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.