1. The Role of the EP in the Graduated Response
Paula Hesford and Jill Sandeman
Psychological Services

2. Psychological Services
Strand within SEND support services
Every partnership now has a link Educational Psychologist
Build relationships
Plan over time, better picture of school and needs

3. Aims of Educational Psychology
Applying psychology with educational communities to enhance wellbeing and improve outcomes for all.
Work effectively, efficiently and preventatively.
Work collaboratively
Why apply psychology - provides framework of reference, based on evidence, critically evaluate and use flexibly
Context - no one single factor is the cause of a difficulty
Wellbeing - chn and adults feeling secure have better outcomes, resilience,
Outcomes - positive change
Equality - we actively seek a more e
Collaboration - positive change is more likely if we work collaboratively, problem owner shares ownership, empowers problem owner, creates shared understanding

4. Background and training route
Psychology degree
Experience of working with children (teacher, social worker, TA)
Masters or Doctorate in Educational Psychology

5. What do we do? C R A I T
(Based on the Currie Matrix)

6. C is for Consultation Conversation that makes a difference
Individual/group/whole school/partnership level
Joint investigation
Joint problem-solving
Joint planning and intervention
Joint evaluation and review

7. Case Study - Jamie School overwhelmed by wide range of pupil’s needs
Consultation allowed concerns to be heard
Sharing of ideas – staff and parents
Priorities agreed and actions planned
Review built in

8. R is for Research To inform practice To improve service
To support schools

9. A is for Assessment Assessment can mean many things:
Dynamic Assessment
Observation and consultation
Working out “what to do next”
EHC assessment
What does anyone mean by full psychological assessment?
Assumes “within-child” model rather than looking at factors influencing child’s life – inner working model, environment, interaction with peers and staff
EHC – 3 days work – worth it???
Dynamic assessment – in part is an intervention as well – use of video, feedback of skills, looks at cognitive and affective factors and ability to change with mediation

10. I is for Intervention Solution oriented approach Therapeutic work
Social stories
Cognitive behavioural approaches
Narrative approach
Growth mindset and meta- cognitive strategies
Video Interaction Guidance

11. The Learning Pit

12. T is for Training Self-esteem
Emotional Literacy for Support Assistants
Meta-cognitive strategies
Precision Monitoring
Social Stories
Attachment
Self-esteem
Supporting children who have difficulties with maths
Staff support
Solution Circle
Working memory
Aim is to leave a legacy behind and empower staff and therefore children
Good use of EP time – opportunities to share training between schools in partnerships
Early intervention and prevention

13. EP pathway
Discussion re EP pathway - see handout

14. EP view Unique perspective
Ecological model – focusing on interactions of children with their environment, curriculum, peers, teachers and other relevant adults
Plan-do-review
Positive – based on strengths
Pupil voice

15. How you can help your EP Let us speak to the “problem owner”
Keep track of what you have tried and the impact it had
Keep the child’s context in mind