THE PSYCHOLOGICAL SERVICE

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DEPARTMENT OF EDUCATION AND RECREATION SERVICES

THE PSYCHOLOGICAL SERVICE

OPERATIONAL PROTOCOLS

AND GUIDELINES

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CONTENTS

Page

1 Context of the Service 3

2 Aims 4

3 General working principles 5

4 Prioritising work (guidelines) 6

5 Accessing the Service 8

Introduction 8

Initial contact 8

Request for EP involvement 9

EP involvement 10

Formal reviews of pupil progress 11

Storing reports and records of meetings 12

Post-school involvement 13

6 Record-keeping and confidentiality 13

7 Service development and quality assurance 14

Appendices

1 The statutory framework 15

2 The Psychology Service - Information leaflet 17

3 Request for EP Involvement form 19

4 Requests from partner agencies and parents 25

5 Areas in which the Psychological Service can provide 27

advice and support

6 Record forms used by the Psychology Service 28

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1 CONTEXT OF THE SERVICE

1.1 The maintenance of a Psychological Service is a statutory duty of all education authorities as prescribed in section 4 of the Education (Scotland) Act 1980, with subsequent amendments (see appendix 1).

1.2 Its main function is to provide an assessment, advice and support service to the education authority, parents, teachers and children in partnership with other agencies.

1.3 Educational Psychologists (EPs) are primarily concerned with children's learning (including social and emotional learning) and their development. They are involved in helping children and young people from birth to 241 _{to achieve their potential.}

1.4 Their main focus is on those who have additional support needs arising from any features which impact on development. There have in recent years been increased demands arising from specific learning difficulties, attention deficit/hyperactivity disorder, autistic spectrum disorders, looked after children and the effects of child abuse.

1.5 As well as working with children, psychologists are involved with the significant adults in a child or young person’s life to help them facilitate positive change for the child or young person.

1.6 The Principal Psychologist, as manager of the Psychological Service, is responsible to the Assistant Director (Pupil Support) for the quality of the Psychological Service.

1.7 There is a Psychology Service Plan giving details of how the Service operates within the context of the Education Department’s Service Improvement Plan.

1 _{The majority of the work relates to children and young people of statutory school age, but provision is}

made for direct involvement with younger children, and for consultative work relating to young persons who have left school but are continuing their education and training.

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2 AIMS

2.1 The Service has a strategic role in

supporting the values and objectives of the

Service Improvement Plan of the Department of Education and Recreation.

The Service will contribute to the Department’s aims in the following ways:

2.1.1 Raising achievement in all learners; improving learning and teaching; improving the

curriculum; developing services:

• through the application of psychological theory and knowledge of child

development to educational practice;

• through keeping up to date with research findings that have educational and

developmental implications;

2.1.2 Supporting all learners and promoting inclusion and access through preventative approaches encompassing:

• a thorough assessment of needs within a whole child context;

• working with colleagues and partner agencies to develop a continuum of

appropriate provision for children with additional support needs; • early intervention;

• working in partnership with others to understand and minimize factors which can

interrupt or pose barriers to a child's development and learning - for example breakdown of family relationships, bereavement, abuse.

2.1.3 Promoting learning for life:

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• by applying positive psychology in schools to develop professional skills which

promote emotional intelligence and develop an emotionally literate ethos. 2.1.4 Improving services:

• by sharing skills with those working with or having an influence on children's

development;

• by monitoring and evaluating all levels of the service;

• by facilitating and contributing to inter-agency collaboration - for example

teachers, social workers, the Chlidren’s Reporter and health service personnel.

3 GENERAL WORKING PRINCIPLES

3.1 The Psychological Service operates a system of consultation with clients. In the main,

these are staff in local schools who seek to involve an EP in discussion about concerns (whether at an individual or organisational level), but requests for involvement from partner agencies and parents are also dealt with using the consultation framework. This approach stresses the value of discussion to articulate the cause for concern, of data-gathering and formulating agreed plans of action, which are then reviewed.

3.2 Embedded in this way of working is a solution-oriented approach which sees the client as

central in formulating achievable goals using existing skills and resources effectively. 3.3 Orkney’s schools are offered regular scheduled visits by their allocated EP. This time can

be used in a variety of ways that meets the school’s needs, whether it is training, organisational level, classroom or individual work,

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parents, schools1_{and partner agencies.}

3.5 Advice2_{about intervention or placement seeks to identify the most effective yet least}

intrusive option and is mindful of the authority's obligation to “ensure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential”. (Standards in Scotland’s Schools

etc Act 2000).

