EDUCATION, TRAINING, PROFESSIONAL PROFILE AND SERVICE OF PSYCHOLOGISTS IN THE EUROPEAN EDUCATIONAL SYSTEM

Transcription

1 EDUCATION, TRAINING, PROFESSIONAL PROFILE AND SERVICE OF PSYCHOLOGISTS IN THE EUROPEAN EDUCATIONAL SYSTEM EUROPEAN SCHOOL PSYCHOLOGISTS IMPROVE LIFELONG LEARNING- ESPIL

2 ACKNOWLEDGEMENTS There are many people we would like to thank without their help and support it would not have been possible to carry out this report. We owe a huge debt of gratitude to the national representatives who translated and distributed the announcement of the ESPIL video clip contest, who selected places to gather information for the ESPIL Questionnaire 2010, who searched for practice examples of psychological work, and who contributed to drafting the report. Many thanks also to those who participated in 2 conferences, who presented at those conferences, who supported translations and language improvement. Special thanks to Gerda Martinez-Lopez, who had the patience and know-how to produce the video film on European School Psychology on the basis of the 18 contributions to the ESPIL video clip contest, for which we are also very grateful. 2

3 TABLE OF CONTENT PAGE INTRODUCTION 4 EXECUTIVE SUMMARY 4 1. DEFINITION SCHOOL PSYCHOLOGIST 8 2. KEY ISSUES PSYCHOLOGY IS TO EDUCATION AS BIOLOGY TO MEDICINE NO DATA, NO PROBLEM NO ACTION- DOES EUROPE CARE ABOUT EFFICIENT 9 SCHOOL SUPPORT? 2.3. SHOULD SCHOOL PSYCHOLOGICAL SERVICES REMAIN THE SWITCHYARD 11 OF THE EU EDUCATIONAL SYSTEM 2.4. EUROPE NEEDS A PROFESSIONAL SCHOOL SUPPORT INFRASTRUCTURE EUROPEAN POLICIES RELATED TO EDUCATION AND TRAINING LIFELONG LEARNING PROGRAM STRATEGIC FRAMEWORK FOR EUROPEAN COOPERATION IN EDUCATION 16 AND TRAINING 3.3. KEY COMPETENCES AND SCHOOLS FOR THE 21 ST CENTURY THE COMPETENCE BASED APPROACH EDUCATION FOR ALL SCHOOL STAFF QUALIFICATION AND SCHOOL DEVELOPMENT CROSS SECTORAL POLICY APPROACH HEALTH POLICIES SOCIAL POLICIES YOUTH POLICIES CONCLUSION EUROPEAN SCHOOL PSYCHOLOGY EDUCATION, TRAINING AND SUPERVISION OF PSYCHOLOGISTS IN THE 27 EDUCATIONAL SYSTEM INITIAL SCHOOL PSYCHOLOGIST EDUCATION CONTINUED PROFESSIONAL DEVELOPMENT AND SUPERVISION RECOMMENDATIONS SCHOOL PSYCHOLOGICAL SERVICE ACROSS EUROPE PROFESSIONAL PROFILE WORKING ENVIRONMENT THE AVERAGE EUROPEN SCHOOL PSYCHOLOGIST EXAMPLES OF SCHOOL PSYCHOLOGICAL SERVICES 48 4,2,3, SCHOOL PSYCHOLOGICAL SERVICE QUALITY SERVICE ACCESSIBILITY INFORMATION AND COMMUNICATION TECHNOLOGY IN SP 56 EDUCATION AND PRACTICE RECOMMENDATIONS SPECIAL SP TOPICS RELATED TO LIFELONG LEARNING POLICIES EARLY CHILDHOOD EDUCATION IMPROVED EDUCATIONAL PERFORMANCE AND EQUITY SPECIAL NEEDS EDUCATION KEY COMPETENCES SUPPORT FOR TEACHING STAFF, SCHOOL LEADERS AND 68 SCHOOL COMMUNITIES CAREER COUNSELLING AND GUIDANCE SUPPORT FOR EDUCATION, HEALTH AND SOCIAL POLICIES SUMMARY EFPA POSITION PAPER 78 ABREVIATIONS 81 COUNTRIES 81 FOOTNOTES 81 BIBLIOGRAPHY 89 DVD EUROPEAN SCHOOL PSYCHOLOGISTS 3

4 INTRODUCTION The only existing online article in 2006 on psychology and European policies was published by Dr. Tina Stern concluding that the work field of psychology is influenced by European policies, but that psychologists have also opportunities to contribute to the said policies by drawing on their own special expertise. Hence psychologists have made efforts participating in European policies. During the last decade the European Federation of Psychologists Associations (EFPA) 1 has developed a European benchmark for psychologist s education and training, the Europsy -European Certificate on Psychology- to serve in the future as professional card across Europe. The certificate corresponds to European Policies by enhancing mobility and by creating a comparable common educational quality standard of the profession. In 2007 the Network of European Psychologists in the Educational System (N.E.P.E.S.) 2 has been founded under the EFPA umbrella in order to enhance European cooperation among this professional group. This is a still recent development and is meant to be reinforced by the European funded ESPIL Project European School Psychologists Improve Lifelong Learning. In the framework of this project N.E.P.E.S. brought representatives of National Psychology and School Psychology Associations together, whose aim it is to inform about relevant European Policies to compare the situation of Psychologists in the Educational System across Europe to analyze the influence of European Policies on education, training and practice of the profession to develop a perspective, how Psychologists in the Educational System can contribute to European Lifelong Learning Policies (LLP). In order to describe the Status Quo of Psychology in the European Educational Systems the ESPIL Questionnaire gathering recent data has been distributed among 34 EFPA member organizations and as well among leading SPs of 25 European countries, who were participating in the project conferences. Part of the project was also a European video clip contest on School Psychologists- what do they do? (1. February May 2010). The 18 received contributions have been integrated into a film on European School Psychology, meant to create a realistic picture in society of School Psychological work. The film is attached to this paper, which summarizes the project results and recommends future steps of mutual support among European Psychologists in the Educational System and European Policies. The Position Paper at the end of this report reflects the view of EFPA, as representative organization of European Psychologists, on the role of Psychologists in the Educational System and their contribution to life long learning. EXECUTIVE SUMMARY Statement 1: The availability of psychological expertise in the educational systems represents a fundamental part of European quality education and lifelong learning policies. EU Lifelong Learning Policies (LLP) are supported through all work areas of School Psychologists (SP). School Psychological Services (SPS) are important To promote the quality dimension of LLP including the 8 key competences and transversal competences as personal fulfillment, social inclusion/citizenship, employability. The main question guiding SPs accordingly: Is it an optimal learning environment to promote the full potential of students? To promote the equity dimension of LLP including issues of early school leaving, students with migrant background, special needs education and high professional quality of teaching staff and school leadership. The main question guiding SPs accordingly: Are school community members disadvantaged or discriminated and what can be done about it in order to respect the spirit of the rights of the child? SPS can contribute to LLP by: Following up critically the impact of European LLP on students as lifelong learners based on the CRC. Issues involved: human rights respecting education and schools, full development of 4

