Reflecting Teams in practice: Educational Psychologists’ experiences of using Reflecting Teams as part of their doctoral training

This thesis explores Educational Psychologists’ experiences of using the reflecting team model during doctoral training and its influence on professional practice development. Originally developed by Andersen (1987) for use in family therapy and clinical settings, the reflecting team model is now applied within psychology fields. However, it remains under-researched in educational psychology, particularly in trainee contexts. To address this gap, the current research conducted semi-structured interviews with six Educational Psychologists who engaged with the model throughout their three-year doctoral programme at a designated training institution, and reflected on their experiences. Data were analysed using Reflexive Thematic Analysis and six overarching themes were developed, illustrating how the reflecting team model influenced professional development. These included emotional and relational experiences, the value of structured and supportive environments and the development of professional identity. In addition, the model’s adaptability across varied learning contexts, engagement with multiple perspectives, and the role of reflexivity and ethical awareness in navigating difference and diversity were also explored. The findings suggest the reflecting team model is a valuable experiential learning tool that supports key areas of professional development, including communication, systemic thinking, reflective practice and equality, diversity and inclusivity. The boundaried nature of the model fostered self-reflexivity and awareness of group dynamics. It also created opportunities to hear alternative perspectives, broadening understanding and enhancing contributions to wider systems to create effective change. The research highlights the potential of the reflecting team model to enrich training for Educational Psychologists by supporting the integration of theory and practice through lived experience. Implications for incorporating the model into wider training programmes are discussed, alongside directions for future research to explore its broader use and potential role in developing culturally sensitive and inclusive practice.