3.6 Educational Psychology advice, as offered to parents, schools, the education department and other agencies is required, by the Code of Conduct of the British Psychological Society, to be based on the best interests of the young person. Account is taken of available resources and existing capacities in formulating recommendations.

3.7 Assessment and intervention has to take account of the whole child and the situation in which he/she finds him/herself, including classroom, teaching and school influences as well as family circumstances. The difficulties of many children can only be fully understood by taking into account the context in which they occur.

3.8 The Psychological Service usually works in relation to children and young people aged from 2 years to 24 years. The Service occasionally becomes involved with younger infants who have very clear difficulties which have educational implications, and young adults with continuing support needs.

4 PRIORITISING WORK (guidance to stakeholders)

4.1 It is recognised that early intervention is important to reduce difficulties later on, and the consultation system has therefore been introduced whereby stakeholders can request EP involvement according to their own priorities within the scheduled visits. Consultation with the EP will determine how this will be dealt with most efficiently and effectively. A key person in school should be nominated to liaise with the EP and prioritise work.

1 _{The term “school” will be used throughout to denote all educational establishments. The term Head Teacher will be used to denote}

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4.2 Priority will be given to the statutory obligations. These include the procedures

governing assessments under the Additional Support for Learning Act, and contributing to transition reviews for those with Coordinated Support Plans.

4.3 Priority will also be given to cases which have a high priority for partner agencies, eg reports for the Children’s Panel, Child Protection work, Looked After Children reviews and pre-school baseline assessments.

4.4 EPs would expect to receive requests for involvement where the following factors are evident:

• risk of exclusion;

• self-harming behaviours;

• non attendance;

• enduring or complex additional support needs;

• very young children with marked developmental difficulties where careful

planning is required;

• important points of transition.

It should be noted that the priority given to cases will be also be influenced by the workload of the Psychological Service, particularly the time-scales inherent in Additional Support Needs procedures.

4.5 It is expected that prior to requesting the involvement of an EP, schools will normally have individual planning in place addressing identified needs, and that this will have been reviewed and revised with the appropriate support staff1 _{and parents at least once.}

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5 ACCESSING THE SERVICE

5.1 Introduction

5.1.1 Concern about any aspect of a child or young person’s progress may be raised by the class or guidance teacher, parent, the child or young person, school management or a partner agency. Any serious concerns should be shared with parents at the earliest opportunity as part of good practice on communicating with parents.

5.1.2 In conjunction with appropriate school management staff, careful consideration should be

given by the school as to how it might address the identified concerns from within its own resources1 _{e.g. involvement of support staff, differentiation of the curriculum,}

positive discrimination through redeployment of staff, allocation of curricular resources. This process of school-based assessment and intervention should be recorded in an individual plan.

5.1.3 Consideration of the involvement the Psychological Service should be seen as appropriate if difficulties persist despite school-based intervention.

5.2 Initial Contact

5.2.1 Schools and partner agencies should not move towards a formal request for EP involvement until an initial direct contact2 is made with the Psychological Service, and the matter discussed informally. An initial contact will normally be made by the

Head Teacher, member of the management team or teacher (usually Support for

Learning) with the agreement of the Head Teacher. It may be that appropriate advice can be given as to how the needs of the child, young person, group or issue can be addressed without the need for formal psychological involvement.

5.2.2 It is the expectation that parents will have been made aware of the school’s concerns

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initial contact may be made before the involvement of the parents, although this is likely to happen only when the situation is sensitive and the school seeks advice on how best to

proceed. In such cases the Psychological Service will only discuss a case in general terms. The pupil is not identified by name.

5.2.3 Initial contact will be noted by the Psychological Service on the school visit record as an issue discussed. These records are anonymous and kept in the EP’s school file. A copy is kept by the school.

5.2.4 As a result of the initial contact, one or more of the following may be decided: (i) there is no need for further involvement by the Psychological Service; (ii) the involvement of another member of the Children’s Services team is

appropriate;

(iii) a formal request for psychologist involvement will be made;

(iv) a further meeting to discuss formal involvement will be held to which parents

will normally be invited. The outcomes of this meeting would be as in (i), (ii) or (iii) above.

5.3 Request for EP involvement

5.3.1 It will be useful to make available to parents the information leaflet which describes the role of the Psychological Service including the process and purpose of requesting EP involvement (see appendix 2).

5.3.2 Where it has been agreed that a formal request for involvement is to be made, it is essential that an appropriate member of the school staff discusses the concerns about the child or young person in detail with the parents and seeks their support and consent for a formal request to be made.

5.3.3 Parental consent will normally be confirmed by the counter-signing of the request form. A copy of the request form should be made available to the parents.

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5.3.4 Once parental consent has been confirmed, the school will submit the request form (see appendix 3) to the Principal Psychologist. A copy of the form should be sent to the Assistant Director (Pupil Support).

5.3.5 Requests for involvement can also be made directly by parents or colleagues from partner agencies1

5.3.6 Requests from partner agencies (outwith education) will be acknowledged within 3 working days of receipt and remitted to the Pupil Support Management Team for full

consideration.

5.3.7 A person who is not a child’s parent or legal guardian can only request involvement of the Psychological Service only with the consent of the child’s parent or guardian. So, for example, a social worker or health professional who wishes to consult an EP about a child will need to explain to the parent or guardian why there is concern about the child and why involving the Psychological Service may be helpful. The parent or guardian’s consent for the request for involvement must be obtained.

5.4 EP involvement

5.4.1 If involvement of a psychologist has been identified as an appropriate next step (see 5.2.4 (iii)), a consultation meeting will be arranged between a psychologist and a key member of school or partner agency staff. This person is termed ‘The person most concerned’ being the adult best placed to make a difference. In practice this is usually the class teacher or guidance teacher.

5.4.2 Normally schools will arrange for the consultation meeting to be held during a scheduled EP visit.

5.4.3 Parents may not be involved in the first consultation at school, but they will have given consent to EP involvement and be aware of the date the EP is meeting school staff and may be meeting/observing their child.

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5.4.4 Action by the EP will include some or all of the following: • further consultation with school staff;

• observation of child or young person;

• consultation with/assessment of child or young person; • meeting with parents;

• liaison with other agencies

5.4.5 The ‘Consultation Action Record’ records the outcomes of the consultation with the EP,

including a summary of concerns, priorities identified and agreed strategies. It may contain assessment information. The record will usually be sent to the parents and the EP’s contact at the school or agency who will be responsible for ensuring that the information is disseminated to all appropriate staff , and for monitoring progress against the recommendations made in the report. A date will be set to review progress 6 to 8 weeks later. Parents will be invited to attend this meeting, known as the ‘Consultation Review’.

5.4.6 The Consultation Review is attended by the EP, parents and member of staff ‘most concerned’. Progress with implementing strategies and their effectiveness will be discussed, and outcomes may be:

• (i) no further involvement by Psychological Service • (ii) revision of agreed strategies and further review • (iii) involvement of other services/agencies 5.4.7 A record of the meeting will be made as above (see 5.4.5)

5.5 Formal reviews of pupil progress

5.5.1 For a small number of children and young people who are known to the Psychological Service, there will be a need for more formal, regularised (annual) reviews.

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5.5.2 The Head Teacher will be responsible for inviting the psychologist to reviews of progress

where further advice is required. The psychologist will make every effort to attend reviews but it may be necessary to prioritise work in other areas.

5.5.3 The Head Teacher will be responsible for the preparation and distribution of a summary

progress report for parents. This report should be made available to parents and the educational psychologist in advance of the meeting.

5.5.4 The review meeting will be arranged and chaired by the Head Teacher or designated

member of staff, and a minute - taker will produce a brief record of the meeting which will be made available to all in attendance detailing decisions made and action to be taken. This record will include any new recommendations made by the educational psychologist. A copy of the record will be made available to parents.

5.5.5 The Psychologist will not normally produce a written report for reviews unless such a

report is clearly indicated (eg, the child has significant additional support needs which have changed or a transition is being planned for, and it is more than a year since a previous report was written).

5.5.6 A separate and more formalised record – keeping process is associated with the

production and maintenance of a Coordinated Support Plan. This will usually be maintained by the school attended.

5.6 Storing reports and records of meetings

5.6.1 All reports and records of meetings involving the psychologist must be kept in the child or young person’s Progress Record (PPR).

5.6.2 Copies of all reports and records of meetings must be sent to the assigned psychologist in

order to secure maintenance of the child or young person’s file within the Psychological Service.

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5.7 Post -school EP involvement

5.7.1 A consultation service to further education and training establishments will be provided for those young persons with significant additional support needs.

6 RECORD KEEPING AND CONFIDENTIALITY

6.1 The Psychological Service keeps both paper and computerised information about its work.

6.2 This information is confidential and is only passed on where this is clearly appropriate and with the consent of those involved, for example, to others working directly with the child or family.

6.3 Where a child, young person, parent or guardian asks that information given to an educational Psychologist is treated in strict confidence then this wish will be respected unless there are legal or child welfare reasons1 _{why the request cannot be upheld.}

6.4 Files will be retained for eight years beyond school leaving date or beyond last date of active EP involvement.

6.5 Parents and young persons may request copies of the contents of the child/young person’s file2_.

1 _{Data Protection Act 1998}

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7 SERVICE DEVELOPMENT AND QUALITY ASSURANCE

7.1 The Psychological Service ‘Service Improvement Plan’ outlines four key objectives for service development.

• To provide psychological services in relation to individual children, young

people and families

• To provide psychological services in relation to the operation of organisations

which deliver services to children, young people and families

• To provide psychological services to Orkney Islands Council

• To develop and maintain skills, knowledge, systems and procedures to plan

for and provide an efficient and effective psychological service.

7.2 Associated with each of its key objectives, the Psychological Service aims to achieve a number of detailed objectives.

7.3 Under Key Objective 4 ‘To develop and maintain skills, knowledge, systems and

procedures to plan for and provide efficient and effective psychological service’ there is a detailed objective to develop and maintain a quality assurance system.

7.4 The Psychological Service’s quality assurance system will involve feedback, through questionnaires and /or interviews, from headteachers, children/young people and partner agencies such as social services and NHS Orkney.

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APPENDIX 1

THE STATUTORY FRAMEWORK

Education authorities are required by law1 _{to provide a Psychological Service for children and}

young people in their area. Amongst the functions which that service is required to perform are : (a) the study of children and young people with special educational needs ;

(b) giving advice to parents and teachers as to appropriate methods of teaching for such children and young people ;

(c) where appropriate, providing for the special educational needs of such children and young people in clinics ;

(d) giving advice to social services regarding the assessment of the needs of any child or young person for any purpose required by law2 _.

These are the tasks that the law specifically lays down, but the role of the service is not confined to dealing only with children and young people with special educational needs. It can be drawn upon to assist any child who would benefit from it.

Local authorities are also required by the Education (Additional Support for Learning)(Scotland) Act 2004 to make a Coordinated Support Plan (CSP) for children found to require one. A CSP is only made for the very small minority of children with ‘additional support needs arising from complex or multiple factors whose needs are likely to continue for more than a year and where those needs require significant additional support to be provided beyond educational services. If a child has additional support needs, appropriate provision should be made for them, including the allocation of additional resources, regardless of whether or not a CSP has been made. The Standards in Scotland’s Schools etc Act 2001 places a duty upon the education authority to

“secure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential” (section 2 of the

1 _{Education (Scotland) Act 1980, s60 - 62}

2 _{Education (Scotland) Act 1980, s4 as amended by the Disabled Persons (Services, Consultation and Representation Act 1986, s14(2)}

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Act). This section of the Act further explains that “ In carrying out their duty under this section, an education authority shall have due regard, so far as is reasonably practicable, to the views (if there is a wish to express them) of the child or young person in decisions that significantly affect that child or young person, taking account of the child or young person's age and maturity”.

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APPENDIX 2

INFORMATION FOR PARENTS

Contact Person

For further information on the

Psychological

Service, please contact :

The Principal Psychologist,

The Psychological Service

Pupil Support,

Papdale House,

ADVI CE

Berstane Road,

FOR PARENTS

KIRKWALL

Tel : 874779

Department of Education & Recreation Services

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What is The Psychological

Service?

The Psychological Service is part of the Department of Education and Recreation Services. It provides advice and support to parents and to the wide range of agencies making provision for children and young people as well as directly to children, and young people themselves.

It is managed by the Principal Psychologist who is responsible to the Assistant Director of Education (Pupil Support).

Does every authority have a

Psychological Service?

Yes. The maintenance of a Psychological Service is a statutory duty of all local authorities.

How many staff are employed?

There are two educational psychologists based within the Service. There are other staff within Pupil Support who work closely with them.

What does the Psychological

Service provide?

The Psychological Service provides an assessment, advice and support service to parents, teachers and other professionals, and to children and young people.

Professional advice is given principally to the Education Department although much work is done in support of the Department of Community Social Services and NHS Orkney.

What does an educational

psychologist do?

Educational Psychologists are primarily concerned with children's learning (including social and emotional learning) and their development.

They are involved in helping children and young people from birth to 24 to achieve their potential.

Their main focus is on those who have special educational needs arising from general or specific learning difficulties, sensory impairment, speech and language difficulties, physical disabilities or social, emotional and behavioural difficulties. A good deal of the psychologist’s time is spent working with adults - for example parents and teachers - to help them facilitate positive change for the child or young person.

When input is requested by the social services department it usually involves

assessing a child’s emotional needs and offering advice on how they might be met. Valuable collaborative work is carried out with social workers, for example, in joint working with families.

How does the Psychological

Service become involved with

children and families?

Education, social services or health personnel refer children to the Service where they have concerns about learning or development, behaviour, or social skills.

Parents will always be contacted to seek their consent before a referral is made.

Can I refer my own child?

Yes. You can contact the Service directly at the address shown overleaf.

You may contact the Psychological Service if you have particular concerns about your child’s development.

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APPENDIX 3 ORKNEY ISLANDS COUNCIL

DEPARTMENT OF EDUCATION AND RECREATION SERVICES

REQUEST FOR INVOLVEMENT OF THE PSYCHOLOGICAL SERVICE

Parental agreement to involve the Educational Psychologist must have been obtained. This form must be signed by the parents and a copy given to them. Please ensure that this form is completed in full otherwise it may have to be returned.

Initial Consultation (this meeting MUST have taken place before the request can be made)

Date of initial consultation meeting

Psychologist in attendance

Personal Details of Child/Young Person

Surname

Forename

(s)

Address

DOB

School

Stage

Postcode

Class /

Guidance Teacher

Names of parents/ guardians

Address if different from above

Home Tel

Work / Alternative

Tel

Case History

Please indicate amount and type of

Support For Learning input to date

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IEP

Please tick

Yes

No

Pendin

g

Has involvement been requested

previously?

Please tick

Yes

No

FOR OFFICE USE

Acknowledged Assigned Psychologist Date Assigned

Reason for Request

Please list below, in order of priority, the main concerns that have led to this request.

It is important to be as specific as possible.

Action Taken

What strategies have been used to address the difficulties and with what effect?

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Social and Emotional Aspects

Behaviour

Relationships with adults

Relationships with peers

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Family Background

What is the parents’ perspective on their child’s strengths and difficulties?

What is the child’s perspective on his / her strengths and difficulties? (Where

appropriate)

Home circumstances

relevant to this request

Physical / Medical Factors

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Other Agencies Involved

Expected Contribution

What contribution would you like the educational psychologist to make to the

management of the child’s needs? Please be specific.

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Other Relevant Information

Consent

Please sign, thereby agreeing to the request and the information contained within it.

………..………Person making request

………Head Teacher

……… Date

………Parent/Guardian

……… Date

Thank you. Please return to the Principal Psychologist, Pupil Support, Papdale House, Berstane Road, Kirkwall.

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APPENDIX 4

REQUESTS FROM PARTNER AGENCIES AND PARENTS

Partner Agencies

Requests for EP involvement from other agencies must have the consent of parents (unless there are express reasons why this consent has not been sought) before they can be processed.

Requests for involvement should be made in writing after which the following procedure will apply :

• the request will be discussed by the Pupil Support Management Team ;

• a letter will be sent to the person making the request confirming receipt of the request and outlining the subsequent processes ;

• the person making the request will be contacted by telephone to discuss the reasons for request where there is a need for more information ;

• where necessary and appropriate, the relevant school will be contacted in order to obtain information on the child/young person’s progress ;

• once the information has been received from the school the case will again be discussed and a decision on whether to proceed to full assessment is required ;

• the person making the request will be contacted to advise them of the outcome.

Parents

Although most requests for EP involvement will come through schools and partner agencies, parents have the right to ask that their child undergoes the process of observation and

assessment1_{. However, an authority may refuse to comply if it considers that, in its opinion, the}

request is unreasonable. Specifically, authorities may refuse if parents have already made such a request during the previous 12 months.

There is express right of appeal against such a decision.

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Parents who wish to request EP involvement must do so in writing (and may choose to use the ‘Request for Involvement’ form1_{) after which the following procedure will apply :}

• the request will be discussed by the Pupil Support Management Team ;

• a letter will be sent to the parent confirming receipt of the request naming the assigned psychologist and outlining the next steps to be undertaken ;

• with parental agreement, the relevant school will normally be contacted in order to obtain information on the child/young person’s progress ;

• once the information has been received from the school the case will again be discussed and a decision on how to proceed will be made ;

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APPENDIX 5

AREAS IN WHICH THE PSYCHOLOGICAL SERVICE CAN PROVIDE ADVICE AND SUPPORT

These are areas in which the Psychological Service in Orkney currently has experience and expertise. This list is not exhaustive. It will be amended periodically to reflect practice. - Mild to severe and profound developmental delay

- Specific language difficulties - Delayed language development

- Autism - mild to severe, including Asperger's Syndrome

- Specific Learning Difficulties/Dyslexia /Dyspraxia/Dysphasia/Dyscalculalia - Generalised learning difficulties - mild/moderate/severe

- Social, emotional and behavioural difficulties - Children with learning needs arising from illness

- Physical disabilities, including cerebral palsy, muscular dystrophy - Eating disorder

- Self – harming behaviours - School refusals including phobias

- Bereavement

- Children in need of support through physical/emotional/sexual abuse

- Bullying

Methods:

- Counselling

- Consultation, assessment, advice and intervention to help children and their families - Advice and consultative support to Education Staff, Social Workers, Health workers and

others

- Contribution to in-service training of teachers, non – teaching staff and others - Contribution to working parties and groups

- Design and implementation/facilitation of research - Project development and project management - Supervision and staff development

- Solution-oriented working

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APPENDIX 6

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DEPARTMENT OF EDUCATION & RECREATION

SERVICES

PSYCHOLOGICAL SERVICE

Papdale House, Berstane Road, Kirkwall, Orkney, KW15 1NA

Tel: (01856) 874779 Fax: (01856) 876049

Principal Psychologist: Catherine Lyner

Initial consultation form

School

Initials & Year Group/issue

Educational Psychologist

Date of consultation

People involved in consultation

Summary of current situation

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Actions agreed

(this could include going on to a meeting with parents to

discuss EP service involvement)

Person responsible

Signature

Date

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DEPARTMENT OF EDUCATION & RECREATION

SERVICES

PSYCHOLOGICAL SERVICE

Papdale House, Berstane Road, Kirkwall, Orkney, KW15 1NA

Tel: (01856) 874779 Fax: (01856) 876049

Principal Psychologist: Catherine Lyner

Consultation regarding Psychological Service involvement

School/Service

Initials & Year Group/issue

Educational Psychologist

Date of consultation

People involved in consultation

Summary of current situation/current concerns

Action taken in relation to current concerns

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Decision concerning Psychological Service involvement

(eg adequate strategies in place, review again, full consultation -

observation/assessment)

Action

Person responsible

Signature

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________________________________________________________________________

DEPARTMENT OF EDUCATION & RECREATION

SERVICES

PSYCHOLOGICAL SERVICE

Papdale House, Berstane Road, Kirkwall, Orkney, KW15 1NA

Tel: (01856) 874779 Fax: (01856) 876049

Principal Psychologist: Catherine Lyner

CONSULTATION ACTION RECORD

School

Name & DOB/issue

Educational Psychologist

Date of consultation

People involved in consultation

Initial consultation took place on

with

Summary of current situation

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Actions agreed

Person responsible

Date for review

People invited to review

Copies of this record to

School (please copy to parents and invite to review)

File

Signature

Date

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DEPARTMENT OF EDUCATION & RECREATION

