The Role of The Educational psychologist in the community

Educational Psychologists aim to improve the life chances of all people in the area applied. In fulfilling this aim the role of the educational psychologist is varied in regard the activities engaged in, the focus of work and the populations being worked with/alongside. This variability is one of the frequently cited reasons why Educational Psychologists in general and what makes their job more meaningful.

 

The work of Educational Psychologists is extensive, covering mainstream and special sectors relating to teaching and learning, behaviour and development. Work is carried out with, or for children and young people aged 0-24 years, parents and caregivers (wardens), educational establishments, education management, as well as a range of agencies, such as social work services and health.

All Educational Psychologists are expected to conform to the professional ethics standards and their Broad aims of services include enhancing social inclusion, social and emotional well-being of young people and families, and raising attainment. 

Some of the main functions of a Psychological Service may include Consultation, Assessment, Intervention, Training, Research, etc.

These function may be carried out at various levels, including Child and Family, School or Establishment and Educational Authority/Council or National levels.

The Role of Educational Psychologist in Consultation

Educational Psychologists provide a wide range of advice and consultancy to service users and educational establishments. They advise and support education management in relation to children and young people with additional support needs. Consultation around individual or groups of children and young people has the aim of promoting education for all. Many Educational Psychology Services work through a consultation model of service delivery, which is a collaborative, preventative, problem solving approach. By working with and through the main people involved, in order to facilitate change, Educational Psychologists use psychology to empower others to solve problems.

Assessment

Assessment is a process that involves the gathering of information from a variety of sources in a range of settings over a period of time. It necessarily involves parents, carers, teachers, and children and young people. The purpose of assessment is to inform future intervention and therefore it encompasses cognitive, emotional and social factors. The ultimate aim of effective Educational Psychology assessment is to limit the effects of barriers to learning and to promote the inclusion of the child or young person. 

Assessment may be based on direct or indirect involvement with the child and by a combination of both. Information gathered from others may be supplemented by approaches including classroom observation, analysis or work, questionnaires, curriculum-based assessment and use of recognised assessment tools where appropriate. Educational Psychologists operate in accordance with the local and general evaluation and assessment standards, which are either pre-established or which they contribute to establish.

Intervention

Educational Psychologists offer a wide range of evidence-informed interventions to service users in relation to individual, or groups of, children and young people with additional support needs. Effective interventions aim to foster collaborative working and the sharing of professional skills.

Examples of interventions carried out by Educational Psychologists include: contributions to local-authority wide interventions (solution-oriented approaches, motivated schools, alternatives to exclusion, promoting inclusion), contribution to whole establishment interventions (raising achievement, anti-bullying, promoting positive playgrounds), contribution to devising behaviour management and individual education plans and working with small groups. 

Intervention methods are based on best practice and conform to the local ethical code of conduct. Interventions are carefully planned and implemented on the basis of agreed action plans. They are designed to be effective but also minimal, unobtrusive, efficient and equitable, and should co-ordinate with work being done by colleagues from other professions.

Training

Educational Psychologists are well placed to offer and support training to a range of service providers and educational establishments. Training offers an opportunity for educational psychologists to support others in linking research and psychological theory with practice. Educational Psychologists have knowledge of learning, behaviour and development of children and young people as well as an understanding of the systems they are working in including the local and national contexts and policy and legislative frameworks.

Training should be based on assessment of the needs of the learners to identify the most appropriate training and the most suitable way of conveying information. It should be evaluated and followed-up in order to facilitate the utilisation of newly acquired information and skills in practice.

Research

A growing area of the Educational Psychologists core work is that of research. Research is a main strand of all psychology disciplines and an Educational Psychologist’s training has a large focus on experimental design both in clinical and real world settings, research methodologies, data collection and analysis. Working within education, Educational Psychologists are in a key position to support and carry out research to evolve an evidence base for educational practice, inform policy and strategy, explore new ideas and to evaluate and encourage reflective practice.