5 potentials, responsible autonomy and democratic practices, access and use of information, respect of child/adolescent s views, compatibility with educational theory and practice, leisure and play, meaningful work, school attendance, discipline and human dignity, access to counseling and health services. Supporting the translation of general child rights based lifelong learning principles into the educational system by determining the nature and parameter of physical, mental, spiritual, moral and social potential on development. This includes expanding the knowledge base for implications of educational and psychological theory and applying the knowledge to education and to psychological practice in schools for the achievement of lifelong learning parameters. Enhancing, implementing and evaluating lifelong guidance and counseling provision during the most important developmental period of European citizens including: the establishment/evaluation of a coordinated approach among health, social and educational services in order to improve student s performance and transitions in education (infancy to schools, primary to secondary, compulsory to vocational/ higher education); early identification and treatment of barriers to academic achievement and development of life skills in order to prevent the onset of learning and/or behavior difficulties; the promotion of healthy school environments. Focusing on teacher training and systemic school counselling including assistance in school development plans and school leadership. Supporting the implementation and evaluation of cross-sectoral LLP. One of the main special competences of SPs compared to other professions in the educational setting is the ability to evaluate progress in educational and psychological research and its relevance for practices because of their solid methodological education. SPs can play an important role of evaluating the implementation of lifelong learning strategies and can feed-back results into the knowledge triangle of research, policy and practice. SPs can act as an alerting system to educational ministries about the efficiency of regulations in the educational system. Statement 2: Only school support structures -as SPS- based on objective, valid and reliable data will promote a sustainable and successful implementation of LLP across Europe. The identified lack of data on school support structures across Europe needs to be addressed in order to empower politicians to take evidence based decisions on educational reforms like LLP. Statement 3: Investment in a professional integrative school support infrastructure across Europe is investment in youth and a smart way to raise effectiveness and efficiency for society. Primary prevention is still a neglected area in the health care and educational systems. In the view of demographic development with increased social and health costs for societies, the investment in primary prevention in form of school support services seems to lower costs rather than to present a financial burden. Investment in SPS coupled with having a Coordinating position in an integrated cross sectoral approach of school support tackling social, health, educational inequities in youth Facilitating role in the educational system for health promotion and prevention of failure and/or dysfunctions (identification, referral, early intervention) Key position in supporting the implementation and evaluation of educational, health and social policies in the educational system. represents a cost-effective strategy to improve resources in education, health and social systems as well as saving important evitable long term costs for societies. 5

6 RECOMMENDATIONS The provision of efficient support systems for schools is a task for political decision makers on a local, regional, national and European level. The development of a comparable professional school support infrastructure across Europe including SPS is recommended as an efficient contribution to develop Europe as an area of lifelong learning and to achieve the goals of the Lisbon Agenda. The quality of such an infrastructure will also depend on 1. The professional qualification of School Psychologists Comparable European quality standards of SP education and training need to be developed according to the benchmark of Europsy. European cooperation through peer-learning and coordinated projects amongst representatives of the universities, training organisations as well as SP associations and services will enhance further needed development of specialized education for the field of school psychology competence based curricula in the initial education and CPD for SPs adapted to professional needs provision of supervision/ intervision especially during the induction phase application of the ECVET on an improved structure of CPD. SPs compared to teachers are a relatively small professional group in the educational system. Thus quality CPD is relative expensive for national Member States and can benefit from European collaboration. It is thus recommended to establish an European Vocational Training Centre for SPs gathering national training offers published in a coordinated form as a SP training program across Europe, made available at the N.E.P.E.S. and EFPA website and via national communication channels; coordinating the development of common EU quality standards of CPD for SPs including the application of the ECVET and the development of comparable competence based CPD curricula. 2. The implementation of adequate working conditions for Psychologists in the Educational System The work of SPs can only be efficient if there are clearly regulated working conditions of SPs in the educational system including qualification levels, positioning in the educational system, job descriptions, career pathways and the provision of sufficient resources. This will allow SPs to work in respect to privacy, confidentiality and necessary autonomy, with clear positions, roles and responsibilities, to have the possibility for cooperation and mutual support among SPs, with relevant professionals in the educational system and also across relevant services, especially youth, health, social affairs and justice and thus strengthening their role of coordination and primary prevention in order to save evitable costs for educational and health systems. Working conditions including the provision of adequate working tools can be improved by foreseeing sufficient resources close to the internationally suggested relation of 1 SP per 1000 students encouraging psychologists organizations to develop strategies to improve SP s working environments which meet the needs of proximity to schools, respect to privacy and confidentiality and of mutual professional support; calling on employers to secure support in form of supervision/intervision for the induction phase of SPs, to provide SPs with professional development possibilities, to ensure that working time corresponds to demands and resources, to provide time, resources and training for coordination and collaboration of SPs with school communities and relevant services on the implementation of inclusive education. establishing a common EU study group comprised of representatives of national educational authorities, the EU Commission, of universities, test publishers, the international test commission as well as psychology associations to analyze the feasibility to improve assessment tools responding to present and future challenges of inclusive, multicultural and multilingual European classrooms. 6

