Educational Psychology Service Research Articles

Identifying the costs and benefits of educational psychology: a preliminary exploration in two local authorities

This article provides an account of a small-scale pilot study of the cost and perceived benefits of the educational psychology services in two comparably small local authorities in England. This study is preparatory to a more detailed examination of the costs and likely benefits of state provision of educational psychology services in England. The work is contextualised by acknowledgement of the growing pressure on local authority services to trade and for schools to directly commission the services of educational psychologists. Provisional findings indicate significant differences between the impact of the two services that participated. The authors offer speculation on the effects for local authorities and schools, and ways in which the study might be developed to provide more satisfactory answers to the questions of “what is the value of educational psychology in practice” and “how best to deploy educational psychology services?”

Adopted and permanently placed children in education: from rainbows to reality

Children who leave care into adoption and special guardianship are often considered by schools and local authorities to have found their “happy ending.” Yet there is growing evidence that the impact of prenatal and early trauma, abuse and neglect does not disappear upon placement in a permanent family. Rates of social, emotional and mental health difficulties remain high, and the group has pronounced educational needs. Whilst having high levels of involvement with education and health services, families report significant difficulties in mobilising understanding, support and provision. In the context of growing numbers of children in England finding permanence through adoption and special guardianship, and the Department for Education’s increasing focus on addressing the needs of this group, this paper highlights the key role of Educational Psychology Services in supporting adopted and other permanently placed children by providing training, consultation, assessment, intervention and research for children and their families, their schools, and the local authorities.

QOS-14SUPPORTING CHILDREN AND YOUNG PEOPLE WITH A BRAIN TUMOUR TO RETURN TO SCHOOL: THE CREATION OF AN INNOVATIVE, INTER-AGENCY PATHWAY

INTRODUCTION: Clinical work and small-scale research with families of children and young people (CYP) diagnosed with a brain tumour (BT) highlighted significant issues with returning to school. The process was often reported to be delayed and extremely stressful for CYP, and families felt schools were frequently underprepared and slow to respond to the CYP's needs. Learning from one young man's experience, in particular, led to discussions about the need for a clear, collaborative return to school pathway and guidance. METHOD: Initial meetings between the local Educational Psychology (EP) service, a YP with a BT and his parents, and the paediatric neuropsychology service at a regional centre, led to plans for the development of a collaborative return to school pathway and guidance document. Contributions were sought from key agencies involved in supporting CYP with a BT, including neuro-oncology keyworkers and teaching staff. RESULTS: A return to school pathway and guidance document was produced. This outlines involvement and responsibilities of key agencies, and provides information for schools around preparing staff, pupils and the environment for the CYP's return. Best practice examples and a school action checklist are included. The document also outlines the respective roles of the EP service, neuropsychologists, and keyworkers in supporting the process. The pathway is now being piloted in the county. CONCLUSION: Concerns about poor return to school experience of many BT patients led to the development of a pathway document for local education services. It aims to build on previous experience and promote collaboration between key agencies to maximise opportunities for CYP with a BT to make a positive return to school.

A realistic evaluation of the use of group consultation to deliver educational psychology services

This article reports a qualitative evaluation of a service delivery pilot I completed as a Trainee Educational Psychologist (TEP) within an Educational Psychology Service (EPS) in the north of England. The research aim was to explore whether the pilot was working effectively. A realistic evaluation framework was adopted and teachers and Educational Psychologists (EPs) were interviewed. Findings identified both positive and negative outcomes of the use of group consultation as a mode of service delivery. Implications for practice are discussed. This article may provide insight to those who are thinking of setting up, or researching, a similar model of service delivery within their own EPS.

