Educational Psychology Service Research Articles

AÇÕES DE PSICOLOGIA ESCOLAR DURANTE A PANDEMIA DA COVID-19: RELATO DE EXPERIÊNCIA

ABSTRACT New ways of working had to be thought out and developed in schools since the Covid-19 pandemic. The objective of this experience report is to present actions developed by the School and Educational Psychology services in two IFES campuses, in this context. The actions were part of a set of activities aimed at promoting mental health and psychosocial care based on weekly publications on campus social networks with topics related to mental health, and online psychological support for students. It can be seen that, despite the challenges faced in remote teaching, the actions brought reflections and worked as approximation strategy, building a sense of continuity, enabling the promotion of health in the school community.

An exploration of developing the practice of educational psychologists with minority cultural and linguistic populations in England: A dynamic journey of understanding and change

Aim(s)To explore the experiences of educational psychologists (EPs) and support reflection and professional development in their work with minority cultural and linguistic (C&L) populations.RationaleEPs are called on to work according to principles of equality and diversity and inclusion in their support of all children and young people. There has been little exploration of EP practice with minority C&L populations in England. This research aimed to address this gap.MethodA participatory action research (AR) design, comprising four focus groups. Data was analysed inductively and collaboratively with participants.FindingsThe development of practice with minority C&L populations was conceptualised as a dynamic journey of understanding and change. Findings support concepts in the literature including developing cultural self-awareness, skills and knowledge; reflection; taking each case as an individual.Implications: are discussed for developing practice at individual and service level.LimitationsThis research was generated from participatory AR with one educational psychology service (EPS), readers can assess the degree of transferability to other contexts. The inclusive terminology of the research questions may have hindered participants from addressing specific dimensions of cultural difference such as class and race.ConclusionsDrawing on critical race theory and cultural humility a framework is offered for EPs and EPSs to support the on-going process of reflection and practice development with minority C&L populations, and redressing of power imbalances at individual, societal and institutional levels.

Educational psychologist practice in response to a critical incident: A systematic literature review

AimThis aggregative systematic literature review aims to explore available research evidence published between 2000 and 2018 on what educational psychologists (EPs) offer to schools and pupils following a critical incident (CI) and the reported efficacy of such services.RationaleCIs are sudden and unexpected, impacting upon all areas of life, including school communities. Since the 1990s, CI response has become part of what many educational psychology services across the UK and USA offer (Posada, 2006). The North West Association of Principal EPs commissioned this research as a way of gaining greater insight into CI response.MethodsTwo research databases and Google Scholar were searched and a total of 77 papers was found, 11 of which met the inclusion criteria; ten of these were evaluated as being of at least ‘medium’ level methodological quality.FindingsA synthesis of the research revealed a range of practice within three main areas: strategies and actions, models to frame response, and psychological intervention. Despite similarities, differences of approaches between services were highlighted, particularly around engagement with direct work.ImplicationsEP services should ensure that CI response is comprehensive, sensitive and co-produced with service users. The EP role in responding to a CI needs to be clearly communicated with others.LimitationsLimitations are discussed including the dearth of evidence from 2015 onwards and the limited ‘objective’ evidence summarising the impact of the effectiveness of EP CI response.ConclusionsSome educational psychologists may engage in direct work following a critical incident, whilst others focus intervention on supporting school capacity to support school recovery.

Promoting racial equity within educational psychology services: Where are we now? – Part 1

The following article is the first of two parts and details a collection of trainee Educational Psychologist’s experiences carrying out race and equity projects within their local authority placements. The Division of Educational and Child Psychology (DECP; 2006) guidance and tool for “Promoting Racial Equality within Educational Psychology Services” was provided by our course provider as a collective stimulus and a range of projects were carried out in response to this. The article details process and reflections on these projects with the aim to raise consciousness about the benefits, challenges and complexities of promoting anti-racist practice within EP and school practice. The authors hope that it might subsequently ignite conversations and creativity within EPS teams and trainee courses working on their anti-racist practice.

Promoting racial equity within educational psychology services: Where are we now? – Part 2

The following article is the second of two parts and details a collection of trainee Educational Psychologist’s experiences carrying out race and equity projects within their local authority placements. The second part of this collection opens with reflections from the ‘Reflecting on School Practices’, piece in part 1 and includes the final more reflective piece from the collection. The paper concludes with shared reflections on the author’s anti-racist practice journeys, implications, and conclusions. The authors conclude with a final hope that sharing our experiences of the project encourages other courses, EPs, and schools to undertake their own exploration of race and equity in their teams and systems.

