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Addressing Barriers to Implementation: An Implementation Framework to Help Educational Psychologists Plan Work with Schools

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Title: Addressing Barriers to Implementation: An Implementation Framework to Help Educational Psychologists Plan Work with Schools
Language: English
Authors: Chidley, Shinel (ORCID 0000-0001-9220-7532), Stringer, Phil
Source: Educational Psychology in Practice. 2020 36(4):443-457.
Availability: 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: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Barriers, Program Implementation, Educational Psychology, Psychologists, Educational Planning, Consultation Programs, Organizational Change, Transfer of Training, Work Environment, Professional Development
DOI: 10.1080/02667363.2020.1838448
ISSN: 0266-7363
Abstract: This paper aims to contribute a framework for EPs to draw upon when working with schools and organisations where support is needed to facilitate change at group and organisational levels. A critique is offered of in-service training (INSET) and its use of an approach for facilitating organisational change, which considers supporting factors and barriers. The introduction of an Implementation Framework gives guidance to educational psychologists in their planning discussions with schools and other stakeholders. This can support discussion about a range of ways EPs can work (beyond training) to help facilitate change at different levels. Research and literature informing the development of the Implementation Framework is shared as well as examples of the application of the framework in practice within an educational psychology service.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1278726
Database: ERIC
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  Value: <anid>AN0147383520;b8g01dec.20;2020Dec07.02:54;v2.2.500</anid> <title id="AN0147383520-1">Addressing barriers to implementation: an Implementation Framework to help educational psychologists plan work with schools </title> <p>This paper aims to contribute a framework for EPs to draw upon when working with schools and organisations where support is needed to facilitate change at group and organisational levels. A critique is offered of in-service training (INSET) and its use of an approach for facilitating organisational change, which considers supporting factors and barriers. The introduction of an Implementation Framework gives guidance to educational psychologists in their planning discussions with schools and other stakeholders. This can support discussion about a range of ways EPs can work (beyond training) to help facilitate change at different levels. Research and literature informing the development of the Implementation Framework is shared as well as examples of the application of the framework in practice within an educational psychology service.</p> <p>Keywords: Implementation; training; change; transfer; planning; consultation</p> <hd id="AN0147383520-2">Introduction</hd> <p>This article aims to address a replication crisis of a different kind: in this case, replicating the conditions that all change agents, including EPs, are explicitly warned against in the "Myth of the Hero Innovator" (Georgiades & Phillimore, [<reflink idref="bib17" id="ref1">17</reflink>]). The repeated experience of many, if not all EPs, is that they offer school staff in particular, training with the intention that it will influence and change practice. Unfortunately, as many EPs recognise, that intention is often a vague hope.</p> <p>" ... for many staff, the training influenced their attitudes and conceptual understanding of children's behaviour. Since participating in the training however, few staff reported that they applied the principles learnt to make changes within their practice. Many also reported to have forgotten the training." (Patel, [<reflink idref="bib24" id="ref2">24</reflink>]).</p> <p>A key finding of research by Patel ([<reflink idref="bib24" id="ref3">24</reflink>]) is that, for many school staff, training influences their attitude and conceptual understanding of, say, behaviour. Following training, though, few staff report that they apply any principles that they have learned to change their practice, although in fact, they have not actually learnt those principles because they have simply forgotten the training. This is, arguably, one of educational psychology's unspoken problems, which is indicated by the limited literature in this area within the field. Attempts to implement change using training as an approach seem to follow a traditional model for continuing professional development, yet there is growing evidence that this approach alone does not support change within practice nor improves outcomes. Despite this, traditional models continue.</p> <p>This paper, therefore, argues that one can resolve this problem by an appeal to the largely non-educational psychology literature. In the following few sections the transfer problem, the factors that support effective training, the evaluation of implementation efforts, and the positive difference that EPs can make are highlighted.