7 3. Development of comparable Quality Standards of SPS across Europe Quality management of SPS will need to be further developed according e.g. to the EFQM or CAF model. Common quality standards should include a lifelong learning perspective assuring collaboration among support services especially for transitional periods (infancy- school; compulsory schoolhigher/professional education; education- professional world) and inclusive education. European support will be necessary for developing cooperation among European SPs on collecting SPS structural data, analyzing and evaluating SPS structures (statistics, content, professional competences, quality indicators, quality management tools), sharing best practice through study visits, peer-learning, job shadowing in order to develop European quality standards of SPS and relevant quality management tools including the use of ICT. This strategy presents a first step towards evidence based school support. It is also recommended that EU funded programs reflect the prioritized cross-policy approach and include SPs as eligible candidates in all funded European Lifelong Learning Programs. 4. The Development of an Integrative Approach of Support Structures for Youth in the Educational, Health and Social system It is recommended that policy makers encourage, ensure and evaluate improved coordination, cooperation and networking among youth support services and their professionals in the educational, health and social system. European added value is seen in the establishment of a European School SUpport Network = European School SUN to find innovative, evidence-based and sustainable solutions to support schools. The network is a European platform striving to place school support on the EU, national, regional and local political agenda and to exchange knowledge on effective policies and programs for improved school support. A first recommended step to develop evidence based school support structures in Europe, to improve service efficiency and to address the lack of data is the establishment of an expert group for school support at EU level, e.g. within the framework of Eurydice, including representatives of the national educational authorities, SPS, SP associations, relevant universities and training organizations. This expert group will study feasibilities for the Provision of relevant structural data of school support systems in Europe Investment in experimental, comparative research studies and/or Meta analysis of the efficiency of school support structures including the evaluation of cross-sectoral roles, practice and cooperation of professionals in youth support structures Establishment of a European School SUN. Recommendations for future European School Psychology Services (SPS) in the perspective of lifelong learning Development of a comparable professional school support infrastructure in Europe including SPS Service Develop European Quality Standards of SPS Integrate services of the educational, health and social system into a school support infrastructure Develop European Quality Standards of PES education and training according to the benchmark Europsy. Initiate EU Projects with PES to gather, share and evaluate best practice SPS structures by peerlearning, job-shadowing and study visits Create an EU study group to develop adequate assessment tools for SPS Pilot a Project 'EU School Support Network- EU School SUN promoting innovative, evidence-based and sustainable solutions for efficient school support Implement adequate working conditions for Psychologists in the Educational System (PES) with a clear role of coordination and primary prevention Create a EU expert group (Eurydice) to evaluate and improve knowledge on structural SPS data Promote European cross sectorial research study evaluating roles, practice and cooperation of professionals in youth support structures Support European cooperation to share best practice of PES education and training in order to improve competence based curricula according to professional needs. Establish a European Vocational Training Centre for PES Provide support for PES during their professional induction phase 7

8 1. DEFINITION SCHOOL PSYCHOLOGIST Psychologists working in the educational system carry different titles across Europe as educational psychologist, school psychologist pedagogical psychologist, orientateur psychologue, psycho pedagogical counselors. European Psychologists eventually agreed on the definition. The psychologist in the educational system is a professional psychologist with a Master s degree in psychology and expertise in the field of education. 4 This report focus on psychologists in the educational system working for pre-schools, primary schools and secondary schools, covering an approximate span of students aged 2-20 years. They are practitioners in schools or school-related settings. These psychologists are referred to as school psychologists (SPs) in this paper. 2. KEY ISSUES There is only one thing in the long run more expensive than education: no education J. F. Kennedy 2.1. PSYCHOLOGY IS TO EDUCATION AS BIOLOGY IS TO MEDICINE 5 There is no doubt that Psychology in the Educational System has the capacity to improve the implementation of LLP for the reason that psychology is to education as biology is to medicine. Psychology is a fundamental building block of education. SPs are internationally recognized to play a significant role in supporting school education with all European Member States (EMS) except Italyemploying SPs in their educational system. Worldwide SP work is seen as valuable service, which can demonstrate its efficiency impressively. 6 The OECD s PISA results may indicate that the provision of SPS contributes to an improved educational performance 8 : COUNTRY FINLAND GERMANY ITALY 1SP / students 1:1987* 1:10.272* 0 PISA International Rang in Science performance Rang 1 Rang 10 Rang 35 In May 2009 the European Network of Education Councils (ENEC) identified during a seminar on the innovative role of education in society that the involvement of other professionals in schools (care, guidance ) 9 is one critical condition to achieve the goals of ET The EU Consensus Paper 2008 on Mental Health in Youth and Education states that Academic achievements contribute to better health in general and mental health in particular. Simultaneously, educational settings and professional staff including teachers and school psychologists play an important role in protecting children s rights and providing the necessary support system to allow the early identification of social, emotional and mental difficulties and effective resolution of problems. Equally better health leads to better education. 10 School Psychology is one of the most important branches of applied psychology. SPs apply their complex knowledge of e.g. human development, psychopathology, psychology of organizations, the impact of social sciences, neuroscience, culture, learning theory, the impact of parent and family functioning, the principles of effective instruction and effective schools in educational settings. They follow a holistic approach according to e.g. the eco systemic model of Bronfenbrenner 11. European SP s agreed 12 on the principles that their work is based on the UN Convention of the Rights of the Child (CRC) and the needs of society. Accordingly professional activities vary across time and circumstances. European SP s agreed that SP s provide prevention, evaluation and intervention on an individual, group, system and societal level. This is clearly illustrated by the following matrix showing the large range of professional activities of European SPs, which needs to be specified in the view of contribution to LLP: 8

9 Function/Level Provide information on living conditions, psychological development, risk/protective factors; Initiate research programs in relevant areas; Influence necessary reforms and legal regulations in all areas concerning optimal learning environments Analyze data samples for documentation on a group, local, regional or national level; Define the necessary psychological knowledge, skills and methods in the evaluation Influence necessary reforms and legal regulations concerning optimal learning environments; facilitate access to psychological services and school support structures; outline qualifications, competences needed for psychological practice; Improve quality of SP S at all levels (school, local, communal, regional) Provide counselling for administrators, school leaders, teachers, parents, students and their representatives; Initiate and coordinate projects in relevant areas; Encourage useful structural changes; Promote changes in pedagogical thinking and tradition when needed; Initiate formulation of action plans and evaluate their implementation Follow up on projects and methods used; Follow up on action plans; Apply new knowledge into practise Promote coordinated routines, provide methods for teamwork (also cross-professional teams); Execute relevant parts of action plans; Provide training and information as part of special programs for school heads/teachers/ parents/students Provide counselling; Provide supervision; Stimulate teamwork Observe group behaviour and interaction; Provide information/knowledge; Support the implementation and evaluation of relevant projects (e.g. learning, bullying, drugs prevention, mental health, crisis management) Interviews, questionnaires, videotaping, etc. all of which can be used to identify and examine groups in order to distinguish cultural aspects, social norms and interaction, intellectual levels and needs, motivation for change etc. Initiate projects for groups of school heads/teachers/ students/ parents; Guide or supervise training groups; Guide or supervise therapeutic groups, e.g. family therapy; Develop new methods and materials for psychologicalpedagogical use Offer consultation, guidance and supervision; Observe and evaluate individual symptoms and interaction skills Evaluate by interviews, questionnaires or tests in order to distinguish: Intellectual functioning; learning capacities; behavioural, emotional or personality, social or family problems; need for further examination (e.g. referral to neurology, psychiatry). Evaluation should be oriented towards treatment and inclusion Offer or provide: Special education; Specific training; Therapy; Change of school, Change of class, Develop new materials (tests and training), Coordinate relevant external assistance to examination; Seek and participate in relevant supplementary (post-graduate) training Professional profiling of SP s is a dynamic process (see chapter 4.3.). This paper looks at the profession of SPs in the view of the identified need to develop Europe as an area of lifelong learning: in which way can SPs support LLP, and what effect does this perspective have for education, training, professional profile and services of SPs? 2.2. NO DATA, NO PROBLEM, NO ACTION - DOES EUROPE CARE ABOUT EFFICIENT SCHOOL SUPPORT? It is commonly recognized that education is a key factor in the development of human capital and a key lever for recovery from economic crisis. In a context of shrinking budgets politicians are not only paying more and more attention to quantitative and qualitative analysis of the outcomes of education and training, but also to international comparisons and effectiveness of investment in education and training. Politicians need to ensure that education policies enhance the economic and social prospects of individuals and they need to justify used resources delivering value for money. Quality of education and training becomes an important strategy for governments. Reasonable political decisions on 9