Scottish Educational Psychology Services: What does an optimal working environment look like, 2023 onwards? Exploring the national context of hybrid and blended working models for Educational Psychology Services in Scotland

A hybrid/blended working approach (a mixture of office working, home working, and working from other locations) can optimize the benefits of working from home (WFH) while also ensuring access to opportunities for face-to-face interaction which are important for collaboration, innovation, effective service delivery and staff wellbeing (Brown et al., 2021). As Educational Psychologists (EPs) returned to offices following the easing of COVID-restrictions, we aimed to explore Scottish Educational Psychology Services’ (EPS’) experiences of hybrid/blended working and identify necessary pre-requisites for effective service delivery and staff wellbeing within such a model. A mixed-methods methodology was adopted. An online survey was distributed to all EPS in Scotland. Focus groups were also conducted at a meeting of the Association for Scottish Principal Educational Psychologists (ASPEP). Results provide the first Scottish overview of work-style trends for the profession, insight into the unique benefits and challenges of hybrid/blended working for EPs and identifies necessary pre-requisites for effective service delivery and staff wellbeing within such a model. Results identify a need to balance individual flexibility alongside the wider needs of the EP service. Additionally, clear operational service guidance is required with predictable face-to-face time as a core element of any hybrid/blended model to support professional development and staff wellbeing. A blended working checklist is provided to support organisational planning and evaluation.

Partnership working between educational psychology services and the virtual school

The education of care-experienced children and young people (CE CYP) has long been a focus for policy and legislation given the disparity in outcomes for this group of children in comparison to their peers. Following on from its conception in England, the Virtual School (VS) model has expanded across Scottish local authorities (LAs). This project looks to explore the views and experiences of Educational Psychologists (EPs) in one Local Authority (LA X) with a particular focus on partnership working. The implications of these findings have been discussed in relation to EP practice with suggestions for next steps.

What helps your mental health? ‘People being interested in your experience, sincerely’: A participatory action research study with LGBTQ+ young people in Argyll and Bute

Research over a number of years has found that children and young people in the LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer, +) community experience disproportionately high levels of discrimination and bullying which impacts negatively on their mental health. Qualitative research was conducted within the authority to consult with LGBTQ+ young people of secondary school age focusing on their experience of the school environment, mental health support, and on their suggestions for change. Based on participatory action research, this mixed methods study, involving semi-structured focus groups and on-line questionnaires, was carried out. This involved consulting with young people and adult allies through different stages of the research and working towards young people being more actively involved and sharing power in decision making. A thematic analysis found common themes across the participants. These included the structure of the school environment, a need to educate and change attitudes of some young people and adults, and to tackle bullying. A number of suggestions for change were provided and guidance for schools within the authority has been created which will be distributed and promoted. During the research process, young people interested in being involved in further shared decision making were invited to join a sub-group of the authority LGBTQ+ Network. Through this group the research process will continue with input on participatory action research by the Educational Psychology Service.

Supporting professional development in the early years: A strategic approach

High quality provision in the Early Years provides the best opportunity for positive developmental and later life outcomes for children. This article provides an overview of some of the recent changes and challenges within the Early Years sector, particularly in relation to practitioners accessing professional development opportunities. It outlines a strategic response supported by Glasgow Educational Psychology Service (GEPS) to help address this through the development and implementation of online learning modules. Evaluation and impact data is discussed, and implications for practice and next steps are considered.

Exploring social justice principles within an educational psychology service

ABSTRACT With an increasingly diverse UK population and differences in outcomes and experiences, educational psychologists (EPs) need actively to adhere to and promote principles of equality and equity. Although there is limited engagement with social justice issues in the professional and ethical guidelines in the UK, there has been a growing body of research exploring socially just EP practice. This small scale exploratory research aimed to add to the UK literature by investigating how social justice principles can be developed within one educational psychology service (EPS). Findings indicate that social justice is defined as a cyclical process. A model has been produced to conceptualise social justice in EP practice which illustrates the importance of understanding how it is defined, and how this impacts EP work with clients and the EP team. Safe spaces and supportive leadership are highlighted as key to enabling reflection; and relationships and sharing information to promote systems-level change are highlighted. Limitations of the research and implications for practice are considered.

