Neuropsychology: A specialism or fundamental knowledge base for educational psychologists? – A case of acquired brain injury

Latham, Paige 2024. Neuropsychology: A specialism or fundamental knowledge base for educational psychologists? – A case of acquired brain injury. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

Education has been documented as the most influential system in the rehabilitation and recovery from Acquired Brain Injury (ABI) in childhood, providing an optimum environment to support rehabilitation goals (Bennett & Costello 2020). The Educational Psychologist (EP) has a unique set of skills and knowledge which well places them to work with ABI, supporting the return to education and providing support over time (Howe and Ball, 2013; Walker and Wicks, 2018). The existing research base exhibits a deficiency in effectively bridging neuropsychology and the role of the EP, particularly in the context of working with ABI and its implications for educational intervention (MacKay, 2005; Howe and Ball, 2013; Misheva, 2020). Thus, following a pragmatic qualitative approach, this study sought to explore the perspectives of EPs specialising in ABI and neuropsychology. Specifically, the research aimed to uncover the factors EPs need to consider when working with ABI cases and training implications. Semi-structured interviews were conducted with six EPs within the UK. Employing a Reflexive Thematic Analysis (RTA) framework (Braun & Clarke, 2022), the interpretation of data resulted in the development of three overarching themes and seven subthemes. The analysis delineated systemic constraints and revealed unseen competence and lacking confidence among EPs, overshadowed by misconceptions and debates on positionality. EP training courses were underscored as a fundamental proponent for equipping EPs with the requisite knowledge, advocating for a core level of understanding in working with ABI cases. Subsequently, future research considerations are offered, and an acknowledgement of the study's strengths and limitations.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Date of First Compliant Deposit:	18 September 2024
Last Modified:	24 Sep 2024 08:54
URI:	https://orca.cardiff.ac.uk/id/eprint/172236

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