University of Leicester Introducing the role of an Educational Psychologist

1
University of Leicester Introducing the role
of an Educational Psychologist

• Presented by
• Mohammed Bham
• Senior Educational Psychologist
• Leicestershire Educational Psychology Service
• mbham_at_leics.gov.uk

2
Particular Aim or Purpose of EPs

• To promote child development and learning through
  the application of psychology by working with
  individual and groups of children, teachers and
  other adults in schools, families, other LEA
  officers, health and social services and other
  agencies
• Report of the Working Group, July 2000
• Educational Psychology Services (England)
• Current Role, Good Practice and Future Directions

3
The Future Belongs to Psychology

• Drawing on a range of perspectives such as social
  and developmental psychology, applied psychology
  has the potential to help people be more
  successful and to tackle the complexities,
  challenges and uncertainties of life that exist
  for children and adults (Tommy Mackay, 2001).

4
Who are Educational Psychologists?

• Todays children face more challenges than ever
  before. EPs help children meet these challenges
  through their specialised training in both
  psychology and education. They use their training
  and skills to team with educators, parents, and
  other health professionals to ensure that every
  child learns in a safe, healthy and supportive
  environment. EPs understand school systems,
  effective teaching approaches and the ingredients
  for successful learning.

5
Role and Particular contribution of Educational
Psychologists

• EPs are applied psychologists
• Psychology EPs training shares much in common
  with other applied psychologists such as Clinical
  and Occupational colleagues
• Education EPs share core skills and knowledge
  base with teachers and colleagues in other Local
  Authority support services e.g. Inspectors,
  Social Workers, Education Welfare Officers.

6
Role and Particular contribution of Educational
Psychologists

• Wide range of ability/disability (including
  gifted learners and severely disabled)
• Wide age range (0 -19 years Early Years to
  Further Education)

7
LEICESTERSHIRE'S CONSULTATIVE APPROACH

• The consultative approach in Leicestershire is
  successful and based on the psychological concept
  and practice of maintaining curiosity.
• The consultative approach is
•         A psychological approach to the work
•         A learning and developmental process
•         An intellectual activity

8
LEICESTERSHIRE'S CONSULTATIVE APPROACH

• The consultative approach defines the way in
  which we do our work.
• a process in which concerns are raised and a
  collaborative and recursive process is initiated
  which combines enquiry, exploration, probing,
  clarification, hypothesising, assessment,
  intervention and review.
• It creates greater clarity, shared understanding
  and work that is focused and purposeful. It leads
  to movement and empowerment and users of our
  services feel that we have listened and
  understood.

9
LEICESTERSHIRE'S CONSULTATIVE APPROACH

• draws on systemic and interactionist theories of
  psychology such as George Kelly's Personal
  Construct Theory
• a framework for a more holistic understanding of
  people as human beings.
• Everyone actively applies alternative meanings to
  events
• Rather than passively responding to their
  environment, people anticipate, direct and
  construct their reality and future.

10
LEICESTERSHIRE'S CONSULTATIVE APPROACH

• Individuals can liberate themselves by being
  helped to reinterpret and redefine 'problems' or
  'blockages'.
• The practitioner listens, reflects and converses
  to reach a deeper and richer understanding of the
  meanings that others apply or have chosen to
  apply to events.
• The practitioner is then in a strong position to
  empower people to use untapped resources to
  manage more successfully the complexities and
  challenges of their lives.

11
LEICESTERSHIRE'S CONSULTATIVE APPROACH

• Our work in schools is the main route through
  which we develop the consultative approach
• dependent on open and respectful relationships
  with staff in schools
• This work provides the opportunity to inform
  service users about how psychology can best be
  applied.
• Planning, assessments, meetings, conversations,
  training, organisational work and work with
  individual children and their families are
  integral to the consultative approach and are not
  separate activities.

12

• The consultative approach is the essence of what
  psychologists think, say and do and anyone can
  learn and be part of this approach.
• References
• David Campbell, The Socially Constructed
  Organisation (2000) Karnac (books) Ltd, ISBN
  1855750340
• Jane Conoley and Collie Conoley, School
  Consultation Practice and Training Psychology
  Practitioner Guidebooks (1992) Allyn Bacon
  ISBN 0205145612
• Emilia Dowling (Ed.) and Elsie Osborne (Ed.),
  Family and the School A Joint Systems Approach
  to Problems with Children (1994) Routledge ISBN
  041510128X
• George Kelly, Theory of Personality The
  Psychology of Personal Constructs (1963) W.W.
  Norton, ISBN 0393001520
• Tom Ravenette, Personal Construct Theory in
  Educational Psychology (1999) Whurr Publishers
  Ltd ISBN 1861561210

