A reflexive thematic analysis on SENCOs’ experience of Educational Psychologist facilitated peer group supervision.

Sullivan, Kristie Lauren (2024) A reflexive thematic analysis on SENCOs’ experience of Educational Psychologist facilitated peer group supervision. Doctoral thesis, University of East Anglia.

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Abstract

Historically, supervision is not commonplace in schools regardless of its potential as a valuable tool for other professions, such as therapists and psychologists. Owing to this limited research on supervision in education is available, however the availability of research is increasing for groups such as Emotional Literacy Support Assistants (ELSAs). Research highlights the emotional toll working in schools has on educators. This impacts one group of staff specifically. Special Educational Needs Coordinators (SENCOs) have vast responsibilities and surveys indicate that they are a profession experiencing increasing levels of stress. This is driving them to leave their jobs and experience burnout. This needs to be addressed.

The study explores SENCOs’ experiences of Educational Psychologist (EP) facilitated peer group supervision (PGS) and their experience of PGS regarding feelings of stress. This study adds to the limited evidence-base available. One focus group and semi-structured interviews with participants are utilised. Reflexive thematic analysis (Braun & Clarke, 2002) is used inductively, from which the researcher develops five themes: supervision requires careful planning, support networks developed from supervision, supervision provided emotional support, supervision had varying impact on stress, and supervision provided the opportunity to learn. The researcher highlights the potential of the EP role. The implications of the research on EP practice are discussed, followed by the study’s limitations. Some limitations include the small sample, the inability to generalise the themes identified, and the researcher also recognises that they did not observe the intervention. The need for, and direction of, further research is also discussed.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	22 Oct 2024 07:33
Last Modified:	22 Oct 2024 07:33
URI:	https://ueaeprints.uea.ac.uk/id/eprint/97079
DOI:

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