Aims of the Service
The service aims to enhance the learning, development and emotional wellbeing of children and young people in Perth and Kinross. The primary focus is on overcoming barriers to learning, with interventions to promote learning, development, resilience and wellbeing .
The Educational Psychology Service aims to enhance the learning, development and wellbeing of children and young people in Perth and Kinross.
A team of Education Psychologists (EP) are led by the Principal Educational Psychologist, who holds a dual role as an Inclusion Manager and who retains a small allocation of school based practitioner work. All Educational Psychologists must be registered with the Health and Care Professions Council, who regulate the work of the profession on behalf of the government. Educational Psychologists must undertake a specified amount of professional learning on an annual basis. Professional practice is also guided by standards published in the British Psychological Society's Code of Conduct and Ethics.
What do we do?
Every Perth and Kinross school has a link educational Psychologist . Educational Psychologists operate a consultation service which provides an opportunity to seek least intrusive and early stage solutions through discussion with key adults in children's lives, as well as to agree and plan further work as appropriate. Partner provider nurseries are also able to contact the service for consultation. Young people, parents and carers can contact the service directly. EPs also offer a consultation service to partner agencies offering support to young people post-school, such as Perth College, Skills Development Scotland and Services for Young People.
When working at the casework level with children, young people and families, the primary focus is overcoming barriers to learning, with interventions to promote learning, development, resilience and wellbeing. Consultation is the starting point for casework. Decisions about the extent and nature of EP involvement, beyond statutory requests, are based on the professional judgement of the EP following discussion and consideration of impact, vulnerability, young persons views, readiness to change and professional boundaries.
Parental and/or young person's consent is required for EP involvement and information storage where:
- ongoing consultation about a child or young person is agreed
- direct involvement with the child, young person or family is agreed
As well as working to link schools, Educational Psychologists also apply their psychological skills and knowledge by working to support staff training & development, project - based interventions and undertaking pieces of research on behalf of the authority. In this way, a large number of children and young people benefit from EPS support.
What are we working on just now?
We undertake a range of research and development in partnership with schools, the education authority, and other organisations; and in response to national priorities. We have training and experience in qualitative and quantitative research methods. For more detailed information please see our latest . What we are working on provides more information on what the service in working on.
The Educational Psychology Service worked in collaboration with schools to improve school engagement through action research projects in 14/15 and 15/16, with evidenced impact on areas of school engagement. A and is available with further details about the school action research projects and tools to measure engagement.
How are we doing?
Evaluation of our service
Perth and Kinross Educational Psychology Service undertook a validated self-evaluation in collaboration with local and neighbouring education authority staff and HM Inspectors, Education Scotland in June 2016.
The Perth and Kinross Educational Psychology Service draws upon on the concept of 'learning organisations' whereby we actively seek knowledge about our effectiveness and operate systems which transfer the learning into better practice (Senge 1990). We aim to gather, process, and act upon information in ways best suited to their purposes, get feedback on services, continuously refine ourselves and are "open systems" sensitive to the external context (Brandt, 1997).
We operate a model of continuous improvement of service delivery. This is achieved through robust self-evaluation, consultation with stakeholders, practitioner reflection and professional development. The service therefore aims to have a self-evaluation framework that gathers proportionate but robust data, in order to learn more about the extent that it meets its aims and those of ECS, and the impact it has on outcomes for children, young people and families.
Giving us feedback
We welcome feedback. If you have a comment or complaint, you are encouraged to discuss this with your psychologist. If you prefer, you can contact ECSPsychologists@pkc.gov.uk.