13
THE CONSULTATIVE APPROACH ON SIX LEVELS

• The consultative approach of the Educational
  Psychology Service operates on six inter-related
  and equally important levels
• Multi-agency work
• Work within Childrens Services (County Council)
• Work with schools and other organisations
• Work with the adults who care for and educate
  children and young people
• Work with groups of children
• Work with individual children and young people

14
Work within the Childrens Services Authorities

• The EPS contributes to strategy and development
  within the Childrens Services and more widely
  within the County Council.
• It has a role in responding to the County
  Councils Strategic Plan, the Education
  Development Plan, the Behaviour Support Plan, the
  SEN Inclusion Plan, the Children's Services Plan,
  the Anti-Bullying Strategy and the Early Years
  Development and Child Care Plan.
• EPS staff contribute to wider issues concerned
  with the management of learning, teaching and
  behaviour.

15
Work with schools and other organisations

• Organisational psychology describes the variables
  that influence members of organisations. Schools
  and early years providers, as organisations, are
  crucially important influences on childrens
  learning and development.
• Fundamental to increasing inclusion is a social
  psychology model that considers that difficulties
  arise as a result of interaction between children
  and their environments.
• EPS staff make a significant contribution to
  building the capacity of schools / settings to
  meet individual needs.

16
Work with adults who care for educate children
young people

• Adults are in the best position to bring about
  positive change for children. This is
  particularly true of parents, teachers and early
  years staff whose influence on the development of
  children is profound.
• The psychological theory of attachment has
  prominence and has great relevance to thinking
  and practice.
• A consultative approach will be the response to
  concerns expressed by adults about a particular
  child or groups of children.
• Training is provided to raise awareness and to
  develop skills and confidence in adults to feel
  more successful in their work with children.

17
Work with groups of children young people

• Social psychology stresses that individuals
  behave in different ways according to the
  dynamics of social groupings. So when issues
  affect more than one child, the most effective
  work may be with groups or whole classes. This is
  often a better response for social issues such as
  bullying, self-abusive behaviour and friendship
  skills.
• The purpose is to support and develop inclusive
  practice, promote healthy emotional development,
  support positive relationships in classrooms and
  help create a climate conducive to successful
  learning.

18
Work with individual children and young people

• Developmental psychology takes an holistic view
  of children. Furthermore, psychologists consider
  that behaviour, in its broadest sense, is a
  function of the interaction of the individual and
  the social environment and that observations and
  judgements have more validity if children and
  adults are seen within a natural setting.
• Any psychological assessment that Educational
  Psychologists may undertake both takes account of
  what the child brings to the situation and what
  affects the child in order to inform planning and
  review of intervention.

19
PERSONAL VIEWS
20
Brief description of my current role

• I apply psychology to help people understand
  about how children learn, develop and relate to
  people. This informs the Education Authority of
  young peoples needs. This covers their emotional
  states, learning abilities, behavioural and
  social issues.
• I work with young people, school staff and
  parents. I listen to young people and with
  significant people in their lives (including
  other agencies) we find out about how the young
  person learns best, how they relate to people and
  how they feel and think about their
  circumstances. We then plan support and
  intervention and review progress over time.
• As a Senior grade Psychologist I manage a group
  of practitioners who work with very young
  children and lead service development and
  contribute to Local Authority development in the
  area of Early Years.

21
How do you spend your working day?

• Every day varies, I may-
• Visit schools, colleges or Nurseries.
• Visit children and their families at home.
• Attend meetings with colleagues in education,
  social or health services
• Write reports, make phone calls, write letters or
  other admin tasks
• Present courses or workshops for school staff,
  young people and parents/carers

22
How did you reach your current career?

• From a young age I wanted to work in the caring
  field. To help me achieve this, in 1991, I
  started a B.Sc.(Hons.) in Behavioural Sciences at
  the University of Glamorgan.
• At the end of the second year I became a father.
  This gave me some valuable practical experience
  and I developed a particular interest in child
  development and early language development. Like
  Piaget, I used my child in my research and
  specialised in Psychology, achieving an Upper 2nd
  Class with Honours.
• I completed a Four-Year Integrated Course in
  Educational Psychology at University of
  Southampton. This included teacher training
  (PGCE), two years teaching and one year
  Post-Graduate Degree (M.Sc.) Educational
  Psychology.

