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Educational Psychology
         DR EMMA WOODWARD
      EDUCATIONAL PSYCHOLOGIST
    BRIGHTON AND HOVE CITY COUNCIL
What is an Educational Psychologist?

Our main role is to remove the barriers to learning.


To do this we apply psychology to help the emotional
 development and educational progress of children
 and young people between the ages of 0-19.
Barriers to learning


 Academic barriers – specific learning difficulties, learning
  difficulties/disabilities, access to appropriate educational provision.

 Emotional barriers – attachment, anxiety, motivation.


 Physical/Medical barriers – physical disability, epilepsy, autism.


 Social barriers – aspirations, culture.


 These are not mutually exclusive.
Applying psychology

 There are varying psychological frameworks that we work to:-

 Psychodynamic – Bion, Freud – looking at relationships and a persons’ sense of
  self – projection and transference.

 Systemic – exploring a person’s concern in the context of their ‘system’- family,
  school etc..

 Solution focused – supporting a person view their concern in terms of ways
  forward.

 CBT – looking at the link between thoughts, feelings and behaviour.


 Most EPs work using most of these frameworks interchangeably to form an holistic
  and responsive approach.
What do Educational Psychologists do?


 Educational psychologists tackle the problems encountered by young
  people in education, which may involve learning difficulties and social or
  emotional problems.

 We carry out a wide range of tasks with the aim of enhancing children's
  learning and enabling teachers to become more aware of the factors
  affecting teaching and learning.

 We support parents/carers understand child development to enable them
  to support their child.

 We sometimes write reports about children for allocation of special
  educational places, or as part of court proceedings or children's panels.

 Some Educational Psychologists have areas of special interest (Children in
  Care, ASC etc..)
We work at three levels:-

 Organisational level
Supporting the strategic development of school education policies to support
  inclusion
Championing the voice of the child in the wider organisation

 Group level
Running groups for children
Training for parents/teaching staff

 Individual level
Children, parents, teachers
We do this using:-

 Research - To explore wider issues and implement change
 Consultation – around a problem to enable the problem holder to come up with
    their own solution.
   Training – to raise awareness of effective ways in working with children and
    families.
   Observations – of a child, teacher or family ‘in action’.
   Individual assessment – assessment of a child’s abilities.
   Statutory work and tribunals – to assess a child’s learning and emotional needs
    so that an appropriate educational provision can be put into place.
   Chair and attend meetings - with parents/carers, schools, other professionals
    to discuss, review and monitor progress around a concern.
   Supervision- providing supervision and undertaking supervision with our
    managers and peers to ensure we remain neutral and reflective about a concern. It
    is easy to get caught up in an issue!

 No matter how we go about it our main role is to develop and test hypothesis about
    the concern using our psychological knowledge.

 We don’t always need to see the child, it is most helpful to help those working with
    the child to solve their own problems as they have the lasting relationship with the
    child.
How we work:-

 We each are allocated a ‘patch’ of schools (based on area and including early
  years, primary, secondary and special).

 We also make links with local community groups and children’s centres.


 We work closely with other professionals, including – education, health, and
  social care.

 We work in an integrated manner meaning that we apply psychology in every
  encounter to ensure the adults around the child work as effectively as possible.

 Some local authorities have now adopted a traded services model. This means
  that schools receive a statutory for free but have to pay for any other type of EP
  service. This creates a ‘free and open market’ for additional services.
A typical week.....

Never the same!

               AM                                   PM

   Monday      Observing Yr 6 class to support      Running a drop in for parents
               whole class teaching strategies


   Tuesday     Supporting pastoral staff at a       1:1 session with Yr 5 teacher on
               secondary school develop student     supporting children with attachment
               engagement                           difficulties

   Wednesday   Running a focus group with pupils    Giving a presentation at Sussex
               at risk of exclusion for a piece     University
               action research using appreciative
               inquiry

   Thursday    Meeting with a social worker         Admin


   Friday      Attending a Team around the          Home visit for a family with a child
               Child meeting for a child with       with ASC, whom I have been working
               complex epilepsy.                    with for the past two years.
How to become an Educational
Psychologist
 To become an Educational Psychologist you need to have an undergraduate
  degree in psychology and then complete a three year Doctorate in Educational
  Psychology.

 It is preferred that applicants have a 2.1 or above in a first psychology-based
  degree that grants them eligibility for Graduate Basis for Registration (GBR)
  with the British Psychological Society (BPS)

 You will also need at least two years relevant experience of working with
  children and young people. This can include roles such as assistant educational
  psychologist, teacher, classroom or learning assistant, SEN co-ordinator or
  research activity with children and young people. Other relevant experience is
  also considered
The important bit!

The pay for an EP is in accordance with the Soulbury
  pay scale (currently):-
 1 £33,934
 2 £35,656
 3 £37,378
 4 £39,100
 5 £40,822
 6 £42,544
 7 £44,165
 8 £45,786
 9 ** £47,305
 10 ** £48,825
 11 ** £50,243
Over to you!