</p> <hd id="AN0147383520-3">The transfer problem</hd> <p>Much research has argued that training alone does not support effective implementation of that training to practice (Fixsen et al., [<reflink idref="bib15" id="ref4">15</reflink>]; Joyce & Showers, [<reflink idref="bib20" id="ref5">20</reflink>]). This so-called "transfer problem" (transferring new knowledge into action) has been researched extensively, particularly within the fields of human resource development and personnel psychology (Blume et al., [<reflink idref="bib5" id="ref6">5</reflink>]). A number of models have been developed including Baldwin and Ford's ([<reflink idref="bib2" id="ref7">2</reflink>]) model of the transfer process, Graham et al.'s ([<reflink idref="bib18" id="ref8">18</reflink>]) knowledge to action framework and Fixsen et al.'s ([<reflink idref="bib15" id="ref9">15</reflink>]) core implementation components. These give insight into the factors influencing training transfer and offer guidance to practitioners who deliver training. Though research within the fields of training transfer is growing in clinical and health-care research, which inform policy and practice (Graham et al., [<reflink idref="bib18" id="ref10">18</reflink>]), there is limited research that explores these areas within professional educational psychology.</p> <hd id="AN0147383520-4">Supporting factors and barriers to transfer/implementation</hd> <p>Baldwin and Ford's model ([<reflink idref="bib2" id="ref11">2</reflink>]) in Figure 1, illustrates the transfer process, by identifying three key areas which influence training transfer: a) training design, b) trainee characteristics and c) the work environment. Here, Baldwin and Ford use the term "trainee" to refer to any recipient of the training. Their model emphasises that for transfer of training to have occurred, learning must both be generalised within the workplace and maintained over a period of time.</p> <p>Graph: Figure 1. A model of the Transfer Process (Baldwin & Ford, [<reflink idref="bib2" id="ref12">2</reflink>])</p> <p>The following sections draw upon existing research and theories within the three input areas identified in Baldwin and Ford's ([<reflink idref="bib2" id="ref13">2</reflink>]) model, which are relevant to the context in which educational psychologists work.</p> <hd id="AN0147383520-5">Training design</hd> <p>Substantial research investigates effective approaches used to deliver training, for example, the use of behaviour modelling, opportunities to practise, and setting learning goals or objectives (Burke & Hutchins, [<reflink idref="bib7" id="ref14">7</reflink>]; Joyce & Showers, [<reflink idref="bib20" id="ref15">20</reflink>]). On this latter point, Blume et al. ([<reflink idref="bib5" id="ref16">5</reflink>]) highlight the need to explore the differences between training objectives which promote <emph>open skills</emph>, allowing trainees to make decisions about how they can apply the knowledge, concepts and skills acquired (for example, in training related to attachment theory), or <emph>closed skills</emph>, where objectives are more directive and comparable to structured interventions such as Precision Teaching (Roberts & Norwich, [<reflink idref="bib25" id="ref17">25</reflink>]). Whilst there is a body of research and literature which gives insight into the transfer processes of training which promotes <emph>closed skills</emph> (Fixsen et al., [<reflink idref="bib16" id="ref18">16</reflink>]), there is a shortage of research on training which promotes <emph>open skills</emph> and its implementation.</p> <p>There has been research investigating the influence of INSET within educational contexts; however, this has focused on closed designs (English, [<reflink idref="bib12" id="ref19">12</reflink>]; Joyce & Showers, [<reflink idref="bib20" id="ref20">20</reflink>]; Veenman et al., [<reflink idref="bib28" id="ref21">28</reflink>]). Given that EPs widely use training designs that intend to promote <emph>open skills</emph>, there is a need to better understand the transfer processes in this context. In doing so, investigating the factors which influence staff decisions when applying training, would add value to research in this field (Blume et al., [<reflink idref="bib5" id="ref22">5</reflink>]). This would better enable trainers, such as EPs, to work with school staff to address barriers and promote supporting factors.</p> <p>A key aspect of training design is the content and its relevance, which have been identified as significant factors that affect transfer. Content relevance is related to the degree to which the content (of the training) is linked to responsibilities and tasks within the workplace (Burke & Hutchins, [<reflink idref="bib7" id="ref23">7</reflink>]). Graham et al.'s ([<reflink idref="bib18" id="ref24">18</reflink>]) knowledge to action model, which is informed by planned action theories, supports this idea in that knowledge needs to be refined and contextualised, before it can transfer into actions. In their model a series of stages is suggested, which support the process of translating knowledge into actions. One of these stages recommends exploring barriers to knowledge use within the work environment: leading to trainee characteristics.