23
What makes a person suited to this kind of work?

• The person would have to like children.
• Enjoy working with people from a wide variety of
  social and cultural backgrounds
• Be able to listen to peoples problems from their
  point of view
• Be confident to speak to an audience
• Be able to support people through some very
  difficult situations

24
What skills are particular to the job?

• Interpersonal skills
• Interpret assessment information using some
  statistics and analysing what you see or hear
• Have the ability to communicate effectively
• Able to explain things to service users in a
  simple, jargon free manner
• Being a good listener and able to display empathy
• Being non-judgemental and non-discriminatory

25
Whats the best part of the job?

• There are many good sides to the work.
• To give examples, I feel I empower people,
  provide understanding for people, helping service
  users consider positive ways forward.
• I am able to promote equality of access to free
  services to those with greatest needs.
• It is very satisfying when one gains respect from
  clients and when the client begins to make a
  positive change towards a personal goal.
• Every day is different!

26
Are there parts of the job you dont enjoy?

• There are down sides to most people-work for
  local government, in particular when government
  resources become a barrier to change, such as
• outdated policies,
• limited funding to support people with
  significant needs and
• time-scales delaying intervention when there is
  an urgency.

27
TRAINING
28
What is the training for Educational
Psychologists?

• A degree in Psychology (eligible for GBR Graduate
  Basis for Registration of the BPS)
• Relevant experience working with children within
  educational, childcare or community settings
• 3-year Post-graduate doctoral degree in
  Educational Psychology
• Qualified Chartered Educational Psychologist

29
Employment requirements while training and
salaries at todays rates

• Year 1 University-based fully funded places
  with short placements in Local Authority EPS and
  becoming familiar with the modern educational
  context - (Salary 14,500 plus course fees
  11,500).
• Year 2 Seek employment as Assistant EPs with
  Local Authority EPS for 3 days each week, with 2
  days private/University study each week (Salary
  25,000, plus course fees 11,500).
• Year 3 continue employment as Assistant EP with
  Local Authority EPS for 4 days each week, with 1
  day private study / University study each week
  (Salary 25,000, plus course fees 11,500).
• In Year 2 and 3 - Training to be funded by Local
  Authorities directly through employment EPs in
  Training shall be salaried employees.
• Starting salary for a Qualified Educational
  Psychologist is 32,802.

30
Course Centres (Universities)

• Birmingham
• Bristol
• Cardiff
• East London
• Exeter
• Institute of Education, London
• Manchester

• Newcastle Upon Tyne
• Nottingham
• Sheffield
• Southampton
• Tavistock Clinic, London
• University College, London

31

• Applications for entrance onto 3-year
  postgraduate doctoral degree in educational
  psychology in England, Wales and Northern Ireland
  should be made to the Clearing House for
  Educational Psychology
• Employers Organisation for Local
  GovernmentLayden House76- 86 Turnmill
  StreetLondonEC1M 5LGTel 020 7296 6600

32
Professional Training in Educational Psychology

• Psychology is the parent discipline in the
  professional training core curriculum
• Interpersonal effectiveness and communication
  (written/verbal with groups and individuals)
• Foundations of professional practice
  (generate/test hypotheses, problem/system
  analysis)
• Professional Practice in context (BPS ethical
  code / legislation / LEA administrative)
• Assessment Information collection
  (direct/indirect assessment)
• Formulating professional action (direct/indirect)
• Research and evaluation (literature review /
  dissertation)

33
Improving your chances of getting onto a course

• Current psychology graduates interested in a
  career as an educational psychologist should
  consider gaining relevant experience of work with
  children and young people in educational or
  childcare system (unclear if this experience is
  required to be in a professional or voluntary
  capacity).
• During your experience consider professional
  development in applying psychological principles
  within teaching learning, behaviour and social
  relationships.
• Have a good grasp of current issues within
  Childrens Services.
• Keep up to date with issues relating to inclusion
  and educational psychology via journals and
  courses, and consider undertaking action research
  within the work-place.
• Link with local Educational Psychology Services.

34
The profession Educational Psychologists

• Public service (DfES / Local Authority)
• Academic Educational Psychologist
  (University-based)
• School of Education

• Privatised service (operating solo)
• Applied Practitioner EP (Local Government)
• School of Social Sciences

35
Useful contacts

• Association of Educational Psychologists
• www. aep.org.uk
• British Psychological Society
• www.bps.org.uk
• Employers Organisation for local government
• www.lg-employers.gov.uk