Statement of Purpose
"To provide an effective, efficient, equitable, high quality service to children and young people in the age range 0 - 19 in the context of learning, emotional and behavioural difficulties and where possible to prevent these difficulties arising"
|Principal Educational Psychologist|
|Senior Educational Psychologist - Omagh|
|Mrs C Coburn||T: 028 8241 1394|
|Senior Educational Psychologist - Fermanagh|
|Mrs S Burns||T: 028 6634 3900||E: firstname.lastname@example.org|
|Senior Educational Psychologist - Derry|
|Mrs J Finn||T: 028 7186 4780||E: email@example.com|
|Senior Educational Psychologist ASAS - Derry|
|Mrs M Martin||T: 028 7186 4780||E: firstname.lastname@example.org|
WHERE TO CONTACT THE EDUCATIONAL PSYCHOLOGY SERVICE?
|Child Guidance Centre|
|24 Dublin Road, ENNISKILLEN, Co Fermanagh, BT74 6HN||T: 028 6634 3900|
|Educational Psychology Service|
|Maydown House, 1 Maydown Road, Londonderry, BT47 6UF||T: 028 7186 4780|
|Educational Psychology Service|
|Western Region, 1 Hospital Road, OMAGH, Co Tyrone, BT79 0AW||T: 028 8241 1411|
WHAT IS AN EDUCATIONAL PSYCHOLOGIST?
Typically an educational psychologist working within Northern Ireland will have the following qualifications:
An Honours degree in Psychology or equivalent
A recognised teaching qualification
(a) not less than 2 years full time teaching experience; or
(b) 5 years full time experience of working as an Educational Psychologist with a recognised Education Authority in Great Britain or elsewhere
A post-graduate professional training - currently MSc in Educational and Developmental Psychology
During their professional training an educational psychologist will study:
normal and abnormal child and adolescent development
the development of children's cognitive, social, physical, emotional, behavioural, play and communication skills
the psychological aspects of educating children with disabilities, special needs and specific syndromes
children's attitudes, self-concepts, motivation and personality styles
the psychology of learning and teaching
family influences on development and functioning
the rights of parents and children
legislation relating to Education, Special Education and Child Welfare
neglect, deprivation and abuse
school influences on child development and educational progress (e.g. classroom management, parent involvement, school organisation, teacher expectation, teaching methods)
specific issues such as inclusion of children with special needs in mainstream education, bilingualism, bullying, grief, loss and trauma, special schools and units, travellers' children
the role of other relevant professionals
Educational psychologists acquire skills in:
assessment and testing
information and communication technology
Educational psychologists enhance and develop their knowledge and skills through professional development which includes attending courses, keeping up to date with current research and developments and acquiring additional qualifications.
REFERRALS TO THE EDUCATIONAL PSYCHOLOGY SERVICE
Referrals to the Educational Psychology Service may be made by those who have concerns about a child's social, emotional, educational and developmental progress in the age range from birth to nineteen years.
Pre-school children are referred mainly by the Community Paediatrician and the local Health Service. Children attending nursery school may be referred by their Principal.
Referrals from schools
Procedures are laid down in the Code of Practice for the Identification and Assessment of Children with Special Educational Needs (1998) for schools to follow when referring children for assessment. The 1998 Code of Practice is currently under review.
In keeping with the Code of Practice (1998) it is expected that the special educational needs of the majority of children will normally be addressed through Stages 1 and 2. Children are required to be working at Stage 3, with close involvement of parents, before a school will consider referring a child to the Educational Psychology Service for individual assessment. The Service engages in an early intervention, preventative approach in collaboration with schools. Since implementation of a Time Allocation Model of service delivery, a consultation system is in place which enables schools to discuss with their EP, children who are at the earlier school-based stages of the Code of Practice. This has the dual effect of reducing waiting times for those children who require individual assessment and of enabling psychologists to engage in other projects, research and in-service work in their schools.