Educational Psychology Service Aims and Objectives
Introduction
The Educational Psychology Service is located within the Education, Culture and Sport service of Aberdeen City Council. It is a city wide service offering a range of supports to schools, families and the wider local authority. The Educational Psychology Service operates a consultation model of service delivery that provides the overarching framework for all work carried out by the team.
Guiding Principles
The central paradigm of the Educational Psychology Service is the application of psychologies within education in an open and transparent manner. The word psychologies has been used in order to convey the breadth of psychological theory and knowledge that is understood and applied by the team.
A belief in the possibility of change is held strongly while working in a client centred manner. The ‘client’ need not necessarily be an individual. It may also be a group, a class, teaching staff, the school or the local authority. This incorporates a respect for those engaged with, including other agencies and professionals.
Everyone deserves the optimum outcome. In order to facilitate this the Educational Psychology Service works on the principle of equitable access to services and resources. In relation to this is belief in the importance of the least intrusive, most effective assessment and intervention possible.
The team is committed to a continuing professional development programme to ensure effective and efficient fulfilment of the aims and objectives of the service.
Roles
The role of the Educational Psychology profession has been changing and developing in recent years. In addition to the statutory role a widely accepted framework exists across Scotland (Currie Report, 2002). This details five core functions; consultation, assessment, intervention, training, research and development, operating at three levels; child and family, whole school and local authority.
Across these core functions the Educational Psychologist can be described as an indirect agent of change and facilitator of communication. The sharing of psychology and expertise in the application of psychological theory and knowledge is central to empowering those worked with.
Educational Psychologists participate as team members within different contexts such as schools, communities and multi-disciplinary settings, often providing a link in communication. In addition to this they work with schools and the local authority to guide, inform and review policy development.
Skills
The skills of the Educational Psychology Service are many and varied. There are key skills that guide practice:
- Being able to take a wide perspective within different contexts, able to reflect on this and to use or share this with others.
- Endeavouring to be aware of and responsive to the dialogue of others, including verbal and non-verbal communication.
- Using accessible language.
- Reflective practice and skills in self – awareness are critical to the process of consultation.
- Aiming to use and build upon the strengths and skills of all engaged with.
- Communication skills and active listening skills are a key tool in achieving this.
- A working understanding and knowledge of a variety of assessment methodologies and theoretical underpinnings. Through consultation with others this allows Educational Psychologists to engage in an appropriate and collaborative assessment process relevant to each context, which then informs intervention.
- A range of experience and skills in relation to research being promoted and developed through daily work.
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