The value of reflection for educational psychologists in private practice

Abstract

Research indicates that making time for effective reflective practices could assist professionals to overcome stressful challenges and enhance learning. Educational psychologists also experience stressful challenges which can negatively impact on the quality of their services. The purpose of this study is to provide insight to the problem statement: Investigating the value of reflection for educational psychologists in private practice. A multiple case study design was utilised. The purposefully selected sample was composed of three educational psychologists in private practice based in Gauteng, South Africa. The data collection methods included semi-structured interviews, reflective journal entries and weekly verbal feedback. Using an interpretive approach, the analysis and interpretation of findings were categorised into five themes: (a) The use of reflective practices in educational psychologists’ private practice, (b) Content of reflections of educational psychologists in private practice, (c) Challenges when reflecting, (d) The influence of reflection in private practice, (e) The value of reflection in private practice. Time management, content and convenience were some of the major challenges experienced by all the participants. The value of reflective practice within an educational psychologist’s private practice included acting in the best interest of the client, facilitating change, meaning making and developing an inner reflective voice. This research revealed that novice educational psychologists needed a structured method of reflecting. Experienced psychologists emphasised the need for a sustainable, integrated method of reflection. Recommendations are offered for educational psychologists in private practice, for training, and for further research possibilities.