-Oriented Multiple Case Study Approach

Skene, Kayleigh (2023) Exploring the Current and Developing Role of Educational Psychologists within Mental Health Support Teams: A Solution-Oriented Multiple Case Study Approach. Doctoral thesis, University of East Anglia.

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Abstract

With concerns regarding the rising number of school-aged children and young people (CYP) experiencing mental health difficulties, the UK government proposed the development of a new workforce of Mental Health Support Teams (MHST) in 2018 to provide school-based intervention. While MHSTs are typically made up of clinically trained professionals, guidance regarding flexible team structure has meant a small number of MHSTs employ Educational Psychologists (EPs), with EPs increasingly recognised as playing a significant role in supporting CYP’s social, emotional, and mental health within schools. As such, this research aimed to explore the current and future contributions that EPs make when working within MHSTs from the perspectives of both EPs and other MHST professionals. A solution-oriented approach, using principles of Appreciative Inquiry, was used to frame semi-structured interviews and focus groups. In recognition of the differing service structures and contexts of MHSTs, a multiple case study approach was used to collect and analyse data from 8 EPs and 11 other professionals working across 5 MHSTs. Reflexive thematic analysis was used to identify themes within cases, with cross-case analysis applied to generate findings with some transferability to real-world MHST contexts. Framed using Bronfenbrenner’s ecosystemic model (1979), findings suggest that EPs’ contributions within the participating MHSTs sit at multiple levels of the system, with a key role in driving a whole school approach, supporting CYP’s mental health indirectly through enabling personal and professional development of MHST professionals, and through facilitating relationships between MHSTs and schools. Future involvement identified included expansion of the EP role to allow further input within schools through the provision of psychoeducation and greater awareness to the wider socio-political contexts influencing MHSTs. Implications for EPs working within MHSTs are considered, particularly with regards to the systemic and organisational roles EPs may offer. Future directions for research are also explored.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	19 Oct 2023 09:30
Last Modified:	19 Oct 2023 09:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/93372
DOI:

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