Abstract
A large body of research exists demonstrating that lead negatively impacts cognitive and behavioural functioning of children. Despite this evidence, there is a lack of research on how lead toxicity is considered by mental health professionals, including educational psychologists. At the time of this research no studies were found that explored educational psychologists‘ understanding of the impact of lead on the cognitive and behavioural functioning of children. This study followed a qualitative approach. Semi-structured interviews were conducted with 10 educational psychologists in private practice. Lead toxicity is an issue not only in South Africa but in the world and therefore this study is nationally and internationally relevant. The goal of this research is to determine how educational psychologists consider the role of lead poisoning in child cognitive and behavioural assessment. This study followed a qualitative approach. Semi-structured interviews were conducted with 10 educational psychologists in private practice. The data from the interviews was transcribed and then analysed using thematic content analysis. This study revealed that educational psychologists believe that lead may be an issue in cognitive and behavioural functioning of children, but they are not certain in what way. Whilst participants believe lead could be a concern, they do not assess for lead toxicity. The pattern and descriptive codes revealed that educational psychologist‘s may not assess for lead as they see it as a low priority concern in comparison to other psychosocial factors, they are unaware of how to assess for it, they have received no formal education or training on lead and they believe that it is out of their scope and is a biomedical issue rather than a biopsychosocial problem. This study exposed the need for more research to be done to determine educational psychologists‘ perception of lead and the role it plays in child cognitive and behavioural assessments.
M.A. (Psychology)