Therapeutic practice within educational psychology: The discursive construction of therapeutic practice from the perspective of educational psychologists new to the profession

Abstract

Aims:This paper explores the perspectives of recent entrants to the profession of educational psychology, specifically with regard to their discursive constructions about their professional role in delivering therapeutic interventions.Rationale:The purpose of this paper stems from an interest in how Educational Psychologists (EPs), new to the profession, attribute meaning to therapeutic practices and the language they use to describe such approaches.Methods:This research reports on a Discourse Analytical study (DA) that explores the discursive constructions of therapeutic practice within educational psychology. These constructions were taken from the perspective of 15 EPs who were new to the profession. Drawing on data from four focus groups, comprising of three to four participants, Discursive Psychology (DP) was used to analyse the psychological themes emerging from participant talk.Findings:Analysis indicated that five interpretative repertoires were used to discuss therapeutic practice within educational psychology. These included: ‘therapeutic-as-skilled’; ‘therapeutic-as-eclectic’;‘therapeutic-asthreatening’; ‘therapeutic-as-limited’ and ‘therapeutic-as-emerging’.Conclusions:It is argued that participants were able to take up varying subject positions in relation to therapeutic practice; this seemed to present them as both passive and active agents. When talking about therapeutic work participants appeared to position themselves as confused, reluctant and unconfident, as well as valuable, skilled and motivated practitioners. It is concluded that the relational aspects of therapeutic EP practice are as important as the technical aids or tools used to facilitate this type of work. It is suggested that the uncertainty that exists around therapeutic work within educational psychology reflects the uncertainty of an emerging EP identity. It is felt that EPs, who are new to the profession, have the sufficient agency to negotiate and reconstruct new therapeutic practices that can be embedded alongside other EP roles. However, this will require further investment from leaders and other individuals within the profession.