A grounded theory of educational psychology practice at ‘Edge of Care’

Bowen, Nia 2025. A grounded theory of educational psychology practice at ‘Edge of Care’. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

The aim of this thesis was to explore a theoretical framework of psychologically informed practices used by Educational Psychologists (EPs) to support families who have experienced adversity and exclusion, who are considered on the ‘edge of care’. This study adopted a qualitative methodology using a Constructivist Grounded Theory approach (Charmaz, 2006). The researcher interviewed six EPs from local authorities in Wales. The research involved an iterative approach, oscillating between data collection and data analysis, to develop a grounded theory, termed ‘BRSH’, which elucidates the processes in which EPs application of psychologically informed practice can facilitate meaningful change for families at the ‘edge of care’. The grounded theory posits that four interrelated psychological processes are essential in the EP role, belonging, resilience, safety and healing. This theory positions EPs as agents of systemic change, working across the home, school, and community contexts to empower families. The empirical findings underpinning this theory are presented in theoretical categories; 1) psychologically informed practices used by Educational Psychologists, 2) empowered family systems, 3) The EP role at the ‘edge of care’. Findings highlight the significant contribution that psychologically informed EP practice can make in supporting families at the ‘edge of care’. The research presents implications for policy and practice, highlighting a need for more integrative multidisciplinary working which is psychologically informed and is focused on early intervention to support families with complex needs. The current thesis calls attention to the complexity of the construct of ‘edge of care’ and the need for careful reflection and reconsideration of the language used when supporting families who have experienced adversity and exclusion.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Psychology
Date of First Compliant Deposit:	28 July 2025
Last Modified:	28 Jul 2025 11:48
URI:	https://orca.cardiff.ac.uk/id/eprint/180062

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