Using Appreciative Inquiry to facilitate organisational change and develop professional practice within an Educational Psychology Service

Abstract

Appreciative Inquiry (AI) is a strengths-based, organisational change model (Cooperrider et al., 2008). The primary aim of this project was to explore the potential of AI as a means of developing professional practice in the context of a local authority (LA) educational psychology service (EPS). AI is a type of participative action research (PAR) rooted in social constructionist epistemology. The 4-D AI cycle (Discovery, Dream, Design and Destiny) was undertaken over the course of 16 months. Educational Psychologists’ (EPs) reflections on their AI experience were collated via self-report questionnaires. Positive outcomes of AI were evident from EPs’ responses, most especially in terms of: developing personal and collective practice; enabling effective communication with managers; strengthening relationships between colleagues; and enhancing feelings of agency and control. Limiting factors related to the timing of, and time for AI, within the context of LA budget cuts and potential job insecurity. Critical reflections on the AI process and suggestions for future applications of AI are discussed.