What does the Educational Psychology Service (EPS) offer?

An overview of the type of work that EPs can offer is included below.  Further information can be found by downloading the service specification further down this page.

Consultation & Assessment

The EPS offers a consultation model of service delivery, a collaborative process aimed at reaching a better understanding of the problem being discussed. This can relate to an organisational issue, an issue affecting groups of CYP (e.g., whole classes) or a particular CYP where there is some concern.  EPs draw on psychological models and research to facilitate a better understanding of factors contributing to the issue being discussed.

EPs will gather information from a range of sources and decide what type of involvement would best address the concerns identified. This might result in the EP undertaking observations or further direct assessment work. 

More information about the consultation model used by the EPs may be found here.

Intervention

Usually, EPs will work collaboratively with setting staff, and/or parents to jointly develop bespoke intervention plans that address the identified areas of concern. Agreed actions and intervention plans are typically carried out by setting staff; however, in some situations, EPs might also deliver direct interventions. For example: 

• Video Interaction Guidance (VIG)
• Individual or group sessions using Cognitive Behavioural Approaches
• Motivational Interviewing
• Individual or group sessions using Solution Focused Approaches
• Multi-Family Groups
• Parent workshops and drop-in sessions.
  
  

Training & Supervision

EPs can design bespoke training programmes, that meet the needs of the settings in which they work. As well as delivering training, EPs can support settings to apply their learning to improve their practice and evaluate the impact. Examples of training topics recently delivered by the EPS include:

• Cognition & Learning
  • Precision Teaching
  • Working Memory
  • Executive Functioning
  • Meta-Cognition
• Social, Emotional & Mental Health
  • Zones of Regulation
  • Emotion Coaching
  • Emotionally Based School Avoidance (EBSA)
  • Raising Self-Esteem and Resilience
  • Supporting Transition
  • Trauma Informed-Approaches
  • Attachment
• Specific needs
  • ASD
  • ADHD
  • Anxiety
  • Low Mood
• Voice of the child and family
  • Person Centred Approaches
  • Active Listening

EPS also delivers Emotional Literacy Support Assistant (ELSA) training and supervision. For further information and to book a place please contact elsa-intervention@royalgreenwich.gov.uk.  

Research & Policy Development

EPs have training and experience of carrying out research. They can support schools and settings in undertaking research projects and developing policy. This might include:

• Supporting settings to select interventions and pre- and post- evaluation tools to monitor the impact
• Supporting schools and settings to make sense of and analyse data (e.g. school exclusion data)
• Conducting interviews with CYP, staff, and/or parents (individual or in groups) to explore their views.
  
  

Assistant EP support

Assistant EPs are psychology graduates with experience working with CYP, and in interest in training to be an EP.  AEPs can run specific interventions, support implementation of interventions and deliver training. Under the direct guidance and supervision of EPs, AEPs can work directly with CYP, teachers, parents, and families to support EP’s work. This might include observing and meeting children to gather their views, completing selected assessments, gathering information on behalf of the EP, and helping to facilitate person-centred meetings.