A colourful dot on a dreary economic canvas: Building capacity for innovation in schools through the Coach Consult Programme

Aim:This paper demonstrates that Educational Psychologists (EPs) are well placed to support the objectives of local authority Education/Childrens’ Services in bringing about sustainable, embedded and cost effective systemic change in schools.Method:An innovative method to promoting self-sufficient systemic change owned by school staff is the Coach Consult Programme, described by Balchin et al. (2006). This approach has been used by a Scottish local authority Educational Psychology Service (EPS) since 2002 to train teachers as Project Managers (PMs) to design, deliver, evaluate and disseminate their own tailor-made school projects.Findings:Early results indicated that the Coach Consult Programme was effective in delivering change and had a positive impact on pupils, staff and at the whole school level. Long-term data demonstrated that it is highly effective as a method of professional development and that project management skills developed throughout the training were transferable to other problem areas within the school. There is also evidence that the impact of the projects was sustained in many schools. This demonstrates value for money as a method of continuing professional development, and also effective use of EPs’ time.Limitations:The model has adapted and evolved in response to changing priorities with the drive to improve continually in response to feedback. The original evaluation framework was modified, and the process altered depending on the sector taking part, and also the EPs delivering the course. The evaluation was carried out by participants themselves and therefore may be subject to confirmation bias.Conclusions:The impact, value and cost effectiveness of the Programme has been realised by Education/Childrens’ Service Managers and EPSs. This model of project management training is now taking root in other local authorities in Scotland and England.

(Un)Ethical leadership: What can Educational Psychology Services learn?

Aims:This paper reviews published literature on ethical and unethical leadership and makes some comparisons with ethical codes of conduct. It considers the relevance of the constructs of ethical and unethical leadership for educational psychology leaders, managers and practitioners working within today’s climate of traded educational psychology services. Similarities and differences between cultures and across private and public sector organisations are discussed and lessons that can be learned from the research literature are highlighted (with a particular focus on the limited research on unethical leadership).Method/Rationale:Literature searches were conducted using the key concepts ethical leadership and unethical leadership in the search engines PsychInfo and Embase. Selected studies were included for review if ethical or unethical leadership was a key concept of the research and/or aspects of unethical leadership were a topic focus for the research.Findings:The following individual and contextual factors were found to be potential contributors to ethical and unethical leadership: the moral character of leaders, the cultural values of society and organisations, the ethical interests of stakeholders both inside and outside an organisation, the ethical behaviour of the peer group, and systems for dealing with unethical conduct.Limitations:Many studies were drawn from The Leadership Quarterly and The Journal of Business Ethics. It is recognised that there are other business journals likely to include business ethics literature, which were not available to the author.Conclusions:The current context of some educational psychology services poses risks for ethical (including financial) misconduct. All educational psychologists have a responsibility to minimise these risks.

SEND in the Early Years: Have recent reforms had an impact?

Following implementation of recent Special Educational Needs and Disability (SEND) reforms, this study explored the impact of the new SEND Code of Practice (2015) on Early Years settings within an East of England Local Authority (LA). Semi-structured interviews were carried out with centre managers and SENCos across three Early Years settings (two LA maintained nurseries and one private day nursery). Data were analysed by means of thematic analysis. The researchers identified three broad themes which captured practice around SEN/D in Early Years settings: ‘Culture’, ‘Implementation of the Code’, and ‘Barriers to Effective SEN/D Support’. Results suggest Early Years settings had clear systems in place for identifying and supporting children with SEN/D and demonstrated a good foundation for development of effective parent partnerships. Findings also indicated a lack of clarity around the current SEN funding system and SEN/D ‘Local Offer’. Implications for Early Years practice and Educational Psychology services are discussed.

Reflections on the use of Critical Incident Stress Debriefing in schools

Providing support to schools following a critical incident has become an established part of service delivery for many Educational Psychology Services (EPSs) in the UK. This article offers reflections on the use of Critical Incident Stress Debriefing (CISD) in schools. A review of the literature on critical incidents, trauma, resilience and bereavement suggested that studies exploring the effectiveness of psychological debriefing in general have produced mixed findings, which may be accounted for by methodological flaws and inappropriate application of the intervention. However it is also argued that the underpinning theoretical assumptions of CISD are questionable and, as a result, that Psychological First Aid, a non-intrusive evidence-informed approach, may be more appropriate in this context.

