Enablers and barriers to Educational Psychologists’ use of therapeutic interventions in an Irish context

The role of school psychologists in therapeutic interventions: A systematic literature review

“…National research into the use of therapeutic interventions, specifically the use of counselling or therapy-based approaches to support children and young people, by SEPs has been conducted in Ireland (Hoyne & Cunningham, 2018), the UK (Atkinson, Bragg, Squires, Muscutt & Wasilewski, 2011) and the US (Suldo, Friedrich & Michalowski, 2010). This body of research reported a range of therapeutic modalities used by SEPs to motivate students to pursue academic and future success and to equip them with skills to cope with stresses and challenges in their lives.…”

“…-Table 1 near here - Atkinson et al (2011), Hoyne and Cunningham (2018) and Suldo et al (2011) identified that SEPs were involved in the delivery of therapeutic interventions to individuals and groups of CYP; both directly with CYP and indirectly through working with school personnel. Key findings also included identification of enablers and barriers affecting SEPs' delivery of therapeutic interventions.…”

“…This paper has taken a comprehensive and systematic approach to identify the widest pool of peer-reviewed literature possible. In spite of evidence (Atkinson et al, 2011;Hoyne & Cunningham, 2018;Suldo et al, 2010) (Rosenthal, 1979) whereby nil or negative effects build practicebased evidence locally but are less frequently reported; or the lack of opportunity within the SEP role to analyze and report findings in academic journals.…”

“…In recent years, there has been increased focus in how school and educational psychologists (SEPs) can work therapeutically to support the mental health and wellbeing of children and young people (CYP) (Hoyne & Cunningham, 2018). The World Health Organization (2018) defined mental health as "a state of wellbeing in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community" (Key Facts section, para.…”

“…internationally, the notion of a school-based therapeutic intervention might differ and be defined in broader or different terms. For example,Hoyne and Cunningham (2018) noted a considerable proportion of Irish EPs reported indirect and consultative models of therapeutic Group counselling, PCP and SFBT were only used in combination with other approaches, including non-therapeutic components such as attribution retraining and self-management. There is insufficient evidence in this review to compare the efficacy and/or efficiency of individual versus group therapeutic interventions or to compare modalities.…”