How to be an Assistant Educational Psychologist: A constructivist grounded theory study of how individuals experience work as Assistant Educational Psychologists in England
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Abstract
This study aimed to create a new theoretical understanding of how Assistant Educational Psychologists (Asst. EPs) experience their work through the initial research question: What are the experiences of Assistant Educational Psychologists currently working in Educational Psychology Services in England?
Prior research on the Asst. EP role has focused on their activities and value, so the methodology for the current study needed to be exploratory, inductive, and have the potential to create a new theoretical understanding of how Asst. EPs experience work.
Using Constructivist grounded theory methodology allowed for Asst. EPs' experiences to be explored in their richness to create a substantive Grounded Theory. Ten participants were recruited from in-person and online Asst. EP networks.
Participants who were employed in England in a role that met the Association of Educational Psychologists’ definition of an "Assistant Educational Psychologist" for at least two academic terms were selected to take part. Data were produced through semi-structured interviews and focus groups.
A constant comparative analysis was employed in which codes and categories were compared as they were constructed and revised to determine their relevance to the developing substantive theory. A substantive Grounded Theory of how Asst. EPs experience a lack of meaning in their roles and subsequently create meanings of Asst. EP and EP work was produced, informed by existential philosophical themes.
Implications are suggested for how services can support meaning-making and enable Asst. EP to develop meaningfulness in their work. Guidance using these suggestions was created to share with those who support Asst. EPs.