OP17SUPPORTING CHILDREN AND YOUNG PEOPLE WITH A BRAIN TUMOUR TO RETURN TO SCHOOL: THE CREATION OF AN INNOVATIVE, INTER-AGENCY PATHWAY

INTRODUCTION: Clinical work and small-scale research with families of children and young people (CYP) diagnosed with a brain tumour (BT) highlighted significant issues with returning to school. The process was often reported to be delayed and extremely stressful for CYP, and families felt schools were frequently underprepared and slow to respond to the CYP's needs. Learning from one young man's experience, in particular, led to discussions about the need for a clear, collaborative return to school pathway and guidance. METHOD: Initial meetings between the local Educational Psychology (EP) service, a YP with a BT and his parents, and the paediatric neuropsychology service at a regional centre, led to plans for the development of a collaborative return to school pathway and guidance document. Contributions were sought from key agencies involved in supporting CYP with a BT, including neuro-oncology keyworkers and teaching staff. RESULTS: A return to school pathway and guidance document was produced. This outlines involvement and responsibilities of key agencies, and provides information for schools around preparing staff, pupils and the environment for the CYP's return. Best practice examples and a school action checklist are included. The document also outlines the respective roles of the EP service, neuropsychologists, and keyworkers in supporting the process. The pathway is now being piloted in the county. CONCLUSION: Concerns about poor return to school experience of many BT patients led to the development of a pathway document for local education services. It aims to build on previous experience and promote collaboration between key agencies to maximise opportunities for CYP with a BT to make a positive return to school.

Identifying principles and practice for supervision in an Educational Psychology Service

Aims:It has been suggested that ‘Supervision is central to the delivery of high quality psychological services’ (Dunsmuir & Leadbetter, 2010, p.2). This paper identifies key principles and practice necessary to make this a reality in an Educational Psychology Service (EPS).Method/Rationale:One service’s supervision approach for Educational Psychologists (EPs), Trainee Educational Psychologists (TEPs) and other professionals is explored.Findings:Factors identified as being necessary for effective supervision include: a high profile for supervision; protected supervision time; a service policy for supervision; ongoing supervision training for all EPs; supervision for supervisors; an EPS Supervision Strategy Group; and ongoing evaluation of supervision practice.Limitations:Challenges around maintaining and developing supervision are explored, along with some planned future developments.Conclusions:Issues that may be helpful for colleagues to consider and debate further are raised.

Educational psychologists’ experience of taking part in group supervision: A phenomenological study

Aim:The aim of this study was to explore the experience of educational psychologists (EPs) undertaking group supervision.Rationale:Against a rapidly changing educational and political landscape, the authors anticipated that group supervision across the children’s workforce would become an area of rapid growth.Method:Eight practising EPs, experienced in participating in group supervision were interviewed. A qualitative design was adopted using semi-structured interviews as the research method and Interpretative Phenomenological Analysis (IPA) as the research methodology.Findings:This study found that the experience of EPs in group supervision could be described as a multilayered phenomenon where the PURPOSE and PROCESS of group supervision and the PERSONAL NEEDS met by group supervision (the three P’s of group supervision), interacted simultaneously. The theoretical transferability rather than generalisability of the findings was discussed in relation to understanding the experience of educational psychologists taking part in group supervision. Implications of the findings in relation Educational Psychology Services are offered.

Specialists key to childcare offer

Educational psychology services are vital to ensure the free childcare expansion succeeds, says Kate Fallon

Firm foundations: the effectiveness of an educational psychologist developed intervention targeting early numeracy skills

This study evaluates the efficacy of a mathematics intervention devised by Essex Educational Psychology Service (EPS), UK. The intervention was designed to develop understanding and skills across four key domains within arithmetical development, by applying the principles of errorless learning, distributed practice and teaching to mastery. A quasi-experimental design was used to investigate the success of the intervention in raising the level of arithmetical skills of lower achieving pupils up to National Curriculum Level 2. The results indicated that children engaging with the intervention made significantly more progress than children not engaging with the intervention, with ratio gains of 2.51 in arithmetical skills. In addition, gains were made in mathematical reasoning.

North Yorkshire schools’ responses to pupil bereavement

This was a research project carried out in North Yorkshire schools by the loss and bereavement research group of the Educational Psychology Service. The background was an interest in how schools responded to bereaved pupils, whether they had a structured response, trained staff and training needs, from where they sought support and the level of priority given to the area. All three hundred and fifty-three of the county’s primary, secondary and special schools were surveyed by electronic questionnaire and seventy-two, 20%, responded. Parental bereavement was rated relatively highly, although most schools sought outside help after a parental death, a need for training was expressed and there were no consistent support or referral pathways. Schools tended to have an ad hoc response, few had policies, procedures or governors actively involved in the area. Loss was addressed in the curriculum by a third of schools, and a similar number had received training. Schools did not always have a clear understanding of the implications of pupil loss generally with and a narrow view of loss. Recommendations included an increase in training, taking a wider view of loss and having clear referral pathways. Ideas for further areas of research included looking in more detail at schools systems in the area of loss and bereavement.

