EDUCATIONAL PSYCHOLOGY

Educational Psychologists are psychology graduates who have gained a postgraduate professional qualification in developmental and education psychology.Educational Psychologists (EPs) aim to promote the learning and development of children and young people, especially those with special education needs.

The work of an Educational Psychologist includes:

Assessment of special educational needs, advice to teachers, parents and children/adolescents, counselling and therapeutic interventions, provision of written reports/advice, advice on the retention of overage pupils, consultation with schools on the needs of pupils, supporting and advising schools on policy and practice,as well as supporting schools on issues such as bereavement, suicide, bullying, school refusal and child protection. It also includes provision of training and information to teachers, colleagues, psychologists in training and other agencies.

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Features of Educational Psychology Assessment

Educational psychology assessment is a continuous process rather than a discrete activity. It involves considering information beyond the level of the individual, such as the effects of events and circumstances in the surrounding environment. For example, as part of the assessment process, variables such as pupil group, teacher practices, school systems and family factors may be taken into consideration.

Throughout the process of educational psychology assessment, the Educational Psychologist will work with those adults who are directly involved with the child or young person in order to gather good quality information about the child or young person in context, analyse the information gathered, analyse and test factors which may be contributing to the perceived difficulty

The Education Psychologist will usually be joining the assessment process after people directly involved with the child or young person have already gathered information and implemented a cycle of intervention and review.The contribution of the Educational Psychologist to the assessment process may be based on direct or indirect involvement with the child, or on a combination of both. It may be drawn from information gathered in consultation with a teacher, parent or other professional, or through a teacher using an agreed investigative framework. In order to supplement this, where necessary, it may also involve approaches including classroom observation, analysis of work, questionnaires, curriculum-based assessment, dynamic assessment, and measures of social-emotional factors using recognised assessment materials as appropriate. The approaches used will depend on the questions to be answered and on the context within which the difficulties arise. The general process of assessment to which the Educational Psychologist contributes involves clarifying and establishing the roles of those involved, testing hypotheses and planning interventions based on the analysis of information gathered, and is informed by evidence-based practice and subsequent evaluation of the outcomes.

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