Abstract
The aim of this paper is to encourage more educational psychologists and trainee educational psychologists to engage in and publish the results of empirical research relating to intervention with which they have been involved. An analysis of papers recently published in two UK practitioner educational psychology journals reveals that less than 30 per cent of the papers report quantitative data. Commentaries on four quantitative research studies examining possible effects and causes of primary school pupil absenteeism are used to illustrate methodologies which though underused, may be of relevance to educational psychologists. The paper concludes with a consideration of the implications of the methodological aspects of the author’s research for educational psychologists and trainee educational psychologists.
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