As part of their role in schools and settings, Educational Psychologists aim to contribute towards positive and inclusive outcomes for children, young people and their families. Where there are concerns within the school, a member of staff, for example, the Special Educational Needs Co-ordinator (SENCo) may organise additional support for that child. Where concerns are on-going and persistent, a referral to the Educational Psychology Service may be appropriate. These concerns can be wide-ranging and may include:
- Lack of progress despite intervention
- Significant difficulties with literacy and/or numeracy skills
- Difficulties with memory, processing, language or communication skills
- Concerns regarding social interaction ability and/or social communication skills
- Concerns regarding difficulties with organisation, planning and attention
- Challenging or confusing behaviours
- Persistent difficulties with emotional skills and self-regulation
- Physical, coordination or motor difficulties
- Difficulties with sensory processing
Educational Psychologists will incorporate multiple hypotheses and consider a range of information and evidence during assessment. The approaches used by Educational Psychologists vary depending on the child and situation, but may include:
- Consultation with key members of staff, parents/carers and other professionals to problem-solve and agree a set of actions. EPs may also use structured collaborative problem-solving models
- Observation of the child
- Direct work with the child to explore their self-perceptions, beliefs and views
- Direct work with the child, for example, to assess cognitive, literacy or numeracy skills, emotional wellbeing or response to mediation (support). EPs can draw upon a wide range of assessment tools including standardised and dynamic
- Attendance at meetings, e.g. DAF or Team Around the Child (TAC)