</p> <hd id="AN0147383520-6">Trainee characteristics</hd> <p>Trainee characteristics or the qualities of those receiving training, such as self-efficacy, motivation and cognitive ability have been researched extensively, indicating an influence on the process of training transfer (Baldwin et al., [<reflink idref="bib3" id="ref25">3</reflink>]). Another factor that can influence transfer is the perceived utility or value of training by trainees (Burke & Hutchins, [<reflink idref="bib7" id="ref26">7</reflink>]). Perceived utility relates to the degree to which trainees believe that the knowledge and skills acquired through training will support work performance and outcomes. Burke and Hutchins ([<reflink idref="bib7" id="ref27">7</reflink>]) highlight the importance of carrying out needs assessments prior to training, in order to ensure that training content addresses utility factors.</p> <p>Much research suggests that trainee characteristics, such as trainee attitudes, are not the only influence on whether individuals change their behaviour. For example, the Theory of Planned Behaviour (Ajzen, [<reflink idref="bib1" id="ref28">1</reflink>]) demonstrates the influence on one's intentions of, first, attitudes and beliefs; second, subjective norms (what one believes is acceptable, supported by significant others) and third; perceived behavioural control (how much one believes one can influence or control a situation). Together all three are predictive factors of behaviour. Therefore, change in one's attitudes following INSET may not necessarily facilitate behaviour change, because it will also depend on these other influencing factors. In support of this, English ([<reflink idref="bib12" id="ref29">12</reflink>]) highlights the need to provide supportive environments for staff, in order to promote change following INSET, as individual characteristics such as motivation, desire and intent can be constrained by external influences. For example, potentially powerful external influences, such as the National Curriculum requirements and examination boards, have been found to influence changes within practice far greater than those influenced by INSET.</p> <hd id="AN0147383520-7">Work environment (transfer climate)</hd> <p>This is the third critical area to consider in training transfer. Research in this area recognises the influence of the work environment (or transfer climate) on the transfer process. Transfer climate can "inhibit or facilitate the use of what has been learned in training back on the job" (Burke & Hutchins, [<reflink idref="bib7" id="ref30">7</reflink>], p. 280). The roles of management, supervisory and peer support in particular, have been identified as essential supporting factors for transfer (Burke & Hutchins, [<reflink idref="bib7" id="ref31">7</reflink>]; Fixsen et al., [<reflink idref="bib15" id="ref32">15</reflink>]).</p> <p>Georgiades and Phillimore ([<reflink idref="bib17" id="ref33">17</reflink>]) stress that the use of training as a strategy for change is a psychological fallacy, as this approach assumes that training individuals can help to change an organisation. Instead, they argue that behaviour change is influenced and shaped by the ethos and relationships that exist within organisations; therefore to train individuals with new knowledge is not enough to facilitate change. In order to maximise the impact of training on staff performance and pupil outcomes, strategies need to be put in place (within the school environment) in order to aid implementation (Joyce & Showers, [<reflink idref="bib20" id="ref34">20</reflink>]; Kelly & Perkins, [<reflink idref="bib21" id="ref35">21</reflink>]). In light of this research, it seems that EPs should predominantly work to explicitly inform and support schools to create supportive transfer climates.</p> <hd id="AN0147383520-8">Evaluating and measuring implementation in practice</hd> <p>In the authors' experience, the most frequent approach EPs use to evaluate training is to collect participants' self-reported data about its impact on the day itself. Evaluation less frequently considers how that training is implemented, in other words, how it transfers into the school (or other) setting.</p> <p>Research within educational psychology, which has evaluated the impact of training over time, has identified a number of supporting factors and barriers to implementation, which are consistent with the research and literature within other professional fields of training transfer and implementation (Patel, 2013; Sundhua & Kittlesb, [<reflink idref="bib27" id="ref36">27</reflink>]). In their 2016 study, Sundhua and Kittlesb explore the impact of precision teaching delivered by educational psychologists. Whilst they report examples of how the training had been applied within practice by schools, the research highlights a key challenge with measuring the transfer of training, which can often rely on self-report responses. This, therefore, reflects <emph>perceived</emph> (not actual) transfer or behaviour change and has limitations in exploring the degree to which the intervention is implemented with fidelity. Furthermore, evaluations of this kind involving intervention-based training can be identified as a training design that promotes <emph>closed skills</emph> (Blume et al., [<reflink idref="bib5" id="ref37">5</reflink>]).