| dc.description.abstract | In the changing landscape of modern education, there has been a stealthy expansion in the roles and responsibilities of teaching staff. They are expected to undertake a wider range of emotional support, pastoral care, and practical support activities, all foundational to enabling children and young people to be ready to learn. These pressures, beyond the remit of teaching, are contributing to a decline in staff wellbeing. Educational psychologists have an integral role to support the wellbeing of school communities, and may implement this at an individual, group and/or systemic level. One intervention they may utilise to support the wellbeing of teaching staff is supervision.
Work Discussion Groups (WDGs) are a psychodynamically informed approach to group supervision. The existing peer reviewed literature base indicated a paucity of WDG research in educational settings, particularly to support teaching staff within specialist provisions. Within the literature, it is suggested that WDGs can be usefully integrated to support the wellbeing of teaching staff, however limited explicit attention is given to what wellbeing means in this context.
Underpinned by a relativist ontology and a constructivist epistemology, this research adopted a qualitative case study methodology, and took place in one privately run specialist provision, located in the southwest of England. The study comprised two phases. The first research phase gained insight into how stakeholders subjectively constructed wellbeing, and identified the wellbeing needs of teaching staff. A purposeful sample of 6 participants (3 teaching staff, 2 educational psychologists, 1 headteacher) was recruited. Data was collected via individual semi-structured interviews, integrating a personal construct psychology photo elicitation activity. Thematic analysis of the data indicated that wellbeing was positioned as multi-faceted, intra-individual concept which was subjectively gauged. The wellbeing of teaching staff was perceived to be a joint individual and school responsibility, although the onus was placed on the former. All participants actively engaged in regulation strategies to support their wellbeing, evidencing differing levels of reflection. Teaching staff were perceived to have wellbeing needs in three key areas: personal growth, spaciousness, and sense of belonging. These were all rooted in connection, which through a polyvagal lens, anchors the person in safety and enables them to access their ventral vagal state.
The second research phase explored participants’ experiences of taking part in WDGs. These were a pre-existing intervention designed to support the wellbeing of teaching staff and facilitated by educational psychologists. This phase sought to identify what worked well within WDGs, whether the wellbeing needs of teaching staff identified in phase one were met by their participation in WDGs, what prerequisite knowledge and skills were needed to effectively facilitate WDGs, and what could be done to enhance future practice. A purposeful sample of 5 participants, comprising the same 3 teaching staff and 2 EPs who participated in phase one, was recruited. Thematic analysis of the data indicated that the WDG space functioned to strengthen, nourish, and inspire staff, shaping their experiences and practice. These functions were again, rooted in connectedness. Participation in the WDG space created opportunities to meet the wellbeing needs of teaching staff identified in Phase One; the level to which this was experienced deepened as a consequence of increased participation levels. EPs identified the prerequisite knowledge and skills base needed to effectively facilitate WDGs, highlighting those widespread in EP practice alongside those more particular to the WDG setting. Ways to enhance future WDG and wellbeing practice within the school were identified.
The findings of the present study are reflected upon in relation to the existing literature base, highlighting similarities, differences, and additional insights. Polyvagal theory is drawn upon the elucidate and enhance the findings. The implications for practice in relation to EPs, WDGs, school communities, and wider policy are discussed. Consideration is given to the strengths and limitations of the study design, alongside potential areas for future research. | en_GB |
