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Using qualitative research to hear the voice of children and young people: The work of British educational psychologists

Using qualitative research to hear the voice of children and young people: The work of British educational psychologists

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Quick Overview

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
Sue Roffey

Chapter 8: Distinct experiences of young people

8.1: Out of school: eliciting the child's voice in cases of extended non-attendance
Matt Baker

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
Claire Cox

8.3: Obtaining the views of children with profound and multiple learning difficulties
Emma Harding

8.4: Using IPA to investigate the experience of young men growing up in a rural community: Reflections on identity and aspirations  
Rachel Hayton

8.5: A jolly good sort: The influence of Q methodology on practice that aims to interpret and represent voice  
Martin Hughes

8.6: Exploring the friendship experiences of young adolescents with a visual impairment  
Sandra Meehan

8.7: Doing qualitative research differently: How using a psychosocial approach provided an opportunity for investigating self-harm in schools  
Jane Reichardt

8.8: Distinctive experiences of children in the early years: Evaluating their provision  
Anita Soni

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  
Fiona Weidberg

Chapter 9: Engaging children and young people with technology  
Imogen Howarth

Chapter 10: The Future: Where next for educational psychologists?  
Julia Hardy & Charmian Hobbs

Additional Information