Core Task
The statutory basis of Psychological Services is very wide ranging. It is estimated that 1 in 5 children may have additional support needs at some point in their childhood and adolescence.
These needs may arise from:
- The learning environment
- Family circumstances
- The child’s disabilities or health needs
- Social and emotional difficulties
The Educational Psychologist is trained to deliver a service that has five core tasks:
1. Assessment and Intervention
This involves the assessment of the child or young person in the context of their class and school, their home and in the wider community. The Psychologist works collaboratively with all the key adults in a child’s life. A wide range of activities and techniques is used with the aim of planning and enabling effective intervention.
2. Consultation and Advice
The Psychological Service offers consultation and advice in order to empower schools, Early Years Centres, parents and other agencies to develop action plans that support all aspects of children’s learning and behaviour. Each school has a liaison psychologist to facilitate this process. The Service also advises the Education Department on the resource implications of a child or young person’s additional support needs.
3. Staff Development The Psychological Service supports the Education Department in the continuous professional development of its staff by regularly delivering training to school staff, both teaching and non-teaching, to other agencies and to parents. Some examples include developmental disorders such as autism, Asperger’s Syndrome, ADHD and dyslexia as well as behaviour management and emotional competence in the Early Years.
4. Policy Development The Psychological Service also supports the Education Department in contributing to the development of policy relating to many aspects of educational provision. Examples include the development of support for young people with an autistic spectrum condition and the development of Nurture Groups for young children.
5. Research and Evaluation Considerable research is undertaken by the Service in order to inform the Education Department or the Council on the effectiveness of a number of initiatives. For example evaluation of initiatives to improve the educational outcomes of pupils who are accommodated, evaluation of transition arrangements and evaluation of a range of initiatives funded by the Changing Children’s Service Fund.
