Educational psychologists in the community: Supporting parents of children with Down syndrome through times of transition

Abstract

The evolution of psychology services in the current climate of change for local authorities (LAs) will lead to a move towards the implementation of creative, collaborative initiatives and ways of engaging with parents.This paper discusses the role of educational psychologists (EPs) in engaging with parents of children with complex special educational needs (SEN) during times of transition and uncertainty in one LA. The involvement of EPs in early years transition planning is considered as a model of successful parental engagement. The positive outcomes of a collaborative project between the Educational Psychology Service (EPS) and a Down syndrome (DS) support group for parents and carers are presented. The project, undertaken in 2010/11, is referenced as a case study in the SEN and disability green paper (DfE, 2011).Evaluative comments and project outcomes emphasise the value of providing well co-ordinated and family focused services for children and their families at times of transition. EP partnerships with parent support groups impact positively on parental confidence and support professionals in allaying parental concerns at pivotal moments in children’s lives. Greater parental engagement is currently a key element of service delivery, and it is concluded that there are far-reaching benefits of EPs engaging with parent forums focused on a range of complex SEN. As support services professionals consult on how they can work most effectively to support children and young people and their families, and consider the resulting implications of this for local commissioning and EP service delivery, the outcomes of this work represents a good example.