Abstract
The present self-evaluation, carried out by an educational psychologist in training and an inner-city Educational Psychology Service, used quantitative criterion-based measures of performance and qualitative 'thick description'. The study found that Stage 3 interventions were considered to be successful by both educational psychologists and teachers, and this success can be understood in terms of the priority given to establishing good relationships, facilitating dialogue, clarifying problems and encouraging teachers to own the processes of change. The study also found that this combination of quantitative and qualitative techniques could address the requirements for accountability and continuous service improvement.
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