Developed from the findings of the study, the following table provides suggestions for EP practice regarding how the constructions may be altered. Further research is needed to fully understand these effects. How constructions might be altered: Link to Literature/Analysis: Providing a space for all adults to feel Reflective Consultation equal, listened to and encouraged to speak (Helmersberg and Rimehaug, 2010) openly and honestly. Reflections on the Discursive Analysis: Discussion between teaching staff ‘Reflections on the feedback to participants’ (Appendices) Slowing down the speed of ‘making sense’ Thomas (2005) of children to allow for in-depth Reflections of Discursive Analysis: understanding and further development of Discussion between parents the empathic relational perspective. Encouraging it to be ‘ok’ for a child not to Thomas (2005) fit within a specific category of need. Encourage adults to identify discourses ‘ Feedback to the Participants’ that could be contributing to the (Appendices) construction of the ‘problem’. Further opportunities to reflect on the Discursive Analysis: Discussion situation and to connect reflexively with between parents the child. Encourage movement away from school Discursive Analysis: Discussion
Developed from the findings of the study, the following table provides suggestions for EP practice regarding how the constructions may be altered. Further research is needed to fully understand these effects. How constructions might be altered: Link to Literature/Analysis: Providing a space for all adults to feel equal, listened to and encouraged to speak openly and honestly. Reflective Consultation (Helmersberg and Rimehaug, 2010) Reflections on the Discursive Analysis: Discussion between teaching staff ‘Reflections on the feedback to participants’ (Appendices) Slowing down the speed of ‘making sense’ of children to allow for in-depth understanding and further development of the empathic relational perspective. Thomas (2005) Reflections of Discursive Analysis: Discussion between parents Encouraging it to be ‘ok’ for a child not to fit within a specific category of need. Thomas (2005) Encourage adults to identify discourses that could be contributing to the construction of the ‘problem’. ‘ Feedback to the Participants’ (Appendices) Further opportunities to reflect on the situation and to connect reflexively with the child. Discursive Analysis: Discussion between parents Encourage movement away from school Discursive Analysis: Discussion