Further iterations on using the Problem-analysis Framework

Abstract

2013) Further iterations on using the Problem-analysis Framework, Educational Psychology in Practice: theory, research and practice in educational psychology, 29:1, 79-95, A core component of applied educational and child psychology practice is the skilfulness with which practitioners are able to rigorously structure and conceptualise complex real world human problems. This is done in such a way that when they (with others) jointly work on them, there is an increased likelihood of positive outcomes being achieved for clients. The Problem-analysis Framework as discussed in this paper offers one way of working with such complexity which is grounded in a sound knowledge based in applied psychology. This paper provides further clarity on using the framework within applied practice. The authors were all trained in and use the Problem-analysis Framework and now work in many different types of applied settings within Australia, Iceland, New Zealand, Singapore and the United Kingdom. This paper illuminates important aspects of the problem-analysis approach itself for those currently learning it, as well as providing an aide-mémoire to those using it and those who want to develop their skills in this area.

Stepping over the boundary: an exploration of educational psychologists’ work with families

“…Participants who reported seeing parents after seeing the child referred to 'feedback' and 'providing an opinion' to parents which indicates a more 'expert' model of practice, where through assessment of a child the EP forms hypotheses and feeds this back to school and parents. This approach supports the view of McQueen and Hobbs (2014) who argued that in their experience parents' conversations with professionals are often around information gathering, problem solving and solution finding with the expectation that the professional will offer some strategies or solutions (Annan et al, 2013;Todd, 2007). This is in contrast to a systemic approach, indicated by other participants in the quotes below, where the aim is to explore different perspectives, to shift perceptions and encourage the setting up of alternative hypotheses and possibilities for intervention, rather than submitting to the pressure to give an expert opinion (Osborne, 1994).…”

“…McQueen and Hobbs argue that in their experience, parents' conversations with professionals are often based around information gathering, problem solving and solution finding with the expectation that the professional will offer some strategies or solutions (Annan, Chua, Cole, Kennedy, James, Markusdottir, Monsen, Robertson and Shah, 2013;Todd, 2007 The use of Video Interactive Guidance (VIG) within a group intervention for mothers seeking support for post-natal depression was described by Rackett and Macdonald (2014) to increase attunement and pleasure in mother infant relationships. VIG is a relationship based approach to enhance attunement, empathy and well-being, and there is growing evidence that it can be highly effective for improving relationships in a wide range of contexts (Fukkink, 2008;Kennedy, Landor and Todd, 2011 (Guishard, 1998).…”

Practitioners’ Use of Research in Decision Making about Organized Out-of-School Time Programs Serving Adolescents

“…On this score, the study of effective practitioners by Larson et al (2009) may inform how to go about such training approaches: "The expertise they need involves not logical, but ecological reasoning: to be effective, the have to employ ways of thinking and caring that are adapted to the complex dynamics and rationality of these different intersecting systems" (p. 78). To this end, Monsen et al argue that practitioner training needs to include developing cognitive/reasoning expertise about problem solving to improve instructional quality and youth outcomes (Annan et al, 2013;Monsen & Fredrickson, 2008;Monsen & Woolfson, 2012). They provide a multi-phase problem-analysis framework where researchers and practitioners collaborate in a relational training process to develop theories of applied practice anchored in research and guided by critical reflection of personal experiences in relation to the scientific evidence.…”

The Revised SEND Code of Practice 0–25: effective practice in engaging children and young people in decision‐making about interventions for social, emotional and mental health needs

“…Much of what we know about interventions and whether they are actually put in place is drawn from what we know about teachers and, to a lesser extent, parents (Carter, 2007(Carter, , 2010Annan et al, 2013). Again, the views of children with additional needs are conspicuously absent, even though it has been argued that 'if children are not involved in the design and implementation of interventions, it is generally believed that the student will be less likely to commit to, or be compliant with, the [intervention]'.…”