A grounded theory of educational psychologists’ mental health casework in schools: connection, direction and reconstruction through consultation

Educational psychologists (EPs) in England are identified as key to
specialist mental health provision in schools yet are underrepresented in policy development. This study examined EPs’ mental
health casework in schools as one aspect of the professional contribution in this area. Data gathered from interviews with EPs were
analysed though constructivist grounded theory (GT) methods. The
resulting GT drew from psychotherapeutic attachment theories,
person-centred counselling, self-determination theory, solution-focused thinking, and from ecological and consultation theories.
EPs used two distinct but interacting processes in mental health
casework. One involved facilitating a secure base offering emotional containment for overwhelmed adults (staff, parents). The
other engaged adults in cognitively demanding problem-solving
activities, challenging perceptions, leading to cognitive and behavioural change, and in turn to systemic adaptations. Limitations and
implications are discussed.