10 educational reforms can only be made on the basis of objective, valid and reliable data as the European Network on Economics of Education states: there is a strong need for proper and regular evaluation of each educational reform. Convincing evaluation should be a central part of the design of any education policy and practice. This way, researchers, policymakers, and practitioners alike could learn what really works and what does not in education policy and practice. Results of such evaluations could then be combined with cost information to find out the most beneficial and cost-effective way to achieve desired outcomes.» 13 Though SPS are recognized to play a significant role in school education, there are currently limited data on school support structures including SPS accessible in most EU countries no comparable data available on school support structures including SPS across Europe no cost-benefit-studies of school support structures and their impact on educational outcomes available across Europe. Thus policy makers do not know presently of any evidence to qualify the efficiency of school support structures if national school support structures correspond to quality standards in other EMS if and how these structures can be improved in order to achieve the objectives of LLP. OECD statistics -known for the highly recognized PISA studies on performance of educational systems- fail to include for the majority of countries any SPS data in the school personnel category health and social support 14. The European Commission (EC) stated a lack of data 15 and evidence related to the work of SPs, such as strategies to combat school failure, to integrate migrants in primary and secondary education, impact of education and training on e.g. personal fulfilment and social inclusion. Further research projects at different levels of the lifelong learning continuum were suggested: However, the potential of the UNESCO/OECD/EUROSTAT (UOE) is not fully exploited in terms of the use of existing data The UOE may eventually provide some information on pupils who follow special needs education. This group of pupils are specifically included in the UOE coverage but cannot at the moment be separately identified. Methodological development work will need to be undertaken in order to develop this aspect of the UOE collection. 16 In order to plan LLP especially in the view of limited budgets, politicians need to know, what kind of school support structures enhance efficient educational outcomes, as indicated in an economical analysis on the costs of Attention Deficit Disorders for societies: ADHD frequently has detrimental effects on a child's academic performance and behavior in school. These difficulties are likely to place an economic burden on school systems, as there is an increased need for school-based services such as in-school medication administration; special education services; child and possibly parent counseling; educational testing; development of individualized educational programs; and efforts to address disruptive classroom behaviors. Research is needed to quantify these costs and identify strategies for implementing the most cost-effective services. 17 Pre-requisite for cost-benefit-studies of educational reforms as LLP must be made in form of serious investment in structural data and research on school support systems (needs analysis, quality assessment, evidence and system monitoring). In the United States several national structures ( Center for School-- Counseling Outcome Research, National School Counseling Research Center, National Institute for School Counseling Evidence-- Based Practice ) delivered studies on evidence based school support. It would be beneficial for LLP to have similar structures on a European level. A common approach will facilitate cost intensive research for each EMS and will benefit from the diversity of European school support systems. The Centre for Research on Lifelong Learning CRELL or the European Network on Economics of Education EENEE seem to be comparable organizations to add research on school support systems to their expertise. The creation of an expert group at EU level in the framework of 10

11 Eurydice evaluating and improving knowledge on structural school support data and SPS across Europe is a valuable first step to fill the gap and to support decision processes in LLP. SPs with their profound methodological competence are professionals in the educational system able to provide decision makers involved in LLP with both new and ongoing data analysis relevant and still missing for LLP, such as special needs education, school failure, transversal key competences, indicators of well-being and mental health in school settings. European support is key to enhancing professional mobility and cooperation among European SPs, to run projects gathering, sharing and evaluating best SPS practice by peer-learning, job shadowing and study visits across Europe. This would be an ideal first step towards a more knowledge based practice of school support. These activities can only be developed if SPs are eligible for European funding in Lifelong Learning Programs. Currently these opportunities are restricted, e.g. SPs can hardly benefit of the CEDEFOP study visit program. EU public health programs do not necessarily prioritize support for educational settings either. It is recommended that EU funded programs reflect the prioritized cross-policy approach. A transversal program would be a beneficial support for SPS as an important bridge among the social, health and educational sector SHOULD SCHOOL PSYCHOLOGICAL SERVICES REMAIN THE SWITCHYARD OF THE EU EDUCATIONAL SYSTEM? When written in Chinese, the word "crisis" is composed of two characters. One represents danger and the other represents opportunity. John F. Kennedy Despite the fundamental role of psychological expertise in education, the recognition does not show in its implementation in European educational systems. According to the results of the ESPIL Questionnaire 2010, the average European School Psychologist works in public services. Due to the present economic downturn, public administration across Europe is particularly affected by financial cuts. On this background SPs posts represent the switchyard of educational systems: they are suspended in times of financial crisis and implemented in times of welfare 18. Welcoming words of Dr. Ekkehard Klug, Minister of Education and Culture of Schleswig Holstein/ Germany, April 2010 at the meeting Quo vadis school psychology? of German SPs in Rendsburg, which belongs to the poorest area of SPS provision in Europe (average of 1 SP for students, BDP 2008). The work of SPs is generally recognized as meaningful support of pedagogical work in schools I have great respect for the work of SPs, which requests empathy and organizational skills in particular. You need to deal day by day with a broad range of tasks and complex expectations. This deserves high recognition. Facing the various challenges a denser net of SPs is certainly wished. In the present financial situation of the land Schleswig Holstein it is already a small success if all posts can be reoccupied. Education International (EI) a union federation of education workers- stated on the basis of their survey in 43 countries that the overall education expenditure has been reduced by ~5-10% as a result of the global economic crisis. Since 2009 in France, the recruitment of new SPs has been reduced by replacing every second retired SP. At the same time the EI survey results indicate a lack of school support staff as an overall trend across EMS. In which way are savings in public administration reflected in the work of SPs? Despite many years of advocacy for a greater emphasis on cost friendly prevention services and intervention, the practice of SPs continues to be dominated by assessment related activities 20. One main reason is the ratio of students per SP influencing the type of services. Ratios of 1 SP for more than 1000 students are associated with greater percentages of time spent in special education-related activities, more initial evaluations and more re-evaluations. If there are no resources available to widen the scope of SPS, research suggests that school staff is more likely to prefer SPs to focus on individual work. 21 Ratios of 1 SP per less than 1000 students are associated with more time spent in intervention and prevention services, more individual and student groups counselling. Thus a decrease of SP s posts will reach only few students and will miss cost-effective primary prevention for a large number of students and school communities in general. An example indicating cost-benefit-ratios of SPS 2008 was found in Berlin/Germany: 22 11