</p> <p>There are fewer examples of work within the field exploring the impact of training designs that promote <emph>open skills</emph>. Patel's ([<reflink idref="bib24" id="ref38">24</reflink>]) research explores the context of training which promotes <emph>open skills</emph> by exploring how staff change their practice following INSET about attachment and resilience. Reported findings also represent the perceptions of staff's experiences of implementing training into practice instead of actual transfer or behaviour change. However, Patel's research highlights a number of variables that need to be considered when understanding the transfer process required by this training design, particularly the factors which support decision-making and the translation of new knowledge into action.</p> <p>As noted, in practice, evaluations are often carried out immediately before and after training, to assess the impact of the training. Kirkpatrick's ([<reflink idref="bib23" id="ref39">23</reflink>]) typologies of outcomes following educational programmes, identify such evaluations as measuring trainees' reactions following training at only one level of outcome (level 1). Further outcome levels in this model refer to learning, involving the modification of attitudes and perceptions, and the acquisition of knowledge and skills (level 2), changes in behaviour (level 3) and results, relating to changes in organisational practice (level 4). Barr et al ([<reflink idref="bib4" id="ref40">4</reflink>]) extends the work of Kirkpatrick ([<reflink idref="bib23" id="ref41">23</reflink>]) as shown in Figure 2. They break down the outcomes related to learning and recognise the importance of exploring outcomes, changes and benefits to children and young people (referred to as patients/clients in their model).</p> <p>PHOTO (COLOR): Figure 2. Categories of education outcomes by Barr et al. ([<reflink idref="bib4" id="ref42">4</reflink>])</p> <p>Decision Support Data Systems, one of Fixsen et al.'s ([<reflink idref="bib15" id="ref43">15</reflink>]) core implementation components, helps to directly guide changes within practice through the use of data and evaluation. This component involves the gathering of data related to outcome measures, in order to inform decision-making. For example, if an outcome measure is to increase children's sense of belonging in school (relating to level 4b in Barr et al.'s model [[<reflink idref="bib4" id="ref44">4</reflink>]]), data would need to be gathered which explicitly gives information about this in relation to children's experiences of belonging, in order to help staff to make decisions about how the children can be supported.</p> <p>Providing data or evidence of outcomes plays a key role in supporting implementation. Guskey's ([<reflink idref="bib19" id="ref45">19</reflink>]) model of teacher change supports this view and highlights the importance of evidencing pupils' outcomes, in order to support changes to staff attitudes (level 2a) and practice (levels 3 and 4), within Barr et al.'s ([<reflink idref="bib4" id="ref46">4</reflink>]) model. Gathering data to make decisions and plan actions also complements a plan-do-review approach, which is important for supporting implementation. In particular, systems, which review or evaluate knowledge or skill use within the workplace, are significant in implementation (Fixsen et al., [<reflink idref="bib15" id="ref47">15</reflink>]; Graham et al., [<reflink idref="bib18" id="ref48">18</reflink>]). The nature of the problem, therefore, is that while the impact of training that EPs offer is well intentioned, it rarely addresses implementation. In the next section a possible solution to the problem is explored.</p> <hd id="AN0147383520-9">The role of educational psychologists in providing implementation support</hd> <p>Educational psychologists play an integral role in promoting inclusion and equal opportunities for children and young people with special educational needs and disabilities (Children and Families Act, [<reflink idref="bib10" id="ref49">10</reflink>]; Disability Discrimination Act [DDA], [<reflink idref="bib11" id="ref50">11</reflink>]; Equality Act, [<reflink idref="bib13" id="ref51">13</reflink>]). Supporting schools through in-service training (INSET) is one way in which EPs work at an organisational level to promote inclusive practice and support staff to meet the needs of children and young people (Cameron, [<reflink idref="bib9" id="ref52">9</reflink>]; Farrell et al., [<reflink idref="bib14" id="ref53">14</reflink>]). However, this article has so far highlighted there is a "transfer problem" and correspondingly a need to work with organisations beyond INSET, by supporting the development of transfer climates in order to achieve positive outcomes.