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School Psychology International
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Challenges for Educational Psychologists and Their Services

A Qualitative Analysis

Ingeborg Stobie

Martin Gemmell

Ellen Moran

Leisa Randall

Strathclyde University

Following almost two years' field practice, substantial study and discussion a cohort ofEducational Psychologists in Training (EPITs) (N = 11) shared their perspectives about the current challenges for EPs. Their written accounts were analysed by way of qualitative research methods which represented a discrete learning experience for the EPITs. Data analysis suggested that the 'challenge' for EPs and their services was to adopt an 'ecological' or'systemic' orientation to educational psychology with an emphasis on naturalistic practitioner-research methods. 'Challenges' and their 'barriers' were construed to be 'internally' and 'externally' determined leading, in theory, to either 'change' or 'status quo' in regard to EPs' practice. Legislation, educational and social policies were identified as external challenges which could be appropriately met by EPs' consensus on service aims, an agreed practice model, continued professional development, awareness and understanding of 'change' and how to manage it, and opportunities for professional exchanges through national networks of EPs. The limitations of the enquiry in terms of generalizability were considered. EP publications, both contemporary and historical, were found to provide converging evidence for the data.

School Psychology International, Vol. 23, No. 3, 243-265 (2002)
DOI: 10.1177/0143034302023003232
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