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

Narrative therapy with an adolescent who self-cuts: a case example

“…In contrast, in another case, when the first author involved an outsider witness team of family therapists and clinical psychologists, they consistently applied narrative principles and a non-judgemental attitude. This supports Fallon et al's (2010) contention that more integrated working between the National Health Service (NHS) mental health professionals and EPs in the delivery of therapeutic approaches could help to reinforce and maintain the gains made by the client, particularly when EPs mediate closely with teachers and pastoral staff. The present research usefully highlights considerations relating to the integration of therapeutic intervention with the EP's role as a registered practitioner psychologist employed within a local authority context.…”

“…However, this option is also potentially more demanding of educational psychology resources, requiring coordination of input and boundary delineation, and possibly additional direct time input. This option also raises interesting implications for the development and dovetailing of role specialisations within an EPS (Fallon et al, 2010). Notably, the present authors found no empirical research which delineates how EPs establish, embed and develop particular therapeutic skills over the medium to longer term.…”

“…EPs are named in recently published public health guidelines as appropriate specialists to deliver interventions that promote the emotional wellbeing of children and their families [National Institute for Clinical Excellence (NICE), 2008]. Integrated working between EPs and the professionals in CAMHS should ultimately promote improved outcomes for CYP through the coordination of delivery of therapeutic interventions (Fallon, Woods, & Rooney, 2010;Farrell et al, 2006;Scottish Executive, 2002).…”

Developing a competency framework for the initial training of educational psychologists working with young people aged 16–25

“…Fallon et al (2010) identified the usefulness of a core initial training curriculum in helping EPs to be clear about their professional identity and it is hoped that the provision of a curriculum framework which could be widely adopted by training programmes will help add clarity to the role of TEPs in working with young people aged 16-25.…”

Rocket science: an exploration of what information is of meaning to educational psychologists when evaluating their work

“…It has also been said that "it is imperative that the skills, knowledge and experiences that an EP brings to a situation are known to add value to other work that has already been done" (Farrell et al, 2006, p. 100). Fallon, Woods, and Rooney (2010) continue in this vein, pronouncing an expectation that EPs will "have to ensure … automatic mechanisms for evaluating the work in which they are engaged" (p. 10). Even without these mandates, evaluation is what Frederickson (2002) calls "a key requirement of accountable and ethical professional practice" (p. 106).…”