</p> <p>One of the distinctive contributions of the EP is an ability to use psychological problem-solving frameworks, which provide a holistic approach to solving complex problems across three different levels: the individual, group and organisational level (Boyle & Lauchlan, [<reflink idref="bib6" id="ref54">6</reflink>]; Cameron, [<reflink idref="bib9" id="ref55">9</reflink>]; Kelly et al., [<reflink idref="bib22" id="ref56">22</reflink>]; Woolfson et al., [<reflink idref="bib29" id="ref57">29</reflink>]). Raising awareness of the supporting factors and barriers to implementation with staff in schools and other stakeholders, and providing support to address these, opens up greater possibilities for EPs to contribute effectively to organisational change. As a profession, EPs are well placed to provide support beyond training, to support effective implementation: for example, providing supervision, coaching and consultation, and applying psychology and evidence-based practices to promote decision support data systems (Fixsen et al., [<reflink idref="bib15" id="ref58">15</reflink>]).</p> <p>The need for EPs to directly address the "transfer problem" and apply psychology in a range of ways when working at an organisational level, has led to the development (by the first author) of an Implementation Framework. This can be used as a planning tool by EPs to work collaboratively with decision-makers in schools and other organisations. It can support a shift away from traditional models of training as professional development <emph>on the day</emph>, to a focus on wider strategies designed to achieve desired outcomes <emph>beyond the day</emph>. To maximise impact for children and young people, both effective intervention and implementation is necessary (SISEP, [<reflink idref="bib26" id="ref59">26</reflink>]). Therefore, providing implementation support is essential in order to deliver high quality and high-value services to schools and organisations, which focus on facilitating positive change at all levels of an institution.</p> <p>To assist the reader in conceptualising a possible Implementation Framework, this paper will outline the framework currently utilised by the authors and their colleagues in their local authority.</p> <hd id="AN0147383520-10">The Implementation Framework</hd> <p></p> <hd id="AN0147383520-11">Aims of the Implementation Framework</hd> <p>The framework aims to guide a different type of conversation when planning work with school staff and other stakeholders, focusing explicitly on factors influencing implementation and change, in order to achieve positive outcomes. It aims to use consultation to facilitate a collaborative process of thinking and planning work together at group and organisational levels, following a plan-do-review approach. As part of this process, the aim is for the EP to explicitly inform decision-making by communicating the psychological theories and research related to implementation. Specific areas that the Implementation Framework aims to highlight include:</p> <p></p> <ulist> <item> Promoting an understanding that behaviour change is a complex process, for example, by understanding the theory of planned behaviour (Ajzen, [<reflink idref="bib1" id="ref60">1</reflink>]).</item> <p></p> <item> Promoting an understanding of transfer climates as a means to identifying the supporting factors and barriers to change, and appropriate strategies to enable support and manage barriers, for example, by drawing upon Fixsen et al.'s ([<reflink idref="bib15" id="ref61">15</reflink>]) core implementation components.</item> <p></p> <item> Clarifying and specifying different levels and types of intended outcomes (following Barr et al.'s, [<reflink idref="bib4" id="ref62">4</reflink>] model).</item> <p></p> <item> Clarifying and specifying the involvement and different roles of key decision-makers, for example, by drawing upon Fixsen et al.'s ([<reflink idref="bib15" id="ref63">15</reflink>]) core implementation components.</item> <p></p> <item> Understanding the current situation and roles of staff, and identifying specifically which roles are relevant for helping to achieve particular outcomes, as a means of increasing utility, as highlighted by Burke and Hutchins ([<reflink idref="bib7" id="ref64">7</reflink>]).</item> <p></p> <item> Identifying and making arrangements for gathering data to inform decision-making and for evaluation (Fixsen et al., [<reflink idref="bib15" id="ref65">15</reflink>]).</item> </ulist> <hd id="AN0147383520-12">Application of the Implementation Framework within practice</hd> <p>What follows are illustrative examples of how the authors introduced and implemented the framework to EP colleagues in the service and applied this work within the LA.