The purpose of this study is to gather the views of TEPs/EPs, to help better understand the supporting factors and barriers to promoting implementation-focused support and consultations as part of their role
Project focus
We aim to explore Trainee/EPs experiences after they have learnt about ‘the transfer problem’ and the need to plan for implementation. More specifically, the project is interested in gathering the views of those who have learnt about the implementation framework either by:
- Reading the article: Addressing barriers to implementation: an Implementation Framework to help educational psychologists plan work with schools. (Chidley & Stringer, 2020).
- Having direct input from Dr Shinel Chidley about this topic
- Learning about this approach from other colleagues
This information will be used to inform the ongoing development of a practical toolkit, to support EP practice in this area.
How you can participate
If you are an EP, TEP or tutor on a doctorate in educational psychology training course who has learnt about the implementation framework (Chidley and Stringer, 2020), you are invited to participate in this study by completing this survey which should take around 10 minutes.
You do not have had to have used the implementation framework in practice.
Researchers
Dr Shinel Chidley (Educational psychologist in private practice and in a local authority)
Dr Phil Stringer (Course Co-Director of the CPD Doctorate Programme at UCL)
Research questions
- What have been the experiences of TEPs and EPs, since learning about the transfer problem and the implementation framework as a way of working with schools and organisations?
- For those who have used the implementation framework in their practice:
- What changes, if any, have been noticed?
- What impact, if any, has been noticed?
- What are the challenges that TEPS and EPs experience in providing implementation support in schools?
- What help do TEPS and EPs want to promote implementation support in their work?
