An exploration of the use of projective techniques by educational psychologists in the uk
Abstract
As applied psychologists, educational psychologists are often involved when situations
surrounding a child are complex (Lane and Corrie, 2006) and much of an EP’s work is
problem-centred (BPS, 2002). To make EPs effective in their role they need to be able to
apply a range of theories and frameworks, specific to the clients involved, with projective
techniques being part of a ‘professional tool kit’, which EPs can use when they feel
appropriate in an open minded and child focused way. PTs have their roots in
psychodynamic theory, with a belief that ambiguous stimuli will allow meaning to be
given from the internal processes of the unconscious and enable these unconscious
processes to be observed (Levin-Rozalis, 2006).
The current research aims to address the use of PTs in relation to educational
psychology practice in the UK, and looks at the challenges to EPs who are using PTs,
the reported benefits and an exploration of why some EPs may not be open to the use of
such techniques.
Eight practising EPs participated in semi-structured interviews, two from a specialist
sample who used PTs and six from a broader sample. Thematic analysis (Braun &
Clarke, 2006) was used to identify key themes pertaining to the potential contribution,
and the facilitators and barriers of using PTs and a psychodynamic framework for EPs
based in the UK, aiming to add to the minimal academic research base and to
encourage acceptance, usage and future training.
