| dc.description.abstract | The present research aims to explore how Educational Psychologists (EPs) employ strengths based practice (SBP) and to elicit their thoughts and experiences of working from a strengthsbased lens. Research in the area of SBP suggests a lack of clarity and understanding around its implementation and suggests that attention to strengths is not carried out in the same systematic way that deficits are reported. The role of the EP is developing considerably, alongside a national and international policy shift away from the deficit model. Despite the growing evidence supporting strengths based approaches, there is a lack of research in relation to SBP and its role in EP practice specifically. A scoping review was conducted exploring how SBP is carried out in areas relevant to the work of an EP. Following this, a gap in the research was identified and empirical research was carried out. The study adopted a qualitative design, where semi-structured interviews were carried out with EPs from different service backgrounds in Ireland. Thematic analysis was used to analyse the interview data. Second Generation Activity Theory (Engeström, 1999a) was employed as a conceptual framework to map the strengths based practices of EPs. Hypothetical case vignettes were included as part of the interview schedule to explore EP’s actions in context and to complement interview data. Results are discussed in relation to implications for Educational Psychology policy and practice. A critical review and impact statement provides a reflection on the research process and outlines the distinctive contribution of the research. | en_US |
