Educational psychologists' use of therapeutic interventions: issues arising from two exploratory case studies

Abstract

This article considers the evolving role of the educational psychologist (EP) in providing therapeutic support to children and young people. Through two small-scale research studies, EPs' use of therapeutic interventions and issues in delivering them are explored. Findings reveal use of a range of therapeutic interventions in different contexts with schools and multi-agency partners. Issues relate to opportunities to practise therapeutic interventions due to competing pressures, access to supervision and perceptions of the EP role. Themes emerging from the studies are explored systematically using a SWOT framework to identify strengths, weaknesses, opportunities and threats to EPs' use of therapeutic interventions. It is hoped that a forthcoming UK-wide study into EPs' use of therapy will provide a more sophisticated picture about some of the issues raised in this article.s ufl_1496 160..167

Facilitators and barriers to the provision of therapeutic interventions by school psychologists

“…As in this study, previous research has indicated problematic access to therapeutic supervision, particularly in relation to the specialist skills around a particular counselling modality ( Atkinson, Corban et al., 2011 ; Squires & Dunsmuir, 2011 ). Given international reports of difficulties in accessing supervision generally ( Jimerson et al., 2006 ) the provision of therapeutic supervision may provide additional challenges.…”

“… Atkinson, Corban et al. (2011) found that in the UK the historical remit for SP work contributes to the perception that SPs are primarily concerned with educational matters.…”

“… Atkinson, Corban, and Templeton (2011) reported on the outcomes of two small scale studies using interviews and focus groups to explore some of the issues faced by trainee and qualified SPs in delivering therapeutic interventions. They found that schools were not always aware that SPs could provide therapeutic input and that where this was available it was often limited by time available to schools.…”

The Silent Minority: Supporting students with Selective Mutism using systemic perspectives

“…Wade's (2016) research into therapeutic practice within educational psychology found themes of 'safety as a practitioner' and there being 'something stopping us from doing it' as common experiences that many EPs can identify with. Atkinson et al (2011) highlight in their exploration of EPs use of therapeutic interventions that the EP role has evolved, and there are a number of factors identified using a Strengths-Weakness-Opportunities-Threat (SWOT) analysis to be borne in mind in integrating this into professional practice. Factors such as restricted views of the EP role, negotiation with stakeholders, accessing specialist supervision, opportunities for multiagency working and perceptions of the EP role are not to be ignored.…”

“…The Office for National Statistics state that 10% of school age students have a mental health diagnosis (Atkinson, Corban and Templeton, 2011). It is helpful to consider the clinical markers for SM according to the Diagnostic and Statistical Manual Fifth Edition (DSM V, 2013).…”