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A Cultural Historical Activity Theory Analysis of Educational Psychologists' Statutory Assessment Process Post- 2014 Children and Families Act

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Bibliographic Details
Title: A Cultural Historical Activity Theory Analysis of Educational Psychologists' Statutory Assessment Process Post- 2014 Children and Families Act
Language: English
Authors: Capper, Zoe, Soan, Colette (ORCID 0000-0001-8730-8611)
Source: Educational Psychology in Practice. 2022 38(4):428-447.
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: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Psychology, Psychologists, Counselor Role, Special Education, Special Needs Students, Foreign Countries, Psychological Evaluation
Geographic Terms: United Kingdom
DOI: 10.1080/02667363.2022.2135491
ISSN: 0266-7363
1469-5839
Abstract: The activity of educational psychologists' (EPs') statutory psychological assessment continues to be viewed critically within literature. The current research explores the understanding of EPs and special educational needs and disability (SEND) officers in this activity, considering the 2014/2015 policy reforms. Semi-structured interviews were conducted in a single Local Authority (LA) using Cultural Historical Activity Theory (CHAT) to explore the constructions of each group. Identified contradictions within the data were explored within a Development Work Research (DWR) Lab to create shared actions. Over time, EPs' practice has remained constant in its recognised strengths, but identified contradictions within historic literature remained evident. Actions moving forward sought to redevelop graduated assessment processes, promote stronger multi-professional working, strengthen annual review processes, and create effective methods for efficient data collection.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1370724
Database: ERIC
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Abstract:The activity of educational psychologists' (EPs') statutory psychological assessment continues to be viewed critically within literature. The current research explores the understanding of EPs and special educational needs and disability (SEND) officers in this activity, considering the 2014/2015 policy reforms. Semi-structured interviews were conducted in a single Local Authority (LA) using Cultural Historical Activity Theory (CHAT) to explore the constructions of each group. Identified contradictions within the data were explored within a Development Work Research (DWR) Lab to create shared actions. Over time, EPs' practice has remained constant in its recognised strengths, but identified contradictions within historic literature remained evident. Actions moving forward sought to redevelop graduated assessment processes, promote stronger multi-professional working, strengthen annual review processes, and create effective methods for efficient data collection.
ISSN:0266-7363
1469-5839
DOI:10.1080/02667363.2022.2135491