Research and projects

The psychology and therapeutic services have collaborated to create a trauma position statement which includes definitions of trauma-informed care, our position in relation to trauma-informed care and how we integrate these principles into the work we do.

This study gathered the voice of adoptive parents and foster carers who parent a child with a confirmed diagnosis of foetal alcohol spectrum disorders (FASD). Their views were explored in relation to their experiences of the family-school interaction, their perceptions of their child’s experience of school, as well as their experiences of educational psychologist (EP) involvement with their child. 

This research project aimed to create a practical resource for schools and education providers to utilise to support UASC. 

This study sought to understand Educational Psychologist’s (EPs) and Inclusion Facilitator’s (IFs) experiences of Critical Incident (CI) response work within the Psychology and Therapeutic Service (P&TS), to support the strategic planning and organisational direction of CI work.

This exploratory research aimed to explore the views of education setting staff who have undertaken an Analysis of Additional Needs Screening Tool (AANT) online assessment and consultation with an Educational Psychologist (EP).

The study aimed to explore the experiences children and young people who had successfully reintegrated into school following inpatient hospitalisation within a Tier 4 mental health setting, what supported them to reintegrate and what could have been improved about their reintegration experiences.

Educational Psychologists (EPs) use assessment to explore factors impacting learning for children and young people. This can include dynamic assessment (DA). This study aimed to explore when, why, and how EP use of DA may contribute towards positive outcomes.

This evaluation led by Connor Hammond explored the impact of ELSAs at three levels. These being the impact for the child or young person, the ELSA practitioner and on the education setting as a whole.

This article explores the use of Solution Circles (SCs), highlighting their impact on collaborative problem solving and professional support. Drawing on literature and education setting staff feedback, this article evaluates how SCs contribute to inclusive practice and effective multi-professional working.