</p> <hd id="AN0147383520-13">Introducing the framework to EPs</hd> <p>The Implementation Framework was first introduced to the psychology service as part of a whole service day. This involved highlighting the transfer problem, sharing key findings from research (Patel, [<reflink idref="bib24" id="ref66">24</reflink>]), and introducing the Implementation Framework. As part of this session, case studies and examples of its use were shared with opportunities for EPs to reflect on their own practice.</p> <p>As a well-established training programme and intervention within the LA and in other local authorities, the Emotional Literacy Support Assistant (ELSA) programme was also used as an example of success, due to its organisation and commitment to core implementation components (Fixsen et al., [<reflink idref="bib15" id="ref67">15</reflink>]). For example, the ELSA programme has a careful staff recruitment process, and considers systems interventions as part of the ELSA contract, in order to ensure plans are made to enable appropriate time, funding and resources. Furthermore, a requirement for all practising ELSAs is to receive half termly supervision with an EP, which is crucial to the development of their skills, as well as in supporting them to achieve outcomes for children and young people.</p> <p>Following the initial introduction of the Implementation Framework, a number of actions have been taken to support EPs within the service to make changes to their practice. These include the following:</p> <p></p> <ulist> <item> A session introducing the Implementation Framework as part of an induction programme for all new EPs to the service. This session is also open to other EPs who wish to revisit and further develop their knowledge and skills in this area.</item> <p></p> <item> Explicit reference to the Implementation Framework to support planning and in guiding discussions by the senior leadership team, relating to systemic and organisational work.</item> <p></p> <item> The development of a guidance document as a resource for EPs to support them to be explicit about the psychology informing different aspects of the framework, and guiding their planning discussions with school staff.</item> <p></p> <item> Opportunities provided for EPs to use the Implementation Framework together, to jointly plan work offers to schools and other stakeholders. For example, a plan has been developed to explore ways in which the PACE maths intervention (Burt & Stringer, [<reflink idref="bib8" id="ref68">8</reflink>]), can be offered as a centre-based training programme across the county, whilst carefully considering and supporting its implementation within the practice in schools.</item> </ulist> <p>Further examples of work carried out by EPs within the service which have been supported by the use of the Implementation Framework include:</p> <p></p> <ulist> <item> Increased use of the Implementation Framework as a tool within planning meetings with schools, to consider different group and organisational level work opportunities.</item> <p></p> <item> Project work (which goes beyond training), to support staff development in a range of areas, for example, understanding attachment, staff and children's resilience, staff wellbeing, supporting girls with ASD, managing challenging behaviour, raising literacy standards, effective use of mentoring for pupils in a pupil resource unit (PRU), pupil involvement and improving the quality of pupil/staff interactions.</item> <p></p> <item> Supporting schools/settings to use or develop decision support data systems to inform actions. Some examples used include: support to analyse existing school data to inform plans, development of observation schedules, post-training observations in class, questionnaires to gather views of staff, parents and pupils, staff focus groups and interviews.</item> <p></p> <item> Support to make changes to organisational policy and practice, for example, developing a schools SEND support plan and reviewing a schools literacy policy.</item> <p></p> <item> Staff support through supervision (individual and group sessions) and coaching.</item> </ulist> <hd id="AN0147383520-14">Use of the Implementation Framework with school staff to plan work in response to an initial...</hd> <p>Appendix A illustrates a populated framework following a consultation with a headteacher and special educational needs coordinator (SENCO) in an infant school. The initial request from the school involved asking the EP to deliver training to teaching staff to develop inclusive practice with the aim of supporting class teachers to take responsibility for meeting the needs of all children in their classes, including those with special educational needs and disability (SEND). Initial outcomes identified by the school related to supporting changes to staff behaviour (level 3).</p> <p>As shown, through explicitly exploring factors relating to implementation as well as the range of outcomes, a number of actions were agreed, which involved the EP supporting the school beyond INSET. Furthermore, this led to increasing school staff accountability, by their taking on a proactive role in supporting their developmental journey. This is particularly evident in how the SENCO worked with the EP to co-deliver the first training session to teaching staff, in addition to the ongoing use of the plan to inform the SEND development plan for the school. This example illustrates the ongoing work carried out by the school over a period of time and information collected at a review one year after the initial plan, and recorded in the reviewing and planning columns.