‘What are EPs'/TEPs' Views and Experiences of Using the Power Threat Meaning Framework During Formulation?’: A Reflexive Thematic Analysis Study

Stroud, Demi (2024) ‘What are EPs'/TEPs' Views and Experiences of Using the Power Threat Meaning Framework During Formulation?’: A Reflexive Thematic Analysis Study. Doctoral thesis, University of East Anglia.

Preview

PDF Download (7MB) | Preview

Abstract

Educational Psychologists (EPs) as a profession engage in assessment, consultation, training, intervention, and research, with assessment considered a primary role as noted in key legislation. However, EP approaches to formulating and understanding Children's and Young People's (CYPs) needs vary across the profession. This research explores how EPs and Trainee Educational Psychologists (TEPs) view and experience formulation within their role, an area rarely considered in existing literature. The study examines the application of the Power Threat Meaning Framework (PTMF), a 2018 alternative framework for understanding emotional distress, in EP formulation and practice. The PTMF framework has gained attention from various professionals and has been utilised in different ways across psychology professions, with minimal application in Educational Psychology. This study is underpinned by a social constructivist approach to exploring EPs' and TEPs' views and experiences. The study employed semi-structured interviews with six EPs and one TEP. The questions were constructed using principles from Appreciative Inquiry and analysed using Reflexive Thematic Analysis (RTA). RTA identified themes derived from the participants' experiences to tell a story. Three overarching themes were reported: 1) Formulation is embedded in EP assessment; 2) Formulation as a team effort; and 3) The PTMF adds an extra layer to EP formulation. The results showed that participants felt EP formulation varies, is informed by a range of psychological theories and frameworks, and is influenced by context, training, and professional experiences. The PTMF values and principles align with the participants' (EPs and TEPs) values and principles. Implications for EPs are considered, particularly regarding the accessibility of the PTMF within EP practices, such as the complex language and concepts for CYP, parents/carers, and other educational professionals. Future research directions are suggested including a focus on parents'/carers' and educational professionals' views and perspectives on the use of the PTMF to understand CYP needs, as well as exploring possible PTMF adaptations to make it more applicable to EP practice.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	15 Jan 2025 14:15
Last Modified:	15 Jan 2025 14:15
URI:	https://ueaeprints.uea.ac.uk/id/eprint/98205
DOI:

Downloads

Actions (login required)

View Item