12 Accordingly to international study results the relative stable percentage of student s populations needing psychological care is estimated at about 10%. One SP in Berlin serves students per year. Only 2.6% of the Berlin student population received SP support due to lack of resources. Since 2003 Berlin has reduced the posts of SPs by 40%. Related to learning issues SPs dealt with Costs per student at risk: 30% reading and spelling difficulties 30 % counseling teachers presenting burn out syndromes 10% special educational needs 3% dyslexia 3% dyscalculia 2-4% highly giftedness Repeating class annual costs of Private learning support per year Private psychotherapy per year Place in a psychiatric children s hospital per year Place in youth prison per year Missed day per teacher 150,- In total 10% (=35.000) of Berlin students repeat a class per year. If a SP achieves to avoid thanks to her intervention class repetition for 10 students, she would earn her annual income. Is it economically and politically beneficial to save expenditure for SPS, especially in times of financial crisis? Additionally to budgetary cuts in the educational system, public health services also face financial restrictions due to the economic downturn. The Council of the EU concludes in its report 2010, on social protection and inclusion that inequalities will increase among young people by limiting their access to educational support and health services. This strategy will create evitable important long term costs for society hitting especially the most vulnerable groups (low skilled, disabled, socially disadvantaged, migrant, ethnic minority), who are the particular clientele of SPS: The reduction in household income caused by currency devaluation, inflation, unemployment, wage reduction or other factors can affect the ability of families to pay for health care. Recourse to costsharing and out-of-pocket payments for health care may be avoided or reduced by turning to government- subsidized and non-profiteering health care providers in times of crisis. As a result of the lower demand for private care and the consequent transfer of demand to the public sector the overall quality of care may decline, if public services are not adequately equipped to cope..both spending and participation in active labor market measures, including lifelong learning, have improved overall in recent years. However, more needs to be done to ensure that all are reached, including the low skilled, the young, migrants and ethnic minorities, and people with disabilities. Experience shows that long-term unemployment and inactivity tend to persist long after recovery. Modern social security policies are an important tool to prevent people moving on to long-term sickness and disability benefits. 23 The Canadian Pacfold study 24 concludes that A reasonable inference to be drawn from the research is that while the costs of LD to individuals, families and to society are considerable ($707 billion), effective educational and social support for children with LD and their families could help to improve outcomes later in life. The Mental Capital Study by the British Foresight Institute 25 confirms that early identification and prompt intervention in the case of LD should be a priority in order to build mental capital as an economically reasonable investment. The EU Consensus Paper on Mental Health in Youth and Education highlights that Good mental health leads to increased school attainment and completion, acquisition of transferable cognitive and social skills, less involvement in the criminal justice system, lower costs to public services, higher earning potential, and resilience for the life course. On the other hand, poor school performance and early mental health problems can increase the risk of antisocial behavior, delinquency, substance use disorders and teenage pregnancy. In general, the costs of poor mental health are larger for other sectors than for the health care sector, including costs related to lost employment, reduced productivity, and increased levels of crime. For example, the costs of children with conduct disorder at 12

13 age 10 have been estimated, 18 years on, to be 6 times larger for the education sector, and 20 times larger for the social justice system, than costs for the health care system. 26 The Council of the EU also suggests investment in primary prevention services for youth 27 as an economically viable solution in the view of limited public budgets. Encouraging the use of primary care instead of direct use of specialist care while strengthening referral systems from primary to other types of care is one of the health policy reforms by EU Member States to improve resource use in this sector. 28 Due to their global approach SPs have a key position in bridging the educational, health and social system in the best interest of children and adolescents (referral to adequate services, coordination of support). SPs improve access to educational and health support and participate in health promotion in schools. By ensuring early diagnosis and interventions they help to avoid and/or postpone the onset of failure/ dysfunctions. The coordinating position of SPS is best illustrated by the example of the Luxemburg SPOS (see chapter ). Primary prevention (see matrix above) including early identification/intervention in case of LD, mental health problems and behavioral problems are major tasks of SPs. The role of a SP in the school system is comparable to the role of a general practitioner in the health system. Both have gained new professional importance 29 by strengthening primary care and prevention on the background of reduced expenditure in public health and education. Both professions have an important role as gate keeper and coordinator in and across their systems. 30 Thus SPS represent a cost-effective strategy for society bringing about long-term savings in the educational, health and social sector. The primary prevention role of SPs in school crisis management has been particularly welcomed by society during the last decade in the view of increasing incidents in schools. 31 Limited resources of public administration have an impact on the profile of SPS on the background of LLP, requesting a paradigm shift in school psychology. The role of a primary prevention provider and a facilitator needs to be prioritized in future professional profiles of SPs. With few posts for SPs available, the facilitation of supportive services needs to be emphasized by identifying resources and by coordinating the utilization of available resources- that may be present in schools or need to be accessed from external sources- in responding to the needs of the family, student, classroom, school, or community, rather than the direct delivery of supportive services. 32 In this context the cross-sectoral structure of school support services is of great importance in order to guarantee social, health and educational equity. This question falls under the EMS policy reforms of strengthening referral systems from primary to other types of care to improve resource use 33. Thus the question Is it economically and politically beneficial to save expenditure for SPS, especially in times of financial crisis? can be definitely answered with no. It seems to be rather economically and politically beneficial to invest in this primary prevention service. Cutting public educational and health administration budgets is risking infringing children s rights (especially CRC Art. 24) and deteriorating generally the quality and equity of education and health. Investment in SPS with their significant role in primary prevention and school support coordination 13