</p> <hd id="AN0147383520-15">Application of the framework to inform a county-wide project</hd> <p>Appendix B gives an example of how the Implementation Framework has been used to plan work in the LA to help develop person-centred planning (PCP) approaches within schools. Following initial planning, the EP service was commissioned to carry out a pilot project which involved working with SENCOs from schools across two areas within the county. The project comprised:</p> <p></p> <ulist> <item> A skills-based training day with SENCOs</item> <p></p> <item> Three PCP meetings in each school followed by a reflection session with the SENCO and EP, drawing upon coaching and consultation processes.</item> <p></p> <item> Follow up workshop, allowing SENCOs to reflect on their experience and explore next steps.</item> </ulist> <p>Following positive evaluations and in order to continue to support the implementation of person-centred approaches in schools, the pilot project is being rolled out again across all four areas of the county, with opportunities to support SENCOs further as part of a "PCP circle" every half-term. This will be facilitated by an EP and involve group consultation processes to support SENCOs to share examples of practice and jointly problem-solve current issues related to person-centred approaches.</p> <hd id="AN0147383520-16">Summary and conclusion</hd> <p>The authors' intention in this article has been to address one of the profession's unspoken problems: that much of the training provided to school staff and others does little to change practice, let alone promote organisational change. This is despite professional discourse on evidence-based practice and literature on implementation science (Kelly & Perkins, [<reflink idref="bib21" id="ref69">21</reflink>]). EPs have not always drawn upon extensive research in allied fields of psychology into the nature of the learning transfer problem and how professional development offers can benefit from applying this research. The first author has drawn upon this research to develop a practical, planning tool for EPs to address this problem, in the form of an Implementation Framework. Increasingly, the framework is used by EPs in the LA to plan new activity with school staff and others, and review and reflect upon established professional development interventions.</p> <hd id="AN0147383520-17">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <hd id="AN0147383520-18">Supplemental Material</hd> <p>Supplemental data for this article can be accessed https://doi.org/10.1080/02667363.2020.1838448</p> <hd id="AN0147383520-19">APPENDIX A: Framework for Implementing Change</hd> <p>The following Implementation Framework helps plan work between the EP service and schools to ensure that arrangements are made to maximise outcomes at different levels. The framework is informed by research which highlights the significance of planning for effective implementation, as well as focusing on the intervention itself, in order to achieve positive outcomes for children and young people.</p> <p>Graph</p> <p>Graph</p> <p>Graph</p> <hd id="AN0147383520-20">APPENDIX B: Framework for Implementing Change</hd> <p>The following Implementation Framework helps plan work between the EP service and schools to ensure that arrangements are made to maximise outcomes at different levels. The framework is informed by research which highlights the significance of planning for effective implementation, as well as focusing on the intervention itself, in order to achieve positive outcomes for children and young people.</p> <p>Graph</p> <ref id="AN0147383520-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref28" type="bt">1</bibl> <bibtext> Ajzen, I. (1991). The theory of planned behavior. 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  Data: This paper aims to contribute a framework for EPs to draw upon when working with schools and organisations where support is needed to facilitate change at group and organisational levels. A critique is offered of in-service training (INSET) and its use of an approach for facilitating organisational change, which considers supporting factors and barriers. The introduction of an Implementation Framework gives guidance to educational psychologists in their planning discussions with schools and other stakeholders. This can support discussion about a range of ways EPs can work (beyond training) to help facilitate change at different levels. Research and literature informing the development of the Implementation Framework is shared as well as examples of the application of the framework in practice within an educational psychology service.
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