Seeking ‘stability in flux’: practice-based research in the educational context
Dr Penny Fogg, Doctor of Educational and Child Psychology (DEdCPsy), School of Education
The territory of practice and research
The ideas and beliefs people hold about what is ‘good’ for children and ‘good’ for society are to some extent determined by the social and cultural values dominant at any particular time. Contemporary Educational and Child Psychology is rooted in a commitment to ‘state welfare’- a political and social consensus which acknowledges that many children and young people do not fit easily into the systems of education and care provided for them. Accordingly, it is expected that the educational and care experience will be adapted when necessary, to enable the full and successful participation of all children and young people; participation being the cornerstone of development and well-being. Educational and Child Psychology, as a practitioner psychologist role, currently exists within this ideological and practice framework.
However, despite these inclusive and compassionate aims having a clear presence in our culture, and in our schools, they are far from fully realised. In particular, when systems are under pressure the needs and rights of some children and young people tend to lose traction. At such times other less inclusive ways of thinking about children, childhood, and difference, tend to be given greater credence. Some of these ways of thinking hark back to a time when education was more segregated. Some simply reflect the functional requirements of the systems and services children and families access in the present day. The professional practice of educational and child psychology, situated as it is in this ‘real world’ of competing interests, complexity and change, is imbued with its fair share of social and political tension.
Through the doctoral training some consideration is given to how a psychologist might navigate this complex territory of multiple perspectives and structural constraints. The ability to do so represents an important professional ‘competency’. Lewin famously stated ‘there is nothing as practical as a good theory’ (Lewin, 1945*), and certainly, bringing theory into dialogue with practice allows practitioners to develop the necessary habits of critical thinking and knowledge co-construction. It might be said that the aim of psychological involvement, whether it be practice or research, is to create some ‘stability in a world of flux’- long enough to be of some use, and to generate an improved situation (Brinkmann, 2017**). This aim expresses educational psychology’s strong connection to the philosophical pragmatism of John Dewey (19th-20th Century). It also connects us to the post-structuralist and post-humanist methods associated with innovative qualitative research- narrative, participatory and inclusive methods of knowledge production. These philosophical perspectives emphasise the potential for the creation of new and better worlds through socially embedded investigation- research (and practice) as world making, rather than world reflecting (Brinkman, 2017**). It is in this sense that practice and research align, and why practice-based research captures the motivation and interest of practitioners and those who seek their involvement.
Trainee Educational Psychologists: taking on a new role
Shortly after our DEdCPsy students begin their three year doctoral training course we ask them to undertake a practice-based research project, in small groups. The projects focus on questions of importance which are brought to us, by schools, provisions, and community based services. This year our collaboration has been with four educational psychology services in the Yorkshire and Humberside region, and the research co-supervised by service-based educational psychologists, alongside course tutors, who are also educational psychologists.
The practice-based research project presents the students with the challenges of the professional experience- personal, interpersonal, academic and philosophical- all at once. We have wondered if this would be too much pressure, too early in the course. Might there be too much ‘flux’ and not enough stability, at a sensitive moment of role transition? With this question in mind, we reviewed our collaboration, asking all involved to tell us about their experience. Laura De Cabo Seron (Educational Psychologist, Doncaster Council) and Holly-Victoria Beavon (Trainee Educational Psychologist) reflect here, on their experience, describing the insights they have gained from this collaborative work.
*Lewin, K. (1945), ‘The Research Centre for Group Dynamics at Massachusetts Institute of Technology’, Sociometrics, 8, 129–35.
** Brinkmann, S. (2017), Humanism after posthumanism: or qualitative psychology after the ‘psts’., Qualitative Research in Psychology, Vol 14, No2, p109–130.
Working with the university: a positive experience
Laura De Cabo Seron, Doncaster Educational Psychology Service
During the autumn term of this year, I supervised a Research Project carried out by Year 1 Trainee Educational Psychologists (TEP’s) from the University of Sheffield. Our Educational Psychology service is part of Doncaster Local Authority. Our team had not been part of a cross-disciplinary project before and, overall, it has been a very rewarding experience for us.
Since the very beginning, we saw this project as a very attractive opportunity to: Carry out an in-depth analysis of our areas for improvement; Produce evidence to make informed decisions; Benefit from what external agents could observe; Out of the box problem solving; Developing cross-disciplinary practice; Innovate within our service and our practice.
An opportunity to understand and develop our multi-agency practice in Doncaster
With these aims in mind, a brainstorming meeting took place, where different aspirations and concerns about our practice, our team and our local context were discussed. Being a non-traded service (our services are free at the point of delivery to schools), there is a very strong culture of multi-agency and community work. Hence, after thorough reflection, we decided to focus on something very important for us. We were already happy about our work with other agencies but felt committed to permanently reassess and improve it, due to the natural complexities involved. After all, we wondered, how often do we ask other agencies how they feel about working with us?
This was why we asked the TEPs to base their research project on this question: What factors contribute to effective multi agency work in Doncaster?
