Exploring parent perspectives of individualised therapeutic supports delivered by external professionals in Irish primary schools

Abstract

Background: The increased prevalence in children’s mental health difficulties combined with related challenges in meeting the needs of children in a timely manner has contributed to individualised therapeutic support in schools becoming a focus for policymakers.

Aims: To explore parents’ perspectives of individualised therapeutic support in primary schools delivered by external professionals (e.g. play therapists, art therapists). The Process, Person, Context, Time (PPCT) Model (Bronfenbrenner & Morris, 2006) was used to examine parents’ perspectives on the impact, barriers and facilitators of these supports in primary schools.

Sample: Parents whose children had received individualised therapeutic support in primary school within the last two years. A total of nine parents, from three different schools took part. Two of the participants were parents to the same child.

Methods: A qualitative design was employed, utilising semi-structured interviews to gather data. The study was underpinned by a constructionist epistemology and the research questions were informed by the PPCT model. A Humble Inquiry approach guided the interviews. The data were analysed using reflexive thematic analysis (Braun & Clarke, 2021).

Results: The results identified themes in terms of impact, barriers and facilitators. In relation to impact of therapeutic support, key themes included improved relationships, growth in confidence, the benefits to everyone and the life changing impact. In terms of barriers, themes identified related to an ambiguous journey, systemic deficiencies, the emotional responses to therapy and the time available versus the needs of the child. The themes identified as facilitators were communication, trust, confidentiality, early, accessible, acceptable therapeutic care, long-term support as need dictates and the personality and expertise of the therapist.

Conclusions: This study uncovers previously unexplored aspects of the complex nature of individualised therapeutic support in primary school through the lens of parents’ perspectives. The implications in terms of policy, practice and research are discussed.