14 represents a cost-effective strategy to improve resources in education, health and social systems and to save important evitable long term costs for societies EUROPE NEEDS A PROFESSIONAL INTEGRATIVE SCHOOL SUPPORT INFRASTRUCTURE In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity - it is a prerequisite. Barack Obama, February 2009 In the context of a professional school support infrastructure across Europe SPs are able to deliver efficient contributions to LLP. A professional SPS infrastructure needs to include: Common quality standards of education and training of SPs Common quality standards of SPS Development of an integrative school support structure. The development of professional integrative school support improving multi-sectoral, multidisciplinary and multicultural cooperation among professionals is internationally prioritized as an interesting cost-benefit-approach for policies. Research indicates that in this regard LLP offers the chance to provide improved school support structures: Health care and education reform provide opportunities to build systems that promote rather than retard collaboration between SPs and medical professionals. School-linked and school-based health services (SLSBHS) are a family of approaches that provide medical, social, and mental health services to students through school settings. These services have potential to provide more than acute care or first-aid services. SLSBHS provide medical care to uninsured children, students with chronic medical needs, at-risk children, and the overall school population. However, there are usually not enough funds to hire new staff members in most school districts. Expanding the roles of current school staff, promoting interdisciplinary collaboration, and implementing creative fiscal strategies are necessary to develop SLSBHS. Interdisciplinary collaboration may be the largest hurdle to developing SLSBHS. As such, SPs and medical professionals may need to rethink their professional roles and develop new techniques of interdisciplinary consultation to fulfil the potential of SLSBHS. 34 The OECD and the European Agency for Development in Special Needs Education conclude from several European wide studies that effective support services are vital for inclusive education. 35 This requires the organization of support structures that allow collaboration and joint working between different educational and non-educational services and/or agencies that contribute to multidisciplinary assessment. Reviewing the progress of support provided as well as service effectiveness from the perspectives of all the actors involved in the assessment process, is an important aspect of such collaboration. 36 Addressing administrative barriers through e.g. pooling resources from educational, health, social and youth sectors and addressing lack of mutual esteem and recognition between different professions is of particular importance. 37 Administrative barriers come also into play if a decision has to be taken for the allocation of financial support whether by the health or by the educational system. Is dyslexia a medical issue or is it a special educational need? A closer cooperation, convergence and communication across the various parts of the educational, health, youth and social sector is fundamental to avoid fragmentation and rivalry between professions, types of support and policy sectors. Integrative school support structures being provided and funded through educational as well as social and health sectors would not only be a cost friendly strategy, but also beneficial for clients by reducing administrative barriers to and as well as reducing fragmentation of support. The health system needs to recognize that their interventions must align with the goal of schools- the academic achievement as the educational system must recognize that mental health professionals including SPs do have strategies to improve educational achievement by improving social, mental and emotional functioning in students. The convergence of these two perspectives is the hallmark of school support structures 38. The Mental Capital Study by the British Foresight Institute equally promotes the vision of a cross policy approach: In the same way, an intervention aimed at improving motivation of adolescents will need to factor in a series of inter-connected consequences for schools, health and social services, work, 14

15 policing, and so on. These are not insuperable challenges but they will require cross departmental and cross-disciplinary collaborations of a kind not often encountered. 39 The International Labour Office concludes from its report August 2010, on global employment trends for youth, why it is important for societies to invest in youth support today: Youth unemployment and situations in which young people give up on the job search or work under inadequate conditions incur costs to the economy, to society and to the individual and their family. A lack of decent work, if experienced at an early age, threatens to compromise a person s future employment prospects and frequently leads to unsuitable labor behavior patterns that last a lifetime. There is a demonstrated link between youth unemployment and social exclusion. An inability to find employment creates a sense of uselessness and idleness among young people that can lead to increased crime, mental health problems, violence, conflicts and drug taking. The most obvious gains then, in making the most of the productive potential of youth and ensuring the availability of decent employment opportunities for youth, are the personal gains to the young people themselves. The second obvious gain to recapturing the productive potential of underutilized youth is an economic one. Idleness among youth can come at great costs. They are not contributing to the economic welfare of the country quite the contrary. The loss of income among the younger generation translates into a lack of savings as well as a loss of aggregate demand. Some who are youths unable to earn their own income have to be financially supported by the family, leaving less for spending and investments at the household level. Societies lose their investment in education. Governments fail to receive contributions to social security systems and are forced to increase spending on remedial services, including on crime or drug use prevention efforts. All this is a threat to the growth and development potential of economies. Focusing on youth, therefore, makes sense to a country from a cost-benefit point of view. Young people might lack experience but they tend to be highly motivated and capable of offering new ideas or insights. They are the drivers of economic development in a country. Foregoing this potential is an economic waste. 40 Investment in a professional integrative school support infrastructure across Europe is investment in youth and a smart way to raise effectiveness and efficiency for society. 3. EUROPEAN POLICIES RELATED TO EDUCATION AND TRAINING This chapter is focussed on relevant topics for SPs in the field of education and training within EU policies Lifelong Learning Program 41 Society today faces a lot of challenges: globalisation, economic power shifts, demographic development, ICT revolution, food crisis, climate change, energy challenge etc. Subsequently educational reforms need to adapt their systems to these challenges. The European Union has no mandate in general education, which lies in the responsibility of EMS. Thus EU policies contribute to the development of quality education by encouraging cooperation between EMS in accordance with Article 149 of the EC Treaty and rely on EU mandates mainly in the area of economy including questions of the labour market, as skills of the EU workforce, mobility, comparability and mutual recognition of professional qualifications. In 2006 the European Parliament and Council decided to establish a Lifelong Learning Program, which is meant to contribute to the development of the Community as an advanced knowledgebased society, with sustainable economic development, more and better jobs and greater social cohesion. 42 Lifelong learning is defined as all general education, vocational education and training, non-formal education and informal learning undertaken throughout life, resulting in an improvement in knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. It includes the provision of counselling and guidance services. 43 The EU Lifelong Learning Program specifically aims to contribute to the development of Europe as an area of lifelong learning with improved education and training sectors 15

