• Educational Psychologists have a qualification in psychology at first degree level, recognised by the British Psychological Society (BPS), and a higher degree (at Master’s or Doctorate level) in Educational Psychology

• Our Educational Psychologists (EPs) are registered with the Health and Care Professions Council (HCPC) as ‘practitioner psychologists’, with enhanced DBS (Disclosure and Barring Service) certification to work with children and young people

• Educational Psychologists work directly with children/young people and their families in school and other educational settings to develop an understanding of strengths and areas of need, and to develop a plan of action with staff

• In Barking and Dagenham, the Educational Psychology Service has a Business Support Manager, Assistant Educational Psychologists, Trainee Educational Psychologists, Maingrade and Senior Educational Psychologists who are managed by the Principal Educational Psychologist

• Many of our team have worked in Barking and Dagenham for a long time and understand the needs of residents and schools in the area. We are also fortunate to have colleagues who have come from other areas or the country or from abroad.  We welcome and encourage all forms of diversity in our team.

• Educational Psychologists (EPs) use knowledge of developmental psychology to develop a clear understanding of children/young people’s learning, social and emotional needs and behaviour

• EPs aim to advise schools or settings on how to implement evidence-based strategies and interventions that help children/young people to make good progress

• An EP will talk or ‘consult’ with parents or carers, teachers and non-teaching staff, and other services (such as speech and language therapy and medical professionals) who know a child/ young person well

• An EP may observe children/young people in their educational setting and conduct some specialist assessment work with them to identify strengths and needs

• An EP will provide a written summary of their work and their recommendations for the school and parents or carers

• An EP will contribute to the statutory report writing process if a child/young person is having an Education, Health and Care Plan assessment

Educational Psychologists apply Consultation, Assessment, Intervention, Training and Research in their work

Consultation

A consultation is a structured discussion that seeks to develop an understanding of a problem and work towards a constructive solution for a child/young person. The EP service uses a consultative model of service delivery to promote inclusion. In this collaborative problem-solving approach EPs use psychology to help others to clarify and address problems

Assessment

Assessment involves parents, carers, teachers, and children and young people. Assessment may be based on direct and indirect work with a child or young person. It may include observation, analysis of work, questionnaires, curriculum-based assessment and use of recognised assessment tools where appropriate. The EP uses assessment information to inform a ‘plan, do, review’ model

Intervention

EPs offer advice and guidance on a wide range of evidence-based interventions to support individuals, or groups of children and young people. Effective interventions involve collaborative working and the sharing of professional skills

Training

EPs offer consultation and training for schools and colleges. Training links research and psychological theory with practice. EPs have knowledge of learning, behaviour and the psychological development of children and young people as well as an understanding of the systems and contexts in which they live and work

EPs have recently offered support to schools in the following areas:

• Emotions: Attachment, Emotional Development, Emotional Regulation, Child Mental Health (using approaches such as Zones of Regulation, CBT Think Good Feel Good,  Helping your Child with Fears and Worries, Brain Buddies, Therapeutic Story Writing)
• Neurodivergence: delivering training on Autism, ADHD, Dyslexia and helping implement approaches such as SCERTS and the Incredible Years for Challenging Behaviour.
• Learning: delivering training on Mediated Learning, Memory, Motivation, Direct Instruction, Focused Intervention (using approaches such as Precision Teaching, Warwickshire and Staffordshire Literacy Programme)
• Relationships: delivering training and interventions to help children build and maintain social relationships (using approaches such as Circle of Friends, Lego Therapy, Play Clubs)
• Individual problem-solving: helping school staff and parents (where appropriate) work through issues a child is facing at school and home and through Consultation, Solution Circle and the Path facilitating a creation of a realistic action plan.
• Critical incident support: Support for head teachers, schools and other organisations in response to a crisis event

Research

EPs are trained to develop and evaluate research evidence in education. They use knowledge and understanding of research methodology to contribute to policy and strategy, and to evaluate and encourage reflective practice

Specialisms in the team have included (amongst others):

• Autism;
• Early Intervention with Parents project;
• developing a local ELSA (Emotional Literacy Support Assistants) network in schools;
• Cognitive Behavioural Therapy;
• Narrative Therapy;
• Therapeutic Story Writing

All our psychologists have access to regular continuing professional development (CPD) and supervision, and each psychologist uses their CPD to maintain their skills in line with HCPC proficiency standards