SERVICES

PSYCHOLOGICAL SERVICE

Papdale House, Berstane Road, Kirkwall, Orkney, KW15 1NA

Tel: (01856) 874779 Fax: (01856) 876049

Principal Psychologist: Catherine Lyner

CONSULTATION REVIEW

School

Name & DOB/issue

Educational Psychologist

Date of consultation review

People involved in review

Previous consultations took place on

With

Original concerns

Action taken and effects on original concerns

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Summary of current concerns/priority issues

Agreed action

Person responsible

Date next review

People invited to review

Copies of this review to

Signature

Date

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Appendix 7

Orkney Psychological Service

The consultation approach

Introduction

The consultation approach is now a standard model of service delivery in most

local authority psychological services. It has been developed to meet the needs

of both the service providers and the service users, based on planned visits by

the educational psychologist (EP) to the user (most usually a school). A strength

of the approach is that schools can consult their EP about any issue causing

concern, and this leads to a jointly planned and reviewed course of action.

Background

The approach has evolved since the 1980s when services first sought

alternatives to a referral system which had many disadvantages: waiting lists;

clinic-based work; an emphasis on testing and individual assessment; lengthy

reports which tended to repeat information supplied to the psychologist and

contain lists of recommendations that were not discussed with staff, parents or

the individual themselves. This system did not address the needs of groups of

pupils or systems within the referring establishment, neither did it explicitly seek

to build working relationships between the EP and the school staff.

A significant problem with referral systems is that difficulties often have to reach a

crisis level before they are considered ‘bad enough’ to warrant drawing to the

attention of an outside agency. Lists of criteria then emerge, and cases are

prioritised according to severity. This does not encourage intervention prior to

referral, and the pay-off for ‘failure’ is the involvement of outside agencies.

A move in the 1980s to involve EPs more in the application of psychological

knowledge through direct work with schools was the start of the consultation

approach. At this point EPs were allocated to patches of schools, and set up

regular visits. More frequent visits would be allocated to larger schools where

there was known to be a higher level of needs. At this time EPs continued to deal

with individual children, but more often the assessment would involve observing

the pupil in the classroom or playground, rather than only seeing them 1:1. The

report-writing continued, and with it the culture of reports being filed by schools

(along with any recommendations), without these necessarily impacting on staff

who worked with the individual concerned.

The impact of the ‘inclusion agenda’ was that EPs were no longer involved only

when a change of placement was being considered: they now had an increasing

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role in working out with a school how resources could be targeted to support

pupils’ learning in mainstream schools and with less individual withdrawal.

A breakthrough came in the 1990s when it was recognised that important

information and opportunities for change were being missed because school staff

who dealt most with the particular pupils referred rarely got to speak directly to

the EP, and were certainly not being involved in developing intervention

strategies with the EP following any assessment. The consultation approach as

we know it today seized on this and developed the term

‘person most

concerned’

to identify that person in the establishment who was most likely to be

able to make a difference to the issue, and would therefore be the best person to

engage in consultation with the EP.

A further crucial feature is the partnership between the person most concerned

and the EP in the development of a plan of action which is made and recorded at

the time of the consultation. In this process it is recognised that the person most

concerned is a key figure with the knowledge and opportunity to influence the

situation, rather than the visiting EP being considered the ‘expert’ from whom

advice is sought. The involvement of the EP is to provide useful pointers and

lines of questioning to encourage the development of practical ideas that the

person most concerned is happy to put into operation.

The current model

The current model has evolved through the above stages and results from

considerable research into effectiveness and satisfaction of service users. The

key features and benefits are listed below:

Feature of consultation model

Benefit

Planned series of visits

School/service can plan work over year

and prioritise within establishment

School/service determines issue to be

consulted about (ie, individual child,

group, system/process, staff

development, etc)

School’s priorities recognised. Efficient

use of time in spotting patterns and

dealing with systems rather than

individuals.

Consultation with ‘person most

concerned’

EP talks directly with person best

placed to influence the situation ‘day

to-day’

‘Person most concerned’ is released

for consultation

School marks that this is important in

the success of the process &

subsequent intervention

Assessment by EP can include

observation, discussion, testing, and

may be over a period of time

EP has opportunity to reflect with staff

on underlying features and to develop

hypotheses

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