Any questions or thoughts?


For further information please see:-
http://bit.ly/edupsych
http://www.bps.org.uk/

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Educational Psychology

  • 1. Educational Psychology DR EMMA WOODWARD EDUCATIONAL PSYCHOLOGIST BRIGHTON AND HOVE CITY COUNCIL
  • 2. What is an Educational Psychologist? Our main role is to remove the barriers to learning. To do this we apply psychology to help the emotional development and educational progress of children and young people between the ages of 0-19.
  • 3. Barriers to learning  Academic barriers – specific learning difficulties, learning difficulties/disabilities, access to appropriate educational provision.  Emotional barriers – attachment, anxiety, motivation.  Physical/Medical barriers – physical disability, epilepsy, autism.  Social barriers – aspirations, culture.  These are not mutually exclusive.
  • 4. Applying psychology  There are varying psychological frameworks that we work to:-  Psychodynamic – Bion, Freud – looking at relationships and a persons’ sense of self – projection and transference.  Systemic – exploring a person’s concern in the context of their ‘system’- family, school etc..  Solution focused – supporting a person view their concern in terms of ways forward.  CBT – looking at the link between thoughts, feelings and behaviour.  Most EPs work using most of these frameworks interchangeably to form an holistic and responsive approach.
  • 5. What do Educational Psychologists do?  Educational psychologists tackle the problems encountered by young people in education, which may involve learning difficulties and social or emotional problems.  We carry out a wide range of tasks with the aim of enhancing children's learning and enabling teachers to become more aware of the factors affecting teaching and learning.  We support parents/carers understand child development to enable them to support their child.  We sometimes write reports about children for allocation of special educational places, or as part of court proceedings or children's panels.  Some Educational Psychologists have areas of special interest (Children in Care, ASC etc..)
  • 6. We work at three levels:-  Organisational level Supporting the strategic development of school education policies to support inclusion Championing the voice of the child in the wider organisation  Group level Running groups for children Training for parents/teaching staff  Individual level Children, parents, teachers
  • 7. We do this using:-  Research - To explore wider issues and implement change  Consultation – around a problem to enable the problem holder to come up with their own solution.  Training – to raise awareness of effective ways in working with children and families.  Observations – of a child, teacher or family ‘in action’.  Individual assessment – assessment of a child’s abilities.  Statutory work and tribunals – to assess a child’s learning and emotional needs so that an appropriate educational provision can be put into place.  Chair and attend meetings - with parents/carers, schools, other professionals to discuss, review and monitor progress around a concern.  Supervision- providing supervision and undertaking supervision with our managers and peers to ensure we remain neutral and reflective about a concern. It is easy to get caught up in an issue!  No matter how we go about it our main role is to develop and test hypothesis about the concern using our psychological knowledge.  We don’t always need to see the child, it is most helpful to help those working with the child to solve their own problems as they have the lasting relationship with the child.
  • 8. How we work:-  We each are allocated a ‘patch’ of schools (based on area and including early years, primary, secondary and special).  We also make links with local community groups and children’s centres.  We work closely with other professionals, including – education, health, and social care.  We work in an integrated manner meaning that we apply psychology in every encounter to ensure the adults around the child work as effectively as possible.  Some local authorities have now adopted a traded services model. This means that schools receive a statutory for free but have to pay for any other type of EP service. This creates a ‘free and open market’ for additional services.
  • 9. A typical week..... Never the same! AM PM Monday Observing Yr 6 class to support Running a drop in for parents whole class teaching strategies Tuesday Supporting pastoral staff at a 1:1 session with Yr 5 teacher on secondary school develop student supporting children with attachment engagement difficulties Wednesday Running a focus group with pupils Giving a presentation at Sussex at risk of exclusion for a piece University action research using appreciative inquiry Thursday Meeting with a social worker Admin Friday Attending a Team around the Home visit for a family with a child Child meeting for a child with with ASC, whom I have been working complex epilepsy. with for the past two years.
  • 10. How to become an Educational Psychologist  To become an Educational Psychologist you need to have an undergraduate degree in psychology and then complete a three year Doctorate in Educational Psychology.  It is preferred that applicants have a 2.1 or above in a first psychology-based degree that grants them eligibility for Graduate Basis for Registration (GBR) with the British Psychological Society (BPS)  You will also need at least two years relevant experience of working with children and young people. This can include roles such as assistant educational psychologist, teacher, classroom or learning assistant, SEN co-ordinator or research activity with children and young people. Other relevant experience is also considered
  • 11. The important bit! The pay for an EP is in accordance with the Soulbury pay scale (currently):-  1 £33,934  2 £35,656  3 £37,378  4 £39,100  5 £40,822  6 £42,544  7 £44,165  8 £45,786  9 ** £47,305  10 ** £48,825  11 ** £50,243
  • 12. Over to you! Any questions or thoughts? For further information please see:- http://bit.ly/edupsych http://www.bps.org.uk/