Abstract
This paper describes how a new model of educational psychology (EP) practice has been designed, implemented and evaluated over an 18‐month period within the Essex Psychology and Assessment Service. The evaluation utilises surveys which involve interviews, postal questionnaires and content analysis of the school visit records of educational psychologists (EPs) and assistant EPs (Asst. EPs). The results indicate that the three key elements of the framework have had a positive impact on schools, EPs, Asst. EPs and individual casework. The most positive element of the framework was found to be EPs and Asst. EPs working together, each with distinctive roles, followed by EPs following an annual planning cycle. Although the framework has had a positive impact on EPs’ involvement in intervention at an individual casework level, further work is suggested to develop quality intervention and enable a more effective link between research and practice.
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