Finding a balance between autonomy and independence
During the project, the TEP research team were able to find, and maintain, a fine balance between being proactive and independent whilst listening to our views and wishes and ensured that we were part of the decision-making and were appropriately informed. It was incredibly easy to work with them, despite our busy diaries and the usual time pressures in a research project. The fluid communication we had, the active listening skills the TEP’s showed and the positive relationship we had from the beginning were some of the key aspects of this.
What do we take away from this experience? The feedback we gathered from across the different teams involved, shows us that both the process and the outcome of the research project were highly valued. Because this research project idea was the result of our own self-reflection as a service, it has been a very good reminder that solving problems through research adds an incalculable value to our practice. There were many collateral benefits. Those who were interviewed in the research told us that the experience was an opportunity for guided self-reflection, on our existing practices. Those who were part of the dissemination session, appreciated the transparency of the research project. Sharing the process and the results with them directly allowed for discussion and the creation of action points. Everyone’s voice was heard and included.
Research has changed us
In conclusion, our experience in collaborating with a cross-disciplinary project with TEPs from the University of Sheffield has been refreshing, our team were enriched by the new ideas and approaches which the research process introduced, and the knowledge we generated has allowed us to plan for changes and improvements within our local context. We now feel more confident in the multi-agency work we do, and closer to the other agencies and the other services involved. The project has strengthened our commitment to collaborative work.
Working with others: Becoming reflective practitioners
Holly-Victoria Beavon, Trainee Educational Psychologist (TEP), Sheffield University DEdCPsy course.
An important part of our development as Trainee Educational Psychologists is to reflect on the experiences we have. By reflecting on what worked well and what might have been done differently, we can gain a deeper understanding of a situation. Dewey (1933) described reflection as an “active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (p.9). I was conscious of the relevance of this definition to my development as an Educational Psychologist working in a practice context.
Relationships are very important in research
A clear and positive outcome of the research process was the relationships that were formed. We met several times with the Educational Psychology Service Supervisor, Laura DeCabo and the University Tutor, Tony Williams. The project took place under Covid-19 restrictions and we could only meet through the virtual world. We felt enthusiastic and excited about the opportunity for social contact the research provided, but were also conscious of feeling frustrated about the constraints. Despite us working in a virtual way, we tried our best to build relationships, amongst ourselves (as students), our participants, and with our supervisors, Tony and Laura. I feel this commitment from us all is reflected in what was achieved by the group as a whole. The relationships we developed helped us to feel comfortable enough to share different perspectives. Well-established positive relationships foster well managed differences of opinion (Tjosvold & Tsao, 1989) and I came to understand the importance of this through our research project.
Attending to emotions
Central to the process was our understanding of the educational psychology services’ expectations: what did they want the research group to investigate? The EP (Educational Psychology) service told us that they wanted the research group to explore what factors contribute to effective multi-agency working in Doncaster? We had discussions with the service EP’s (educational psychologists) about how they would like us to explore this but on reflection we wondered how much agency the service, and the participants from other agencies actually had in contributing to the choice of methodology. In particular we wondered if we attended sufficiently to the feelings of this situation, something which might have prompted us to be more inclusive? This caused us to feel a level of anxiety. Good enough anxiety facilitates the learning process and leads to greater learning than if anxiety is denied or avoided (Ruch, 2002). Given this acknowledgement, when meeting as a group, we reflected on what could be achieved in the time frame and also what contributions we had around the methodology, which to some extent alleviated our emotions. On reflection, I believe this process gave us as a group the opportunity to problem solve together and subconsciously helped us to build relationships between us.
When we shared our thoughts and suggestions with Laura and Tony, they were both flexible and open to our ideas. This allowed us to feel valued and appreciated; our anxious feelings were contained. This caused me to reflect on the impact a system may have on how research unfolds — an insight which I feel will be relevant to my future practice. I am more aware of how certain systems may create challenges and successes when working as a future Educational Psychologist, and I believe this demonstrates one way in which I have used this process to help develop my thinking.
Would I have made any changes to the process?
As I mentioned previously if I was to change anything regarding the research process, it would have been to involve the potential participants more directly in the design of the research. This would have helped us to minimise power dynamics between ourselves, as researchers, and our participants. I think this would have supported our search for knowledge. Within future work, I will consider this.
Final comments
I will end with the recognition of how grateful I am for this research experience. It has allowed me to extend my knowledge of group and systemic dynamics, and develop my self-awareness, in particular my awareness of the role of emotions and relationship in research. In addition, I have come to understand more about multi agency working, and seen first-hand how research can contribute to practice. I end with the acknowledgement that when we are working together (in the words of Karen Treisman) ‘every interaction is an intervention’.
* Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, New York [etc.]: D.C. Health and Company.
Ruch, G. (2002). From triangle to spiral: Reflective practice in social work education, practice and research. Social Work Education, 21(2), 199–216.
Tjosvold, D., & Tsao, Y. (1989). Productive organizational collaboration: The role of values and cooperation. Journal of Organizational Behaviour, 10(2), 189–195.
For more information about the Doctor of Educational and Child Psychology (DEdCPsy) at The University of Sheffield please visit the website.
