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CHAPTER TWO: METHODOLOGY
2.1 Research Design
A mixed methods design was used, with collection of qualitative and quantitative data. The study was carried out in two phases.
2.1.1 Phase I
The first phase involved collection of data from EPs in Scotland through an online questionnaire. An initial e-mail was sent out to the Principal Educational Psychologists ( PEPs) from all 32 local authorities through the ASPEP mailing list. This e-mail included a flyer and a participant information sheet explaining the purpose of the study, methods of data collection and ethical information. The PEPs were asked to forward the e-mail to all EPs and related personnel, including Research Assistants and Trainee Educational Psychologists. This was followed up two weeks later with an e-mail giving the URL for the on-line questionnaire and asking the PEPs to again circulate it to all relevant staff within the Educational Psychology Service.
The online questionnaire had 23 questions, with a mix of closed and open questions (see Appendix 1). The questions focused on demographics, experience of PDP, perception of the effectiveness of PDP and suggestions for improvement.
One hundred and seventy EPs responded to the online questionnaire in Phase I, a response rate of over 30%, based, in the absence of accurate data, on an estimated staffing complement of 500 EPs across Scotland, including trainee EPs and research assistants. Given the short time scale, this was a very good response rate.
A breakdown of current grades held by the participants can be seen under the chapter 'Results and Discussion'. Participants were asked to indicate if they would be willing to participate in the second phase.
2.1.2 Phase II
The second phase involved collecting more in-depth data from a sample of EPs who had indicated an interest in participating further. Twenty seven people participated in Phase II of the evaluation: 19 EPs and 8 other stakeholders. On the basis of their availability and convenience, one focus group and 10 telephone interviews were undertaken.
- One focus group with 5 main grade EPs and Senior EPs ( SEPs)
- Telephone interviews with 2 main grade EPs, 6 Principal Educational Psychologists ( PEPs), 1 Depute Principal Educational Psychologists ( DPEP), and 1 Acting DPEP
This included PEPs and DPEPs who are members of ASPEP. The focus group and telephone interviews involved EPs from 11 Scottish local authorities. These Scottish local authorities represented a spread of urban and rural, central and remote, densely and less densely populated, and geographically large and small authorities.
The perspective of the existing PDP Steering Group members was collected through:
- One focus group with 3 members
- Telephone interviews with 2 members
The PDP Steering Group's focus group and interviews involved the perspective of the current PDP coordinators ( EPs) and the Schools Directorate within the Scottish Government. Please note that the quotes in the results will only identify them as members of the Steering Group without differentiating between EPs and Schools Directorate to ensure anonymity of the individuals within this small group.
Other stakeholders' perceptions were collected through:
- Telephone interviews with 2 Heads of Education Service (the exact titles are not being used to ensure anonymity)
- Telephone interview with 1 SDEP member
- Telephone interview with 1 HMIE representative
- Interview with 1 Scottish Government Schools Directorate representative
- Interview with 2 Strategic Officers for the Post School Psychological Services ( PSPS)
The Heads of Education Service involved the perspective of ADES and Convention of Scottish Local Authorities ( COSLA). In addition the views of 2 other Heads of Service were fed in via emails from one of the Heads of Education Service mentioned above as s/he had invited Heads of Education Service to express their views by e-mails.
Please note that apart from the HMIE, all the perspectives are of individuals rather than the organisation or professional body they belong to. However, they were asked to comment within the context of their role/membership of that organisation or professional body.
The focus group and interview schedule contained seven questions (see Appendices 2, 3, 4 and 5). The questions focused on the experience of the PDP; views about the process of PDP; views about the outputs of the PDP; views abut the current allocation of funding; views about the overall effectiveness of the PDP, including the outcomes for children and young people; views about how the PDP process and output could be improved within the existing levels of funding and resources; and there was the opportunity for participants to share any other thoughts or comments on any aspect of the PDP.
2.2 Ethical considerations
Researchers were bound by their respective professional codes of practice, i.e. the British Psychological Society, ( http://www.bps.org.uk/the-society/ethics-rules-charter-code-of-conduct/code-of-conduct/code-of-conduct_home.cfm) as well as the University of Dundee code of practice for research on human participants ( http://www.dundee.ac.uk/psychology/resource/ethics/Code%20of%20practice%20research%20dundee.doc ).
Before data collection, the research proposal, data collection instruments and Participant Information Sheets were approved by the University Research Ethics Committee. Participation was voluntary and informed consent was obtained. No raw data was presented to the three EP advisors/consultants (Barrow, Hannah and Kerr) or Smith before it was rendered anonymous in order to preserve confidentiality and anonymity of participants. Consent forms for all stakeholders were prepared. At the beginning of each focus group, telephone interview, and interview the right of withdrawal was made clear to participants. Permission to audio record the focus groups and one of the face to face interviews was sought from participants prior to the interview. No other data was audio recorded.
Data was stored in a locked filing cabinet in a secure room at the University. Electronic data was securely stored and retrieved only through password protected computers. All raw data will be destroyed after one year of the publication of the Scottish Government report.
2.3 Research team and consultants
Triangulation across the members of the research team (Jindal-Snape and Smith with consultants Barrow, Hannah and Kerr) offered inbuilt quality assurance. The first author (Jindal-Snape) was the Principal Investigator and responsible for coordination and management of the project. The views of Educational Psychologist consultants were sought on pilot materials, throughout data collection and on the draft final report.
Two research assistants were involved in the data collection and analysis process. Zhou was responsible for data collection and analysis of the online questionnaires in Phase II. Baird was responsible for conducting and analyzing the data from the focus groups and telephone interviews in Phase II.
Consultation with the Scottish Government Research Advisory Group throughout the project ensured completion of the project according to the proposed vision.
The University of Dundee's standard ethical procedures applied to this project.
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