Funding will cover tuition fees and provide a one-year bursary, with local authorities providing bursaries for the second and third years. The review recommended that the current three-year doctorate training be retained but with a centrally managed system to ensure quality and consistency in training.
EPs work for local council educational psychological services in nurseries, schools, colleges and special education units with children up to 19 years, their families, teachers and other local authority officers and agencies. The aim of the service is to enhance children's learning, attainment and healthy emotional development, and to enable teachers to understand children's psychological problems and meet any additional support needs they may have.
EPs play a varied and vital role in supporting children's development and helping them to reach their full potential. They provide professional advice on issues such as reading and writing difficulties, social and emotional problems and specific learning difficulties. EPs also work with children with special educational needs to identify where children may need statements and to provide ongoing support.
They also play a vital role in the development of local authorities' education policies. They are often engaged with multi-agency working groups to develop policy and carry out strategic research and planning activities at both local and national level.
The British Psychological Society (BPS) is the representative body for psychology and psychologists in the UK and membership of the Society is an integral part of being a professional psychologist.
RECRUITMENT AND TRAINING
EP training is a three-year fulltime doctorate degree. The first year is generally spent studying full-time and the second and third years working in a local authority as a trainee EP with one to two days of study per week. In England, the Children's Workforce Development Council (CWDC) has responsibility for managing training until 31 March 2012, after which it will become the responsibility of the Teaching Agency.
For UK training elsewhere contact the University of Cardiff (Wales), Queen's University, Belfast (Northern Ireland) or the Universities of Dundee and Strathclyde (Scotland).
Online recruitment to courses started this month. Applications are forwarded to the training providers, who interview and make the final selection. Applicants should preferably have a 2.1 or above in a psychology-based degree that grants them eligibility for Graduate Basis for Chartered Membership (GBCM) with the BPS. Applicants with a 2.2-degree may be considered depending on their further academic qualifications and experience. Those without a first degree in psychology may be able to take a conversion course which grants GBCM.
Applicants also need at least one year's relevant experience of working with children and young people.
Funding is given with the expectation that trainees continue to work in a local authority or equivalent for two years after graduating. Some training providers offer self-funded training places. Details can be obtained by contacting the provider directly and a list of training providers can be obtained from the CWDC. Applicants must be eligible to work in the UK.
FURTHER INFORMATION
- Developing Sustainable Arrangements for the Initial Training of Educational Psychologists: www.education.gov.uk.schools/schoolsupport/sen/a00200017/ review-of-educational-psychologist-training
- British Psychological Society, St Andrews House, 48 Princess Road East, Leicester LE1 7DR. Enquiries@bps.org.uk
CASE STUDY: KLAIR NORMAN
I have been a qualified EP for six years and have been employed by Southampton City Council since 2008.
I provide a link EP service to schools, nurture groups and the Alternative Learning Provision in Southampton. I am also a field tutor for first year trainee EPs on the University of Southampton doctoral course.
My link EP role is varied but usually includes these duties:
- Providing a contribution to the statutory assessment process to identify a child or young person's special educational needs and the educational support that would best meet those needs
- Monitoring the progress of pupils with statements of SEN through the statutory Annual Review process
- Provision of specialist casework, advice and support to professionals (such as school staff, Early Years Professionals etc) on meeting the needs of children/young people with SEN
- Work as part of multi-disciplinary Children Services teams to provide appropriate support for children and young people within my locality
- Provision of generic or bespoke training for schools or other professionals across the city.
I gain genuine enjoyment and a deep sense of satisfaction from my work, as I am truly passionate about the role that both education and psychology can play in enhancing life experiences and outcomes. Using psychological problem-solving, my EP colleagues and I often aim to generate 'light bulb moments' in the minds of parents and school staff so they can begin to view the problem/situation and young person in more empathetic and helpful ways. This can often be a catalyst for appropriate action and positive change.
Being an EP means embracing new situations and challenges. For me, this adds to the appeal of the job, because as a result, I am always learning and evolving new skills myself.
