Educational psychologists regularly facilitate structured problem-solving sessions, aimed at promoting positive outcomes for children and young people. More information regarding these approaches is outlined below.
Circle of Adults
The circle of adult’s intervention is a problem solving approach where the Educational Psychologist works with key adults in the school. The aim is to build an in-depth perspective of the emotional needs that underlie challenging behaviours and to agree strategies that promote the wellbeing and inclusion of children with complex needs. The approach provides staff support and has been positively evaluated in a range of settings, including primary, secondary and special schools. Find out more about Circle of Adults.
Solution Circles
A solution circle is a systematic 30 minute session that is led by an Educational Psychologist as the process facilitator. It involves a small group of adults, one of which is the ‘problem presenter’ who has a problem that needs a way forward or solution. It follows a set structure and aims to use the resources, ideas and expertise within the group to develop positive solutions with the problem that is presented. Find out more about Solution Circles.
Person-Centred Plans
Person-centred approaches have gained increased recognition in schools since the publication of the 2014 SEND Code of Practice. A recent study* has suggested a number of ways to ensure the effective use of this approach, including:
- The skill level, capacity and availability of lead staff
- The level of training and ongoing supervision provided to lead staff
- The strength of relationships and collaborative skills within the group
- The quality of communication between settings and agencies
- The ability to elicit the genuine voice of the child or young person
Educational Psychologists are able to offer support in all these areas and to lead person-centred planning (PCP) meetings. There are already a variety of PCP models, including the MAPS and PATH models, one page profiles, Personal Futures Plans, Essential Lifestyle Plans and Support Plans. We are able to discuss the most appropriate approach and adapt this to the needs of the young person and their family as well as other stakeholders as part of an assess – plan – do – review cycle. Find out more about Person-Centred Planning.
* Corrigan, E. (2014). Person centred planning ‘in action’: exploring the use of person centred planning in supporting young people’s transition and reintegration to mainstream education. British Journal of Special Education, Vol. 41 (3), 268-288.