What do educational psychologists do? Susan Birch, Norah Frederickson and Andy Miller CHAPTER SUMMARY Educational psychology seems to be rather a mysterious profession, An education aficer who claimed fo have read over 1,000 reports written by educational psychologists (EPs) wrote an article entitled, ‘Okay then: What do EPs do?’ (Wood, 1998). UK governments have appeared similarly baffled, in that four reviews of the role and function of EPs have been camied out since the tum of the century, one in Scotland (Scottish ecutive, 2002) one in England and Wales (DfEE, 2000), and a further two in England (Farell et al., 2006; DfE, 2011). Our main objective is that, by the end of this chapter, you will be able to answer the question in the title, and will have gained an appreciation of some of the issues inthe professional practice of educational psychology that lead to the question being asked. We begin this chapter by identifying the different levels at which EPs work (fiom individual child to local authority (LA)) and the core activities that they undertake. We «consider similarities and differences between the work of EPs in different places and at diferent times in the history of the profession. A case study of an EP's work in response to-a teacher's concern about a child is presented to illustrate the way in which different activites are typically integrated and informed, both by psychological theory and research and professional ethics and practice guidelines. The resulting central conceptualisation of the role of the EP as ‘sientist-practtioner’ is then examined, with a number of current issues and possible future developments being highlighted. The chapter concludes with information on training as an EP.4 SUSAN BIRCH, NORAH FREDERICKSON AND ANDY MILLER een Teuce Ua) When you have studied this chapt You should be able to: 1 describe what EPs do and identify some of the key issues in their practice: 2. evaluate the extent to which EPs can be described as scientist-practitioners; 3. outline the requirements for training as an EP and locate more detailed information if required. HOW MUCH DO DIFFERENT ACCOUNTS OF EDUCATIONAL PSYCHOLOGY PRACTICE AGREE? In this section, we examine different descriptions of EPs’ work ~ ftom individual EPs, from goverament reports and from information provided to the public fom LA educational psychology services. In Activity Box 1.1, we start by looking at what EPs say they do. What do educational psychologists say they do? Read the following four descriptions by EPs of their work. Apart from their obvious enthusiasm, what do they have in common? How many different aspects of EPs’ work are mentioned? Use just the information in these four extracts to write a one-paragraph description of what EPs do, If possible, compare your paragraph with that produced by someone else. As you read the rest of the chapter, annotate your paragraph to reflect the further information you obtain. EPs need to be able to multitask while simultaneously being able to priortise their work. They need to be able to think on thelr feet while helping others to think through labyrinthine problems; listen carefully to what adults are saying about a child while keeping the child's perspective in mind, There doesn’t seem to be a typical day; there are some cases that are more straightforward than others, but at the heart of them al is an attempt to gain some insight in to the child's worldview. | find my job varied, interesting and rewarding. No two days are the same and | am frequently challenged by new experiences that need researching and learning more about, (Louise Lomas, Buckinghamshire Educational Psychology Service)WHAT DO EDUCATIONAL PSYCHOLOGISTS DO? 5 My experience reflects the role of the EP in a service that has recently begun trading their services with senools in adltion to providing the local authority core offer. | feel that schools stil really value the involvement of the EP in ‘casework, particularly when they feel the naed to develop a better Understanding of @ young person. Once involvement has been agreed, and ‘with consultation, schools are quite open to the direction and assessment route that the EP wants to take, While some schools stil hang on to the traditional role of the EP in cognitive assessment | feel schools are increasingly ‘open to alternative approaches such as consultation, a problem-solving approach. Within schools, EPs are jant problem solvers working with staff and parents to develop a better understanding of a presenting problem in order to inform hypotheses to identify interventions or ways forward. The EP draws, upon problem-solving skills from psychological theory to steer the problem solving towards an agreeable way forward, This process can occur at multiple levels: individual, group or whole schoo! and places EPs in a unique position of ‘working at strategic and systemic levels within schoo's and Local Authorities (Bridgot Simms, South Gloucestershire Educational Psychology Service) EPs work at multiple levels - with individual children and families, groups of students or parents/carers and at the level of the organisation, The latter may involve working at an EP service level, within a wider Local Authority (LAD structure or ina school or early years setting. While it has been recognised that, the impact of applied psychology at the level of the organisation can be of significant benefit it can sometimes prove challenging to negotiate the time and relevant brief to operate helpfully in such a context. One piece of work | ‘am currently engaged in with senior leadership colleagues relates to raising the standard of teaching across the whole school. It is hugely exciting, and provides the opportunity to apply multiple psychological skills, including psychological theory and research on effective teamwork. | am involved in diverse work such as participating in the training of teachers in coaching ‘models that enhance their listening, empathising and questioning ski; designing processes such as coaching contracts and supervision structures ‘and much more, Because of the change to role and boundaries across staff in the school, it has also included reflecting togethor on issues such as workload management, staff health anc well-being and effective work-based strategies to support motivation and engagement in high quality learning. There is no job like that of the EP, where you are privileged to enter the worlds of children, families and those who work with them. The insight afforded through the application of high quality psychology is valued across a range of stakeholders and makes a significant, measurable difference to the lives of our children and. young people! {Emma Kate Kennedy, Child and Family Suapor Team Manager and Consultant Educational Psychologist, Redriff School, London}