Using cultural-historical activity theory (CHAT) tools to understand reflecting teams as a process for professional learning

AimsTo explore the views and experiences of educational psychologists (EPs) using Reflecting Teams (RT; see Andersen, 1987) via an online virtual platform, as a new approach to practice within one local authority (LA) educational psychology service (EPS).MethodsThis exploratory research was based on a case study design (Yin, 2018) and, using Engeström’s (1999, 2015) cultural-historical activity theory (CHAT) as an analytical tool, sought to capture and explore how members of one LA EPS as a unique social context, used RT in practice via an online meeting platform, over the course of one academic school session. Nine members of the EPS responded to open-ended questions on an online survey after one month of using the RT method. Six EPS members responded to the same survey after ten-months implementation of the RT method. Data were interpreted through thematic analysis (Braun & Clarke, 2006, 2019, 2020) and CHAT, to explore participants’ views and experiences of their RT activity.FindingsCHAT analysis identified seven contradictions in relation to EPs’ perceptions of their Reflecting Teams activity: ‘learning vs. implementing’ (object of activity), ‘stakeholder-oriented vs. practitioner-oriented’ (outcome), ‘protected time’ vs. ‘not enough time’ (rules), ‘equitable participation’ (roles), ‘safety vs. vulnerability’ (roles), ‘actual community vs. ideal community’ (community), and ‘online platforms vs. in-person meetings (tools)’. EPs reported that Reflecting Teams provided: support with complex problems and challenges in EP casework and practice; peer-support from colleagues; and enhanced staff wellbeing. Time, training, resources, distribution of roles and the importance of ensuring a sense of safety, were highlighted as factors that mediated EPs’ experience of the Reflecting Teams method.LimitationsFindings reflect the experiences of a small sample of participants from an EPS in one local context.ConclusionsThe study represents a unique example of the use of Andersen’s (1987) Reflecting Teams method, as an approach to systemic practice and family therapy, applied within the context of EP practice. CHAT provided a valuable framework which offered an insightful and nuanced interpretation of participants’ perceptions and reflections of their engagement in RT as a novel process for professional learning in one LA EPS.

Creating a research culture within one EP service: Practitioner reflections on using developmental work research

Aim(s)The aim of this paper is to provide a reflective account of using Cultural Historical Activity Theory (CHAT) and Developmental Work Research (DWR) when exploring the research culture of one EP service in Scotland.Melhod/RalionalePrevious research completed within the Educational Psychology Service (EPS) recommended to explore in more detail how Educational Psychologist’s (EPs) were engaging with research. Thus, three DWR workshops based on the principles of CHAT and the cycle of expansive learning (Engeström, 2015) acted as in intervention to achieve this. Each of these workshops lasted a half day and created a discourse around the role of research in our service delivery.FindingsKey insights from using DWR as a means of furthering organisational change are presented. These include the unique benefits that CHAT and DWR bring to complex systems as opposed to other approaches and how collective learning during the workshops led to a concrete outcome for the EPS. I will argue for the benefits of using DWR to reconceptualise persistent tensions within the profession whilst reflecting on the difficulties of applying these methodologies to practice.LimitationsColleagues provided positive feedback from the process but there were little in-built methods of evaluation during the workshops. Furthermore, this was my first attempt at utilising DWR to elicit change and so the main stages of DWR were not fully explored.ConclusionDWR offers a framework to reconceptualise persistent tensions within organisations. Its collaborative approach, grounded in psychology, allows for co-production of goals and for articulation of the EP role with regards to research.

National News: Wales – profile of an Educational Psychology Practice and Service Model

National News: Wales – profile of an Educational Psychology Practice and Service Model

‘Getting into the Nucleus of the School’: Experiences of Collaboration between Special Educational Needs Coordinators, Senior Leadership Teams and Educational Psychologists in Irish Post-Primary Schools

