Community Psychology in Educational Psychology Services: Exploring Its Representation, Enactment and Development
I tiakina i:
| I whakaputaina i: | PQDT - Global (2025) |
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| Kaituhi matua: | |
| I whakaputaina: |
ProQuest Dissertations & Theses
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| Ngā marau: | |
| Urunga tuihono: | Citation/Abstract Full Text - PDF |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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MARC
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| 001 | 3266220558 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 9798297942868 | ||
| 035 | |a 3266220558 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 189128 |2 nlm | ||
| 100 | 1 | |a Newman, Sarah | |
| 245 | 1 | |a Community Psychology in Educational Psychology Services: Exploring Its Representation, Enactment and Development | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a Background: Over the last five decades, several Educational Psychology Services (EPS) have integrated community psychology principles into their practice. A number of services are identified as ‘community’ EPSs, reflecting an extension of its services beyond school settings. However, there is limited literature concerning the adoption of the approach at the EPS level. Methods/ participants: A scoping review aimed to systematically identify and map the current literature on community psychology in EPSs, considering the representation and enactment of the orientation in services. An action research project was conducted with an EPS developing a community psychology approach. To develop this further, a working group of five participants were involved in reflection and action-planning cycles. A focus group with eight members from the EPS was conducted to gather the group’s perspectives on developments. Semi-structured interviews with three participants were completed at the end of the action research to reflect on the process and outcomes. Analysis/ findings: The scoping review retrieved 10 papers and identified characteristics of community EPSs, including the underlying values and theory, range of work undertaken, and the facilitators and barriers for its development. The action research resulted in a focus on community engagement and feedback processes to inform service development. The study highlighted the service’s journey towards a community-oriented EPS, the importance of ongoing reflection and planning for developing services, and the underlying values that promote this work. Influences at the EPS and local authority levels were considered in relation to developments. Conclusion/ implications: The review findings highlight characteristics of community psychology EPSs, which are mapped onto the systems of the bio-ecological model (Bronfenbrenner & Morris, 2006) in the discussion section of the literature review. The findings of the review can inform educational psychology professionals of factors and contexts that can facilitate and act as barriers to the development of the approach. The action research provides professional reflections on developing a community orientation in the current context, emphasising the role of community members’ feedback in service development. The implications of the empirical research included the importance of iterative cycles of reflection to support actions, supportive organisational contexts, and capacity for change. | |
| 653 | |a Epistemology | ||
| 653 | |a Ontology | ||
| 653 | |a Educational psychology | ||
| 773 | 0 | |t PQDT - Global |g (2025) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3266220558/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3266220558/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |