Is the restructured initial professional training in educational psychology fit for purpose?

Following changes to educational psychology training, the research aimed to examine whether the new training is considered “fit for purpose”, using a mixed-methods design. Quantitative and qualitative data were collected via semi-structured online questionnaires completed by recently qualified educational psychologists (RQEPs) who completed training programmes in 2009 and 2010, and principal educational psychologists (PEPs). 64 RQEPs and 15 PEPs responded to the online questionnaires distributed through the Educational Psychology Network (EPNET) and the National Association of Principal Educational Psychologists (NAPEP) forums, as well as via all initial professional training providers in the UK (excluding Scotland). Frequency counts were calculated for quantitative data. Thematic analysis was employed to analyse the qualitative data. Findings suggest that RQEPs gain skills and competencies that are used and valued by services, specifically, professional and interpersonal competencies to face demanding roles. Gaps were identified in relation to providing RQEPs with therapeutic competencies that they and PEPs would value. Discrepancies between the training provided and the realistic educational psychologist (EP) role were highlighted, in addition to the impact these seem to have on RQEPs. Facilitators and barriers to implementation of training were identified. The restructured initial professional training appears to have provided RQEPs with relevant training that is used and valued by services. It seems that some level of “mismatch” in training and job requirements will remain until a consistent educational psychology identity can be formed, either through the profession itself or due to enforced Government changes to the role. Recommendations for RQEPs, Educational Psychology Services, including PEPs, and future programme providers are presented.     

A discussion of the developing role of educational psychologists within Children’s Services

This paper reflects upon the developing role of educational psychologists (EPs) within the local authority Children’s Services, from the starting point that the EP role has, through numerous reviews, been clearly conceptualised. Detailing the philosophy and framework for the inception of Children’s Services in England, the authors propose two specific directions for EP work within this context. With an illustrative case study of one local authority EP service, it is argued that, whilst the core EP functions remain constant, it is the range and derivation of EP work which is being, and will continue to be, transformed. Reinforcing Stobie’s emphasis from 2002 upon EPs’ ability to respond flexibly to the changing socio‐political context, and the associated challenges for initial professional training, the authors highlight the significance of issues of role specialisation, commissioning of educational psychology services, and evaluation of the outcomes of EP work. A strategy for future EP role reviews is proposed.     

Recognising and managing pupils with mental health difficulties: teachers' views and experiences on working with educational psychologists in schools

The role and future directions of the educational psychology services are being re‐examined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher’s perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross‐system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other.     

Effective delivery of therapeutic interventions: findings from four site visits

This project follows a survey into the role of UK educational psychologists (EPs) in delivering therapeutic interventions to children and young people. Four educational psychology services (EPSs) that identified themselves as providing effective therapeutic practice were selected on the basis of their qualitative responses to the survey. Site visits included analysis of service documentation, an interview with the Principal Educational Psychologist (PEP) and focus groups with EPs and with stakeholders, multi-agency partners and commissioners of EPSs. Thematic analysis yielded a number of key themes. Those relating to how the service context can support the delivery of therapeutic interventions included: contracting and promoting; leadership; opportunities to practice; supervision; time and resources; and training.     

Paternal involvement in the statutory assessment of special educational needs

There are manifold benefits of parental involvement in a child’s education, but there is evidence of gender imbalances in parental involvement. This article describes research into fathers’ involvement with educational psychologists (EPs) working with children undergoing statutory assessment. A content analysis of children’s files from one educational psychology service was conducted to assess the level of paternal involvement in EPs’ work, and semi‐structured interviews with eight fathers were used to identify factors that affected their involvement with EPs’ work. Fathers were less involved than mothers, and a number of factors affecting fathers’ involvement was identified. The discussion of findings is informed by Community Psychology, Ecosystemic Theory and the Theory of Planned Behaviour, and strategies to promote paternal involvement are identified.     

An investigation of the relationship between reported results of educational psychologists’ assessments and levels of special needs provision determined by statutory assessment procedures

ABSTRACT

This study attempts to investigate the relationship between the reported test results within educational psychologists’ (EP) assessments and the actual provision specified on the Statements of Special Educational Needs issued by a local educational authority within the UK under the terms of the 1993 Education Act. Data were drawn from the EPs operating in both rural and urban areas. A discriminant function analysis was applied to the data which indicated cognitive ability and writing speed assessments were correlated with the provision outcomes of the statementing procedures. The relative insignificance of educational attainments, especially reading scores, in affecting these decisions was an unexpected finding of the study. The results raise the significance of the discriminant function analyses’ ability to produce a probability score, given a particular case's test profile, of the most likely provision that will be allocated on the basis of how such profiles have been interpreted in the past. The feedback of such information to the Special Needs Departments would contribute to the quality ‐monitoring process by stimulating consistency in decision‐making as specifically referred to in the recent Code of Practice     

Educational reform in teacher preparation: Proposals,reactions, and implementation

The article by Benton and Hoyt provides data that creates an opportunity for a significant discussion concerning the role of educational psychologists in education reform. Education reform in teacher education has three identifiable stages. The first stage is the series of proposals that have been generated by a number of groups implying that education reform efforts will bring about positive change. The second component has been reactions or debates surrounding the proposals and significant changes proposed by national reports. Finally, there have been component parts of the proposals implemented in experimental ways in schools and colleges of education. Clearly, a segment of the educational psychology academic community has been involved in all three phases of education reform, and the need for maintaining a research posture and a demand for documentation of improvement is necessary from all educators—and in particular educational psychologists. The 1980s were the years for proposing and reacting. The years between now and the twenty-first century will be the time of implementation and evaluation of changes. The opportunity is present for active involvement of all interested educational psychologists. The article by Benton and Hoyt is a meaningful article for educational psychologists because it points out our differing opinions and provides some basis for us to understand our differences concerning specific issues in teacher education reform.     

Online video gaming: what should educational psychologists know?

Based on a significant increase in correspondence to the author from parents, teachers and psychologists concerning “addiction” to online video games like World of Warcraft, this paper provides a brief overview of the main issues surrounding excessive video game playing among adolescents. As an aid to educational psychologists, and based on two decades of the author’s own research in this area, this paper briefly overviews: (i) online gaming addictions, (ii) the differences between online and offline video gaming, and (iii) video gaming benefits. The paper ends with some practical advice that educational psychologists can give to parents about the safe playing of video games.     

Splitting and projection: drawing on psychodynamics in educational psychology practice

This paper reflects the author’s journey into an area of psychology which is not dominant in Educational Psychology discourse, namely psychodynamic psychology. Two psychodynamic mechanisms, namely splitting and projection are explained, and then the author describes and critiques how these mechanisms have proved useful in his practice. Two case studies are presented to illustrate how a reflective stance guided by psychodynamic concepts was fruitful in analysing and, sometimes, removing emotional obstacles in the author’s practice. Finally a hypothesis is formulated to explain the apparent lack of educational psychologists’ interest in psychodynamic psychology.     

Reform: Why? What? By whom?

Benton and Hoyt have surveyed educational psychologists regarding their views on reform of teacher-training programs. Ostensibly based on the results of their survey, Benton and Hoyt have called for a greater role of educational psychologists in shaping the reform of teacher training. The present article questions: (1) whether educational psychologists have skills that would contribute to reform as it is being conceptualized; (2) whether the reform movement is focusing on aspects of the educational system that will result in improved student outcomes; and (3) whether it is the educational system that needs reform or our expectations for the educational system.     

Cognitive behaviour therapy in schools: the role of educational psychology in the dissemination of empirically supported interventions

Educational psychology has recently experienced something of a revival in the provision of psychological therapy. This revival has aligned with general developments in evidence‐based psychology. A product of this has been more frequent delivery of empirically supported therapies in practice settings, for example, anxiety reduction programmes in school classes. This has enriched educational psychology practice and increased its opportunity to participate in therapy services through engagement with multi‐professional teams, coordination of training providers, training of trainers or indeed direct delivery. However, there are concerns that over‐commitment to simple intervention protocols has undermined educational psychologists’ wider role as highly skilled therapist/generalists. This article summarises the terms of debate in which empirically supported research practices have developed. Following an overview of the most common therapies, a series of questions challenging current research practices are posed. This paper finally reconsiders the impact that patterns of research and provision have had on educational psychology in practice.     

Psychology of education in the UK: development in the 1960s

This paper attempts an account and evaluation of the historical development of psychology of education in the 1960s in the UK. It contributes to both the history of the academic discipline of educational studies and to the history of higher education. Progress of the subject is introduced in the general context of university developments and the research environment of educational studies and then examines the growth of research and scholarship in psychology of education through an assessment of the contributions of individual psychologists, including the inheritance from pre‐1960s scholars, an analysis of the authorship of papers in the British Journal of Educational Psychology, and case studies of selected university centres of research excellence. A brief discussion of external research funding is followed by a consideration of advanced course development and the provision of suitable textbooks. The paper concludes with suggestions for further research.     

The roles,functions and implications of Assistants in Scottish educational psychology services,a national survey

An exploratory survey of Assistants in Scottish educational psychology services (EPSs) was undertaken, guided by four questions: Who are Assistants? Why are they employed/not employed? What do Assistants do? How are Assistants supported and supervised? Twenty-one Assistants and 15 managers were interviewed. It was found that Assistants worked under seven job titles; all were committed to becoming educational psychologists (EPs). Recruitment issues and improving EPS research capacity were drivers for employment. The Assistants’ roles were largely research based; however a majority worked directly with young people. Induction and supervision were valued but not consistent. Further discussion includes issues of competence and remit, and the relationship of Assistant and professional role.     

Educational psychology and the reform of teacher education

Benton and Hoyt (1989) perform a service for educational psychology by obtaining empirical evidence about educational psychologists' reactions to changes in teacher education proposed by the Holmes Group and the Carnegie Commission. Their paper should serve to stimulate debate about the proper role of educational psychology in teacher education. In this paper, we challenge the empirical findings reported by Benton and Hoyt and suggest reasons why the findings may misrepresent educational psychologists' interest in teacher education. We argue that some of the Holmes and Carnegie recommendations contradict the emerging consensus among cognitive psychologists about the contextually bound nature of knowledge. Benton and Hoyt conceptualize educational psychology according to the traditional middleperson viewpoint and make recommendations with respect to educational psychology that presume this conceptualization. We counter that the middleperson viewpoint is being made obsolete by changes in psychology, and describe an alternative conception of educational psychology. This alternative conception leads to a set of alternative recommendations about the appropriate role of educational psychology in the reform of teacher education.     

A positive future for educational psychology – if the profession gets it right

Recent Annual Courses of the Association of Educational Psychologists (2006–2008) have each focused on aspects of positive psychology either in keynote speeches or in workshops. This paper argues that whilst educational psychologists (EPs) are right to be positive about the future, the profession is currently undergoing a period of rapid change and uncertainty that will likely bring its own discomfort and challenges. EPs will not be immune from the emotional impact of change and stress and it is imperative to be positive, forward looking and skilled at scoping the evolving environment in order to take advantage of developing opportunities. Additionally, practising professionals should not underestimate the importance of individual casework, assessment and therapeutic interventions and ensure they are sufficiently skilled to be able to undertake this work in conjunction with their existing activities. It is argued that although the profession does have the potential for a vibrant future, it is incumbent upon participating professionals to get it right by being seen as relevant to the current challenges.     

Reconstructing educational psychology reports: an historic opportunity to change educational psychologists’ advice?

The dynamic between theoretical underpinnings and practical demands of the educational psychologists’ (EPs’) profession is explored with regard to the contrasting explanation of problems along the ‘within child’ to ‘context of child’ dimension. Reference is made to earlier work which provided a paradigm shift away from individual diagnostic and therapeutic work towards EPs’ involvement in research, projects and working with schools as systems. This change has not been closely reflected in the content of educational psychology reports submitted for Statutory Assessments. The opportunity has arisen for a profound review of the content of statutory educational psychology reports via the relevant sections of the Children and Families Act 2014 (Part 3) and the associated Education, Care and Health Plans which replaced Statements of Special Educational Needs. A case is made for the use of references within statutory educational psychology reports to psychological theory including the basis of more holistic conceptualisations.     

Educational psychology within teacher education

In a context where the role of the teacher and teacher education are undergoing considerable change, the role of educational psychology in teacher preparation is discussed within a new framework. Educational psychology is now perceived as an inherent component within teacher training and professional development, having previously been an additional course and often considered irrelevant to teaching practice. The current paper discusses the relationship between educational psychology and teacher preparation. Educational psychology's contribution to teachers' professional development is delineated through the constructs of teachers' prior beliefs about teaching, reflective practice and self‐efficacy, while its contribution to the improvement of teacher–pupil interaction is viewed through the lenses of instruction theories, social and emotional learning, special educational needs and classroom management. It is argued that through a productive dialectic dialogue between educational psychology and education, educational psychology provides the knowledge defined by its field to be utilized by teachers, whereas at the same time, teachers gain a wider reconceptualization of their practice.     

How useful is Dynamic Assessment as an approach to service delivery within educational psychology?

Dynamic Assessment would appear to be an appropriate tool for educational psychologists (EPs) as it is concerned with how children learn and has a wider social remit of promoting inclusion. Yet the literature consistently shows this approach has been one of the least utilised methods in educational psychology practice. This paper addresses the role of Dynamic Assessment within professional practice and critiques what this model of service delivery can contribute to the four stages of assessment according to the Division of Educational and Child Psychology guidelines: what is happening; who is concerned; why there is a problem, and what can be done to make a difference to the situation. Both theoretical and practical aspects will be analysed, supported by practical examples. The implications for EPs are discussed.     

Educational philosophy in China: a centennial retrospect and prospect

Educational philosophy in China during the 20^th century started with the introduction of John Dewey's educational philosophy thoughts, followed by the dissemination of Marxism thoughts of education, and initially established the framework of educational philosophy as an academic discipline. After the foundation of the People's Republic of China in 1949, especially during the 1980s, under the guidance of Marxism, the discipline of educational philosophy has been maturing. While exploring China's history of educational philosophy, this article also covers contemporary Western development. Future trends of this discipline include extending specific fields of research, increasing internationalization of research, enhancing the functions of both critique and guiding ideals of educational philosophy. Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2003, (7): 3–10