Jane Leadbetter

Investigating and Conceptualising the Notion of Consultation to Facilitate Multi‐agency Work

This article explores the use of consultation within educational psychology practice and suggests there is confusion and lack of clarity within the profession surrounding the term, how we use it and how inclusive or exclusive it is as a practice. Three ways of conceptualising consultation are suggested and examples of research and theoretical analysis are described in order to understand these areas of practice. The latter part of the article considers the role of consultation within new practices associated with multi‐agency working and integrated services. It is suggested that as a profession we need to pay more specific attention to the knowledge and skills involved in successful consultation within multi‐agency practice, through drawing upon research and practice from beyond our own somewhat narrow field.

The Role of Mediating Artefacts in the Work of Educational Psychologists during Consultative Conversations in Schools.

This article describes research that investigates how conversations between educational psychologists and teachers are influenced by the mediating artefacts that are used. Sociocultural and activity theory is used and more specifically, approaches based upon Engeströms conceptual models form a basis for analysing different types of artefact occurring within conversations and consultation meetings. The artefacts are further considered in terms of the levels of activity system that are operating. These are defined using Engestroms notion of coordinated, cooperative and communicative systems. Findings suggest that the type of artefact used does vary between levels and that these can be predicted to a certain extent. This finding has relevance in terms of planning and structuring meetings in the future and in terms of enhancing the communicative potential of working practices.

Patterns of Service Delivery in Educational Psychology Services: Some implications for practice

This article describes research into models of service delivery for Educational Psychology Services in England and Wales. Questionnaires completed by Principal Educational Psychologists (PEPs) during 1998 reveal trends in the way we commonly engage with schools. In particular, aspects of practice associated with consultancy models of service delivery are explored and the extent to which they are employed is examined. Some links with other organisational artefacts, such as supervision and appraisal, are also discussed. The research provides an illuminative study of current service delivery practice and suggests some conclusions about the way we deliver services to schools, the cultures within EP Services and the frameworks we draw upon to inform our practice.

Teacher Assessments: How EPs Respond to them in Routine Meetings

Summary This discourse and conversation analytic research examined audio‐recordings of conversations between EPs and teachers during routine meetings. Several patterns were detected. It was found that teachers produced a large number of assessment statements largely concerned with the construction of abnormality. EPs tended to respond to these statements in ways which preserved their neutrality, by using acknowledgement tokens, requests for clarification and formulations. The meaning of these patterns is discussed and some ideas for future research suggested.

An investigation of factors involved when educational psychologists supervise other professionals

Inter-professional supervision combines the social processes of supervision and multi-agency working: both complex and often poorly understood processes. This paper discusses the first author’s research of inter-professional supervision, involving an educational psychologist (EP) supervising another professional and complements the recently published guidelines on professional supervision produced by the Division of Educational and Child Psychology (DECP). The research involved 10 semi-structured interviews with six EPs (supervisors) and four other professionals (supervisees) recruited through purposive sampling. Interviews were digitally recorded, transcribed and coded using thematic analysis. Research findings suggested that inter-professional supervision was viewed positively. However, participants had a patchy experience of the contracting aspects of supervision and some talked of conflicting conceptualisations of supervision placing a strain on the supervisory relationship. Conclusions reflect the need to view supervision as a process enacted within multiple contexts which impact upon supervision in important ways.

Imaginary epistemic objects in integrated children's services

Purpose – The purpose of this paper is to describe the problem of achieving “organizational justice” for children within integrated childrens services. Justice is understood, following Byers and Rhodes discussion of Levinas as respecting the “unique and indivisible” character of a given child.Design/methodology/approach – The empirical material reported here is drawn from a large study of interagency working in childrens services in the UK. Data are taken from Developmental Work Research sessions. Methodological details are outlined in Daniels et al. and Leadbetter et al.Findings – The key finding discussed here is that in order to balance the outcome measures used in childrens services, participants use a further abstraction “the outcome of improved outcomes”. The logical and practical consequences of this abstraction are analysed.Originality/value – The paper offers an empirically grounded contribution to conceptual debates about otherness and ethics in organization. In particular, it argues that a c...

Video Enhanced Reflective Practice (VERP): supporting the development of trainee educational psychologists’ consultation and peer supervision skills

ABSTRACT This article aims to seek trainee educational psychologists’ (TEPs) views about their experiences of using Video Enhanced Reflective Practice (VERP) to support their professional development, with a particular focus on consultation and peer supervision skills for the VERP guider. Participants engaged in three cycles of VERP, reflecting upon their practice using video clips of themselves. An action research design was implemented and views from trainee EPs and the Video Interaction Guidance (VIG) supervisor were sought, using semi-structured interviews. Hybrid Thematic Analysis was used in order to analyse the data. Findings suggest that VERP was generally a positive experience for trainees and their experiences highlighted the impact of observing themselves in practice, as opposed to retrospective reflection. Trainee EPs selected factors to consider within a ‘shared review’ and reflected on their experiences of being filmed, the strengths and the challenges of which are considered.