Head, heart and hands: Community psychology in applied educational psychology practice

This study explores how Educational Psychologists (EPs) understand and implement Community Psychology (CP) within their professional practice. Responding to ambiguities in how CP has been defined and applied in educational psychology, the research aimed to clarify how CP is conceptualised and operationalised by practitioners. A relativist ontology and social constructionist epistemology were adopted, in keeping with CP values. Twelve EPs who self-identified as incorporating CP into their work participated in three focus groups. Data were analysed using Reflexive Thematic Analysis, alongside Critical Thematic Analysis. Three overarching themes were identified: Head (theoretical understanding), Heart (ethical and emotional aspects), and Hands (practical application). CP was described as dynamic and evolving, with participants emphasising the importance of democratising psychology, systemic change and community-led approaches. Tensions emerged between aspirations and the constraints of practice, including ethical complexities and pressure for measurable impact. Participants were self-selected and aligned with CP principles. Demographic data were not collected, limiting intersectional analysis. Focus groups had uneven sizes, which influenced group dynamics. Focus groups carry inherent limitations such as the potential for dominant voices to shape discussion or for participants to align with perceived group norms. Practical suggestions for EP practice are offered, supporting a call for a critically engaged community educational psychology. The study has implications for individual practice, systemic reform, and the integration of CP into Educational Psychology Services and EP training programmes. Optional tools are included in the appendices as illustrative resources to support reflection on embedding CP principles into practice and training.