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This book sets out to explore the ways in which the qualitative methodologies within psychology can support the role of educational psychologists (and others who work with children and young people) to fulfil their role in supporting hearing thevoice of children and young people.
The book has been produced by the Division of Educational and Child Psychology (DECP) which is part of the British Psychological Society. The Division works to support the professional practice of educational psychologists (EPs) through the provision of professional development, guidance and publications.
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About the Contributors
Chapter 1: The national and international growth in qualitative research within the field of educational psychology
Tom Billington & Antony Williams
Chapter 2: Qualitative methodologies that give young people a voice: Grounded theory (GT) and Interpretative phenomenological analysis (IPA)
Julia Hardy & Karen Majors
Chapter 3: The history of research by educational psychologists into ascertaining the voice of the child and young person
Irvine Gersch, Anna Lipscomb & Anita Potton
Chapter 4: From the problematisation of children to the celebration of difference
Antony Williams & Dan Goodley
Chapter 5: A participatory research approach to understanding the experiences of pre-verbal children and young people and those with complex needs in residential settings
Vivian Hill, Rhiannon Yates, Scot Greathead, Abigail Croydon, Lorcan Kenny & Liz Pellicano
Chapter 6: Educational psychologists involving young people in their own learning: A person-centred planning approach
Sarah Philp & Fiona Brown
Chapter 7: Young people's wellbeing within schools: Student voice and agency
Chapter 8: Distinct experiences of young people
8.1: Out of school: eliciting the child's voice in cases of extended non-attendance
8.2: 'Education, for me, it's the most important thing for everyone's life...because if I was not in education I would be alone': Hearing the voices of separated refugees
8.3: Obtaining the views of children with profound and multiple learning difficulties
8.4: Using IPA to investigate the experience of young men growing up in a rural community: Reflections on identity and aspirations
8.5: A jolly good sort: The influence of Q methodology on practice that aims to interpret and represent voice
8.6: Exploring the friendship experiences of young adolescents with a visual impairment
8.7: Doing qualitative research differently: How using a psychosocial approach provided an opportunity for investigating self-harm in schools
8.8: Distinctive experiences of children in the early years: Evaluating their provision
8.9: The stories young people with social, emotional and behavioural difficulties (SEBD) tell about their futures
Charlie Tellis-James & Mark Fox
8.10: Giving children of prisoners a voice
Chapter 9: Engaging children and young people with technology
Chapter 10: The Future: Where next for educational psychologists?
Julia Hardy & Charmian Hobbs