This research study explored barriers and facilitators to collaboration between National Educational Psychological Service (NEPS) psychologists, Special Educational Needs Co-ordinators (SENCOs), and Senior Leadership Teams (SLT) in Irish post-primary schools (students aged between 12 and 18 years). NEPS’ role in facilitating collaboration is uncertain, exacerbated by the absence of policy outlining the SENCO role and tensions between special and inclusive education. It is unclear what the experiences of collaboration between NEPS psychologists and post-primary schools might be within this nebulous policy context. A sequential explanatory mixed-methods design was used, framed by Dynamic Systems Theory. Participants were NEPS psychologists, SENCOs, and SLT. Phase 1 involved an online survey (n = 278), which identified barriers and facilitators to collaboration and informed Phase 2. This paper presents Phase 2, comprising semi-structured interviews (n = 9). Interviews were analysed using multi-perspectival interpretative phenomenological analysis, facilitating experiential exploration of collaboration between NEPS, SLT, and SENCOs. Participants described the experience of transitioning from working in silos to collaborative hubs. Systemic and interpersonal factors facilitated deliberate construction of evolving, dynamic, collaborative spaces between post-primary schools and NEPS. Policy gaps arise regarding consultation, collaboration, special education, and inclusion. This research begins to clarify the varied ways in which practice occurs in these gaps and indicates ways in which NEPS psychologists can collaborate with SENCOs and SLT to create active, effective hubs of knowledge to support students.

Cross-professional collaboration to improve inclusive education

ABSTRACT The Norwegian Educational Psychological Service (EPS) is a significant partner to guide and support the development of fruitful learning environments and inclusive education (IE) in kindergartens and schools. To do so, collaboration with principals and classroom teachers is crucial. The question addressed in this article is which properties of inclusive education are emphasized in collaborative projects aiming to improve the quality of education for pupils at risk and with special educational needs. Sixty-five EPS advisors’ reports from an in-service program are used to identify to what extent and how a set of signature characteristics of IE were called attention to. The analysis shows that the reports mainly focus on placement, while qualities such as involvement and outcome are given less attention. The study accentuates the need for a thorough understanding of the ideals of IE to improve the quality of education for children at risk and children with special educational needs.

Long-term prognosis of low language proficiency in children

Objectives This is a protocol for a Cochrane Review (prognosis). The objectives are as follows: Primary objectives Population Children between four and eight years of age, diagnosed with a language disorder, or determined to have low language proficiency before age eight. Intervention Not applicable, this is a review of observational studies and will not include active interventions. Comparator The comparison group will be peers or siblings with typically developing language skills, that is, no identified language disorder or low language proficiency. Outcome We will include the following outcomes if measured when participants are at least 12 years old (adolescents and adults): Proximal outcomes in language and literacy (outcomes within the same domain as the original assessments: omnibus tests of expressive, receptive (including listening comprehension), total language, vocabulary, grammar, narrative or expository discourse, clinical markers, such as nonsense word repetition, sentence repetition, or both) World Health Organization quality of life outcomes across five domains: physical (including general health, sleep and energy, sexual health); psychological (including mental health, self‐esteem, memory, learning, and concentration); independence (including activities of daily living, occupational outcomes, dependence on medicinal and non‐medicinal drugs and supports, independent living); social relationships (including friendships, romantic relationships, parenthood, peer problems, and anti‐social behaviour); environment (including academic outcomes, work satisfaction, financial resources, societal participation in leisure/community activities, safety). Timing Studies must have traced the individuals into adolescence, or transition to adulthood or adulthood, or both, thus, when participants are 12 years and older. Setting Identification, or assessment and diagnosis using standard diagnostic algorithms. Precise measures and cutoffs on standardised tests will vary from study to study. For instance, Tomblin 1997 used the diagnostic algorithm of < ‐1.25 standard deviations on two or more language composite scores; and in Norbury 2016, language disorder was defined as scores of −1.5 standard deviations or below on two of five language composites in the absence of intellectual disability, existing medical diagnosis, or both. Identification by speech‐language pathologists, educational psychology services, or in the context of research (population studies). Identification includes measures of language, such as vocabulary, grammar, morphosyntax, narrative. It can be expressive measure(s), receptive measure(s), or both. We will exclude identification made on the basis of tests of phonology/speech production, pragmatics, reading, or working memory only. We will include large‐scale population studies in which low language proficiency may be determined by a cut‐off of at least ‐1 standard deviation on at least one standard test of language to assess longitudinal relationships between single measures and quality of life outcomes in large community samples (Beitchman 2014; Caspi 2016; Thornton 2021). The main objective of this review is to assess the long‐term prognosis of an early language disorder or low language proficiency (LLP) for children aged four to eight years at baseline, and from age 12 years and up at follow‐up, in areas of language and literacy, and broad quality of life outcomes in physical, psychological, independence, social relationships, and environment outcomes. This will include measures of mental and physical health, academic outcome, employment status, financial resources, and societal participation. We will ask the following research questions: 1) To what extent do children with LLP age four to eight years show higher risk for persistent difficulties with language and literacy into adolescence and adulthood? 2) To what extent do children age four to eight years, with LLP, experience higher risk for poor quality of life across five domains of physical, psychological, independence, social relationships, and environment well‐being in adolescence, and adulthood (WHO 2012)? Secondary objectives Secondary objectives are: 1) to understand how severity of early language problems affects long‐term prognosis and quality of life, and 2) to identify gaps in the extant research. For instance, while the indicative sample of papers consistently report academic and employment outcomes, there is little evidence regarding physical or medical health outcomes. Investigation of sources of heterogeneity between studies We expect that there will be substantial heterogeneity between the included studies on the following variables: Diagnostic criteria Severity of language impairment Method of ascertainment (population study versus recruitment from special schools or clinics) Year of publication Age of outcome measurement Inclusiveness of non‐verbal IQ (Specific Language Impairment versus Developmental Language Disorder) Stability of schooling (e.g. special school consistently versus changing between special school and mainstream classrooms) Literacy skills

