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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.
Authors: Chidley, Shinel, Stringer, Phil
Source: Educational Psychology in Practice. Dec2020, Vol. 36 Issue 4, p443-457. 15p.
Subjects: Educational psychology, Implementation (Social action programs), Stakeholders, Self-efficacy, Mental health
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. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Addressing barriers to implementation: an Implementation Framework to help educational psychologists plan work with schools.
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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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02667363.2020.1838448
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