Compassion focused therapy in education : a systematic review of literature and exploration of educational psychologists' views

Abstract

This thesis aims to explore the use of Compassion-Focused Therapy in education. It is comprised of four chapters: a systematic literature review, a bridging document that critically considers the chosen methodology and ethics, an empirical project and a reflexive synthesis. Chapter 1: This chapter defines compassion and provides a rationale for compassionate approaches to address the growing concerns reported in policy and research regarding the mental health and wellbeing of those in schools, including pupils and school staff. A mixed method systematic literature review was carried out to explore the effectiveness and experiences of school-based CompassionFocused Therapy interventions in supporting the social and emotional wellbeing of pupils and school staff. Findings were conceptualised into five key themes: increased emotional literacy, relationship with self, improved relationship with others and felt impact, all operating within the school context. Conclusions suggest that Compassion-Focused Therapy interventions may positively contribute to school staff members’ and pupils' social and emotional wellbeing by cultivating compassion. Further research to explore the potential mechanisms maintaining self-criticism for those in schools would be beneficial. Despite the proposed benefits of Compassion-Focused Therapy as a school-based intervention, there is a lack of research that explores this approach within the context of educational psychology practice. Chapter 2: This chapter provides a bridging document that describes the rationale for the empirical research project, informed by the identified literature gap from the systematic literature review. A critical reflection of the philosophical assumptions underpinning the systematic literature review and empirical project is presented. The influence of epistemological and ontological assumptions is detailed and linked to the methodological decision-making processes. Finally, an exploration of the ethical considerations is provided. Chapter 3: This chapter outlines the empirical project, which follows a World Café method, whereby the staff from two educational psychology services explored how Compassion-Focused Therapy may be applied in educational psychology practice. Participants explored ideas and shared knowledge through engaging in rounds of small group discussions. Reflective thematic analysis generated four themes: fostering compassionate communities, complementary to educational psychology practice, critical reflections and adaptions for educational psychology practice. These findings are contextualised within the existing literature and limitations of the research project are highlighted. Implications for educational psychology practice include the potential for Compassion-Focused Therapy to inform and complement existing practice. Future research could explore the implementation and evaluation of Compassion-Focused Therapy in educational psychology practice as a relational approach to fostering compassionate school communities. Chapter 4: This chapter offers a reflexive commentary on the research project, outlining the skills and experiences that have been gained through conducting a systematic literature review and empirical research project. Personal, functional and disciplinary reflexivity are demonstrated, critically considering the influence on the research process and knowledge produced. Key areas discussed include the position as a researcher, ethical tensions raised within therapeutic practice and the evolving role of the educational psychologist. The application of research skills in practice are referenced throughout. Finally, the wider implications and dissemination of findings are discussed.