Working with trauma; finding new ports of entry1

ABSTRACT This paper describes how, in the wake of a spate of fatal knife crime in one London borough, the council, Clinical Commissioning Group (CCG) and Child and Adolescent Mental Health Service (CAMHS) got together to think about how to improve outcomes for their young people. Starting with schools and pupil referral units, the CAMHS and educational psychology service were commissioned to work with whole staff groups, from senior leadership to lunchtime monitors and playground staff, to embed trauma informed policy and practice. The aim was to spread understanding about complex developmental trauma; what it is, how it affects the behaviour and experience of children and families, and how to work with it. Given how widespread trauma is, the objective was also to think about what might need to change in the environment and ethos of the borough’s schools as a result. Following the project’s initial success, its scope and remit were expanded to support services on a policy level, while also working with their staff to think about the impact of trauma, and how best to support children and families who have been affected by it. As well as teaching about trauma, the project is primarily an experiential one. This paper explores the impact on staff who were involved in the project; what came out of it for them personally in terms of changes to their thinking and outlook, and what they saw as the changes for the children and families they worked with.

The role of the educational psychologist in addressing inadequate housing and its impact on children and families on their caseload – A reflective report

This reflective report explores the educational psychologist’s role in supporting children, young people, and their families with housing. It examines relevant legislation relating to addressing children living in inadequate housing situations, responsibilities of multi-agency teams and explores the literature surrounding inadequate housing and child development. The report goes onto reflect on three individual pieces of casework where inadequate housing arose and my involvement as a trainee educational psychologist. I outline the psychological theory I utilised when formulating needs and support around housing needs in the children and families I was working with as well as my role within a wider multi-agency team. The reflective report relates these experiences to previous literature and makes suggestions for further research, policy development and practice within educational psychology services as well as the education sector as a whole.

Special education in Norwegian early childhood education and care: a document analysis of special education assistance provided to children with language disorders

ABSTRACT This study aims to investigate the characteristics of special educational assistance provided to children with language disorders (LDs) attending ordinary early childhood education and care institutions (ECECs) in Norway, with a focus on objectives for language development and language interventions. An in-depth document analysis of 71 pedagogical documents, such as expert assessments and individual development plans (IDPs), pertaining to four children with LDs was conducted. These documents play a large part in the documentation of the special education provision and were analysed and categorised in line with a hermeneutical approach. The findings show that the objectives and the language interventions recommended by the Educational Psychological Service (EPS) in the expert assessments are general or missing, and the language interventions recommended were seldom tailored to the children’s LDs. This propagates further among the IDPs. The findings further suggest a division in the responsibilities between the different institutions, with the result that the provision given to the children appears fragmented. Finally, the analysed documents reveal a variation in the quality recommended in special education assistance, which implies a need for improvement in both organisation and competence at ECECs and EPS, to be able to provide an integrated practice.

Excellence, equity and efficiency in educational psychology service delivery: a journey

ABSTRACT Excellence, equity and efficiency are key drivers for improvement in Scotland’s education sector, including educational psychology. This paper discusses and evaluates the decisions taken by one Scottish Educational Psychology Service towards achieving the key outcomes of excellence, equity and efficiency through a redesign of their service delivery model. Evidence is presented regarding the impact of this journey towards achieving these key outcomes, and reflections made about the mechanisms which facilitated this process of organisational change and service redesign.