16 social cohesion, intercultural dialogue, gender equality and personal fulfilment and active citizenship based on understanding and respect for human rights and democracy, tolerance and respect for other people and cultures, the promotion of language learning, creativity, competitiveness, employability and the development of an entrepreneurial spirit. The development of innovative ICT-based content, services, pedagogies and practice for lifelong learning is also encouraged; increased participation of EU citizens in lifelong learning, including those with special needs and disadvantaged groups, regardless of their socio-economic background; the promotion of cooperation in quality assurance and exchange of good practice in all sectors of education and training in Europe covered by the Lifelong Learning Program. LLP are meant to improve the mental capital of the EU, defined as the totality of an individual s cognitive and emotional resources, including their cognitive capability, flexibility and efficiency of learning, emotional intelligence (e.g. empathy and social cognition), and resilience in the face of stress. The extent of an individual s resources reflects his/her basic endowment (genes and early biological programming), and their experiences and education, which take place throughout the lifecourse Strategic framework for European cooperation in education and training ( ET 2020 ) 45 and European strategy In the 4 th Progress Report 2010 the EU Council summarizes the results of the Education and Training Program A general improvement in education and training performance across the EU can be stated, but... the majority of the benchmarks set for 2010 will not be reached in time, while in the case of the vital benchmark on literacy performance is in fact deteriorating. Attaining these benchmarks will require more effective national initiatives. The economic downturn, combined with the demographic challenge, serves to underline the urgency of reforming while continuing to invest in education and training systems to meet core economic and social challenges. 47 In May 2009 the Council of the EU adopted the Strategic framework for European cooperation in education and training (ET 2020) with four LLP strategic objectives in , relevant for SPs 48 : 1. Improving quality and efficiency of education and training through the acquisition of key competences by everyone and the development of excellent and attractive education and training at all levels. This includes primarily raising basic skills levels such as literacy and numeracy, mathematics, science, technology and linguistic competences the assurance of high quality teaching through the provision of improved initial teacher education, CPD for teachers and trainers the improvement of governance and leadership of education and training institutions the development of effective quality assurance systems through the efficient and sustainable use of resources and through the promotion of evidence-based policy and practice in education and training. Core indicators for monitoring progress are the benchmarks 49 of low achieving students aged 15 in reading, mathematics and science to be less than 15 % by 2020 participation of 95% of children in early childhood education between the age of 4 and the age of starting compulsory primary education by 2020 early leavers from education and training to be less than 10% by 2020 participation of adults in lifelong learning to be at least 15% by year olds with tertiary educational attainment to be at least 40 % by Making lifelong learning and mobility a reality, including the completion of the implementation process of national lifelong learning strategies with particular attention to the validation of non-formal and informal learning and guidance. National qualification systems are supposed to be related to the European Qualification Framework EQF 51 by 2010 and along with the learning outcomes based approach for standards, qualifications, assessment and validation procedures, credit transfer, curricula and quality assurance should be applied. EU and worldwide cooperation promoting learning mobility 16

17 should be developed for all educational levels, taking especially disadvantaged persons into account. The EQF describes 8 levels of qualification in terms of learning outcomes to ensure that competences and qualifications are made more transparent. The EQF is an instrument for the promotion of lifelong learning and covers both higher education and vocational training. LLP in higher education include e.g. curricular reforms of universities and the three cycle system (bachelor-master-doctorate), competence based learning, flexible learning paths and recognition of qualifications with support of the European Credit Transfer and Accumulation System ECTS 52. LLP also addresses initial vocational education and training coupled with continuing vocational education and training 53. Recognition of qualifications in this area is supported by the instrument of the European Credit System for Vocational Education and Training ECVET 54 and the European Quality Assurance Reference Framework EQAVET Promoting equity, social cohesion and active citizenship through strengthening preventive approaches and improved cooperation between general and vocational education sectors in order to remove barriers for drop-outs to return to education and training, to promote equitable access as well as to reinforce the quality of provision and teacher support in pre-primary education, to develop mutual learning on best practices for the education of learners from migrant backgrounds; to promote inclusive education and personalized learning through timely support and finally the early identification of special needs and well-coordinated services. Services should be integrated within mainstream schools and pathways to further education and training should be ensured. Core indicator for monitoring progress is the benchmark of at least 95 % of children participating in early childhood education between 4 years of age and starting compulsory primary education by Enhancing innovation, creativity and entrepreneurship spirit at all levels of education and training, implicating a greater account of transversal key competences in curricula, assessment and qualifications and enhanced cooperation of innovation friendly institutions the development of specific teaching and learning methods as well as new ICT tools to promote creativity and innovation the development of partnerships between education and training providers and businesses, research institutions, cultural actors and creative industries, to promote a well-functioning knowledge triangle of education-innovation-research. The Council of the EU invited the EC to submit a proposal for an EU benchmark in learning mobility and to study the possibility of extending such a benchmark to include vocational education/ training and teacher mobility by the end of 2010 employability through education by the end of 2010 second language learning based on language competences by the end of The European strategy 2020 puts education at the top priority level of EU policies as an investment in long-term economic competitiveness and in social cohesion of the EU in times of financial crisis. Two of the seven EU flagship initiatives are directly related to education and LLP Youth on the move" to enhance the performance of education systems and to facilitate the entry of young people to the labour market; An agenda for new skills and jobs" to empower people by developing their skills throughout the lifecycle in order to increase labour participation and to better match labour supply, demand and mobility. Lifelong learning is seen as one of the foundations for lifelong employability KEY COMPETENCES AND SCHOOLS FOR THE 21 CENTURY The EU Council November 2008 on preparing young people for the 21 st century highlights that school education not only represents an important means of socializing individuals and passing on the values, skills, knowledge and attitudes required for democracy, citizenship, intercultural dialogue and personal development, but also plays an essential role in the acquisition of the key competences needed for successful integration into economic life; schools have a duty to provide their pupils with an education which will enable them to adapt to an increasingly globalised, competitive, diversified and complex environment, in which creativity, the ability to innovate, a sense of initiative, entrepreneurship and a commitment to continue learning are just as important as the specific knowledge of a given subject

18 EU Policies look at schools as having a strong direct impact on student s later educational attainment, employability and wages 57, being of importance for society as increased educational attainment is strongly linked to economic growth. 58 More than ever Europe's success in global competition is dependent on its skills and innovation capacities and a swift transition to a low-carbon, knowledge based economy. Innovation and growth will be weak without a broad foundation of knowledge, skills and competences which promotes talent and creativity from an early age and is updated throughout adulthood. 59 In 2006 the European Council and Parliament 60 invited the EMS to develop key competences for all people required for a successful life in a knowledge society and to use the Key Competences for Lifelong Learning A European Reference Framework. 61 This reference tool is meant to ensure that initial education and training offers all young people the means to develop the key competences and equipping people with new skills for new jobs 62 appropriate provision is made for those young people who need particular support to fulfill their educational potential, due to educational disadvantages caused by personal, social, cultural or economic circumstances adults are able to develop and update their key competences throughout their lives appropriate infrastructure is provided for continued education and training of adults including teachers and trainers, validation and evaluation procedures, measures aimed at ensuring equal access to both lifelong learning and the labor market coherence of adult education and training provision for individual citizens can be achieved through close links with employment policy and social policy, cultural policy, innovation policy and various other policies affecting young people and as well through collaboration with social partners and other stakeholders. 8 key competences for lifelong learning have been identified, which refer to knowledge, skills and attitudes and which serve for personal fulfillment, social inclusion, active citizenship and employability: 1. Communication in the mother tongue 2. Communication in foreign languages 3. Basic competences in mathematics, science and technologies 4. Digital competence 5. Learning-to-learn 6. Social and civic competence 7. Initiative taking and entrepreneurship 8. Cultural awareness and expression The EU cooperation on Schools for the 21 Century 63 prioritizes three areas Competence based approach Education for all School development and School staff THE COMPETENCE BASED APPROACH The competence based approach includes relevant issues for SPs as key competences, personalized learning and assessments. The 4 th Joint Progress Report of the EU Council and the EC on the implementation of the "E&T 2010" work program states that efforts still need to be maintained to develop this approach. 64 The EU Council concludes in May 2010 The key competences approach needs to be fully implemented in the schools sector, particularly to support the acquisition of key competences and quality learning outcomes for those at risk of educational under-achievement and social exclusion. Teaching and assessment methods need to evolve, and the initial and continuing professional development of all teachers, trainers and school leaders needs to be supported, in line with the competence-based approach

