Delivering school-based educational psychology service through an ecological approach : a case study

Abstract

The mode of service delivery of Educational Psychology Service (EPS) in Hong Kong has been moving away from a medical view of human behaviors and psychological dysfunctions to an ecological approach that emphasizes person-environment interaction. However, few local studies have been conducted to examine the service delivery mode of school-based EPS. The major purpose of the present study is to examine the factors affecting an EPS in Hong Kong in delivering the service via an ecological approach. A qualitative case inquiry research method was employed to achieve an in-depth understanding. The selected case is a local EPS, which provides psychological service to aided primary and secondary schools, with a mission of adopting an ecological approach as the major service delivery mode. Different stakeholders of the Case EPS, including Educational Psychologists (EPs), EP professional supervisor, organizational administrators, principals and teachers, were interviewed individually, which formed the primary unit of analysis. Descriptive and content analysis of the major documents from the Case EPS formed the secondary unit of analysis. Following an inductive and comparative approach, different sources of data were categorized, thematically analyzed and triangulated. Findings showed that the Case EPS had a clear service mission that was based on an ecological approach. Evidence from interviews and documents confirmed that various stakeholders supported the service focus on teacher empowerment via consultation and collaborative work with EPs. The present study also identified factors within the systems of EP, school and organization, which facilitated adoption of an ecological approach. However, in line with findings in other international studies, the major service was still inclined towards remedial casework. The findings highlighted various Hong Kong government policies, such as “Integrated Education” and “Early Identification and Intervention”, and the inadequate service provision of EPS as factors which hindered EPs from being engaged in systems support for preventive and developmental programs targeting at all students. The findings informed the feasibility of providing ecological intervention and consultation in school setting. Despite the heavy remedial casework, EPs took the consultant role to empower the teacher system. The present study has also shed light on practical implications for EPS to move toward adopting an ecological approach and support for schools’ overall concerns. EPS could be incorporated as a part of the school system through establishing a professional team, which included EP and various school functional teams, appointing vice principal as the EP coordinator and conducting induction programs for schools. The service could be further incorporated into different school systems through collaboration with teachers on school projects. Implications for EP professional training included strengthening EPs’ capability to apply an ecological approach via practicum-based training, which could provide authentic experience to enhance EPs’ consultation skills. It was critical to have practicum supervisors to emphasize on adopting an ecological perspective. Moreover, extensive knowledge in the fields of psychology and education was crucial to develop EP’s expertise in school setting. The significance of in-service training to keep EPs updated with the latest research findings and educational trends was discussed. Limitations and suggestions for future research were also highlighted.