Emotional and psychological well-being in children: the development and validation of the Stirling Children’s Well-being Scale

The Stirling Children’s Well-being Scale (SCWBS) was developed by the Stirling Council Educational Psychology Service (UK) as a holistic, positively worded measure of emotional and psychological well-being in children aged eight to 15 years. Drawing on current theories of well-being and Positive Psychology, the aim was to provide a means of measuring the effectiveness of interventions and projects designed to promote children’s well-being and emotional development.A total of 18 schools and 1849 children participated in the construction and validation of the scale, which ultimately emerged as a short, robust measure comprising 12 items. The scale is offered for use by educational and health professionals interested in promoting and measuring the emotional development and well-being of children and the effectiveness of interventions.

News from Educational Psychology Services

News from Educational Psychology Services

An evaluation of the preschool PATHS curriculum on the development of preschool children

This study evaluated the efficacy of preschool Promoting Alternative Thinking Strategies (PATHS), an early years curriculum designed to improve children’s social and emotional competence, and reduce problem behaviour. Fifty-seven children aged three to four years took part in the study over one academic year. The control group (Group 1) received no preschool PATHS curriculum, Group 2 received an adapted version, and Group 3 received the full preschool PATHS curriculum. Relevant vocabulary and perspective-taking skills were assessed before and after the intervention alongside behavioural questionnaires completed by preschool staff and parents. Staff views were investigated. Group 3 significantly improved on some measures, but Groups 1 and 2 showed no significant improvements. Children who received the full version of the preschool PATHS curriculum exhibited less problem behaviour, showed better emotional knowledge, better attentional skills, and better prosocial behaviour. The contribution of the local Educational Psychology Service to the initiative is discussed.

A counselling service for parents and carers in an Educational Psychology Service

The Parent and Carer Counselling Service (PCCS) is a free counselling service based in Camden Educational Psychology Service. I am a counselling psychologist co-ordinating this service; I manage a team of volunteer counsellors who provide counselling to parents and carers of children in Camden schools and children’s centres. This article aims to provide information about the service and how it operates. In this article the term ‘parent’ will be used to denote parents and carers.

Foucauldian Iterative Learning Conversations - an example of organisational change: developing conjoint-work between EPs and Social Workers

An organisational change-process in a UK local authority (LA) over two years is examined using transcribed excerpts from three meetings. The change-process is analysed using a Foucauldian analytical tool – Iterative Learning Conversations (ILCS). An Educational Psychology Service was changed from being primarily an education-focussed service-provider for children and families, to having a broader multi-agency focus, exemplified in conjoint work with the Social Care department of the LA in non-educational contexts, particularly in changes in working arrangements with children and young people (C&YP) who use Harmful Sexual Behaviour (HSB), and with their families. It is proposed that change-process models used by educational psychologists do not adequately take account of the exercise of power within organisational-change discourse. An exemplar of organisational change described is revealed using ILCS to be an ineluctable top-down innovation, idiosyncratically commissioned and forcefully driven by senior managers in the organisation.

The Preparation of Educational Psychologists in Hong Kong

Modeled after the British system, school psychologists in Hong Kong are called educational psychologists. Hong Kong is the first location in Asia to have a recognized specialty vocation in educational psychology and a program for their professional preparation. The first program in Hong Kong, established by the University of Hong Kong in 1981 during British colonial rule, is a two-year full-time master's degree program that adopts a scholar-practitioner model. Three more programs have been developed in Hong Kong during the last decade. The Hong Kong Polytechnic University established a master's degree program in 2009. The University of Hong Kong also launched a doctor of philosophy program and a doctor of psychology program in educational psychology at about the same time. The rapid growth in quantity and quality of professional preparation in Hong Kong is a response to the local expansion of the educational psychology services as well as a regional and global trend in professional preparation. The purpose of this article is to describe the preparation of educational psychologists in Hong Kong, the nature of their services, and the impact of living and working in a multicultural environment on them.