NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138731
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0266-7363
Exploration of the Developing Role of the Educational Psychologist within the Context of "Traded" Psychological Services
Lee, Katherine; Woods, Kevin
Educational Psychology in Practice, v33 n2 p111-125 2017
Following the economic recession and resulting financial cuts to English education budgets introduced in 2010, the number of local authority educational psychology teams adopting a partially or fully-traded model of service delivery began to gain momentum. This study sought to investigate the response to trading and its impact on the role of the educational psychologist. A multiple-case study design was implemented. Two partially-traded local authority educational psychology services were recruited, one established and one emerging. Participants from the emerging services included six educational psychologists and three small-scale service commissioners. Participants from the established service included three educational psychologists, three small-scale service commissioners and two large-scale service commissioners. Focus groups, interviews and service brochures provided qualitative data. All qualitative data were transcribed verbatim and analysed using thematic analysis. Quantitative data were analysed using descriptive statistics to describe trends in service use. Findings show a largely positive impact of trading on the role and contribution of the educational psychologist.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A