Examining educational psychologists' perspectives of their role in the Republic of Ireland: an exploratory study using activity theory

Abstract

Background: With the 2015 change from masters to doctoral level for educational psychology training in Ireland and the 2016 change in Health Service Executive (HSE) eligibility criteria for the recruitment of psychologists to the HSE, newly qualified Educational Psychologists (EPs) are now eligible to work in additional Child Psychology settings, including Child and Adolescent Mental Health Services (CAMHS) and Primary Care Psychology. There is limited research exploring the experiences of EPs in the context of Ireland, including those working in Disability, CAMHS, and Primary Care Psychology. This is despite the substantial expansion of the EPs' mandate and the work environment in the Republic of Ireland. Aims: The current research used a qualitative research design, utilising Engeström’s (2001) Second Generation Activity Theory as the theoretical framework to explore the subjective, lived experiences of qualified Educational Psychologists in the Republic of Ireland. Sample: The study recruited 20 educational psychologists in three services: Disability, School, and Child Psychology. Methods: Data were collected from participants using semi-structured interviews and a short demographic questionnaire. Demographic data was collated and data from interviews was analysed using Template Analysis, a form of thematic analysis. Results: The findings indicate that the unique contribution of EPs includes providing specialist knowledge of education and school systems. EPs adhere to evidence-based practice and work as scientist-practitioners, taking a systemic and holistic approach to casework.

Conclusions: This research elucidates the similarities between educational psychology and other related psychology disciplines, while highlighting the distinctive contribution of educational psychology to education and healthcare systems.