Cardiff University | Prifysgol Caerdydd ORCA
Online Research @ Cardiff 
WelshClear Cookie - decide language by browser settings

Critical incident support to schools: educational psychologists and the role of written guidelines

Hindley, Kathryn Mary 2015. Critical incident support to schools: educational psychologists and the role of written guidelines. DEdPsy Thesis, Cardiff University.
Item availability restricted.

[img] PDF (Publication Form) - Supplemental Material
Restricted to Repository staff only

Download (109kB)
[img]
Preview
PDF - Accepted Post-Print Version
Download (3MB) | Preview

Abstract

The training and skills of educational psychologists (EPs) mean that they are uniquely qualified to deliver critical incident (CI) support to educational settings. One aspect of this support may involve producing written guidelines for schools; however such guidelines have received almost no attention in the research literature. An exploratory study was undertaken, in two phases, to explore current practice in the production and use of CI guidelines. Phase 1 involved the collection and content analysis of guidelines from a random sample of educational psychology services (EPSs) in England and Wales. Phase 2 involved semi-structured interviews with professionals, predominantly EPs; transcripts were analysed using thematic analysis. In phase 1, 97% of the sample stated that their EPS offered CI support to schools and 83% stated that they had produced written guidelines to support schools. Analysis found that the most frequently occurring content covered: how to initiate support (95%); recommended actions for CI preparation (68%) and CI response (95%); website addresses (68%) and booklists (50%); psycho-education about grief and trauma (64%) and examples of scripts and templates (55%). Recommendations and information were largely consistent with evidence in the academic literature. Interviewees described the benefits of written guidelines but maintained personal contact was an essential part of CI intervention. The role of guidelines, their limitations and implications for EP practice are discussed.

Item Type: Thesis (DEdPsy)
Status: Unpublished
Schools: Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education
Uncontrolled Keywords: critical incident, crisis, crisis intervention, school educational psychologist, school psychologist
Date of First Compliant Deposit: 30 March 2016
Last Modified: 19 Mar 2016 23:54
URI: http://orca-mwe.cf.ac.uk/id/eprint/71853

Actions (repository staff only)

Edit Item Edit Item

Downloads

Downloads per month over past year

View more statistics