19 Learning to learn competences are according to the 4 th Progress Report 2010 present in many curricula but schools and teachers require more support to embed them systematically in teaching and learning processes and to promote the learning ethos across the whole school. Innovative methods such as personal learning plans and inquiry-based learning can be especially useful for those whose previous experiences in school have been unsuccessful or negative Students need more opportunities to take initiatives and learn in schools which are open to the worlds of work, voluntary action, sport and culture. 66 On a European level currently new indicators on learning to learn skills are prepared, which is a key area of SP s work. 67 The application of the personalized learning approach in schools is still seen as a major challenge. Early specialist support from pre-primary onwards is seen as one good policy practice to enhance literacy. 68 A school environment encouraging staff and students to be innovative and creative is seen as reinforcement for the acquisition of competences. Proposed approaches included new pedagogies, cross-curricular approaches to supplement single-subject teaching, and greater involvement of students in the design of their own learning. The EU Council May 2010 concludes that there is a particular need to strengthen those competences required to engage in further learning and the labor market...it also means developing ways of evaluating and recording transversal key competences which are defined as including learning to learn, social and civic competences, initiative-taking and entrepreneurship, and cultural awareness and expression that are relevant for access to work and further learning 69 The 4 th Progress Report highlights that a powerful tool raising learning standards can be seen in assessments to promote learning, especially for low achieving students and for empowering lifelong learning. Good practice examples are peer assessment, portfolios, individual learning assessment plans, and project-based assessment. The report is prioritized to apply assessments indicating competences, especially the skills and attitudes dimension of key competences. A further challenge is the assessment of transversal key competences and assessment in the context of cross-curricular work. 70 The Report concludes that teachers need more training in competence based learning assessments. 71 The 4 th Progress Report concludes concerning social and civic competences, a sense of initiative and of entrepreneurship and cultural awareness that Opening schools to outreach activities with employers, youth groups, cultural actors, and civil society is important in this context. There are an increasing number of examples of promoting entrepreneurship through partnerships with enterprises or the development of student-run mini-businesses. Exchanges show that they need to be complemented by action to foster initiative-taking, creativity and innovation in schools EDUCATION FOR ALL High quality learning for every student 73 deals with aspects of system equity and social inclusion. This includes issues of pre-school education, school drop-out, transitions between school types/levels, provision of information and guidance services for lifelong learning, ensuring quality education for students from migrant, socially disadvantaged backgrounds and students with special educational needs, early identification of learning difficulties, personalized pedagogical approaches. Pre-school education with improved qualification of staff is regarded as a means to reduce the disadvantages of children from low-income and minority backgrounds as economic studies identify early childhood education to have impressive long-term results and highest rates of return for societies over the lifelong learning process. Early childhood education is expected to focus not only on academic performance but also on social and emotional care. Early school leaving has social (social breakdown, increased demand on the health system, and lower social cohesion) and economic costs (lower productivity, lower tax revenues and higher welfare payments). Early school leaving remains according to the 4 th Progress Report, an issue to be tackled in order to enhance the EU human capital. This challenge requests educational systems to ensure that no failure is seen as definitive and no pupil leaves school believing that he or she is 'unable' to learn. Best practice is seen in strengthened guidance systems and continuity of support (e.g. between vocational and higher education). While second chance schools are important, closer collaboration between the general and vocational education and training sectors needs to be enhanced. 19

20 Early tracking into different school types seems to exacerbate differences in pupils' educational attainment due to social background. In some school systems, up to 25% of students repeat a year at some point, which is expensive for societies. Repetition rates are significantly higher for children from socio-economic disadvantaged groups. Best practices addressing this problem were seen in the use of formative assessment combined with short, intensive interventions or individual lessons with support staff. The Progress report highlights training needs of teachers in such techniques. Educational achievement of students from a migrant background remains a challenge and requires targeted support. 74 The EU Council November 2009 has adopted a series of proposals to tackle this problem, e.g. curricula are taking into account the needs of children with a migrant background in teaching methods and materials providing targeted support for pupils with a migrant background who also have special needs. 75 The 4 th Progress Report states a clear divide between countries that pursue inclusive teaching of pupils with special educational needs and those that pursue segregated teaching. More than 2% of EU pupils are still taught in segregated settings because of their special educational needs. Best practices to promote inclusive education are seen in applying systematic early identification of learning problems and subsequent support to avoid pupils falling behind, especially the acquisition of key competences for students at risk of educational under-achievement and social exclusion by creating overarching legislative frameworks for both mainstream learners and specific target groups and by exploiting the potential of new technologies for enhancing innovation, creativity and personalized learning. In June 2010 the EC highlights that Lifelong learning opportunities in both initial and continuing VET must be coupled with guidance and counseling services to facilitate transitions from training to employment and between jobs. Guidance from public employment services must work in a close cooperation with guidance provided by E&T systems. Both young and adults have to be empowered to master transitions through the development of career management skills. Guidance should be redirected from a "testing" to a "tasting" approach, providing young people with an opportunity to get acquainted with different vocational trades and career possibilities. Specific attention should be paid to the issue of gender equality to encourage young people to consider occupations beyond traditional gender profiles SCHOOL STAFF QUALIFICATION AND SCHOOL DEVELOPMENT Cooperation in this area includes issues of curricula, school ethos, school organization, competences, working conditions and roles of teachers and school leaders. In 2006 the EU Commission proposed to support EMS in implementing the Council Conclusions on improving the quality of teacher education and school leadership. 77 School staff needs the skills to give every pupil adequate opportunities to acquire key competences in a safe and attractive school environment based on mutual respect and cooperation, promoting social, physical and mental well-being. The 4 th Progress Report 2010 states that there is little evidence of systematic efforts of school staff to update their competences. The EU Council recognized November that initial teacher education, CPD and early career support have to be seen as a coherent whole and have to be provided at the highest standard. Evidence was found that teachers in Europe still have too few opportunities to participate in CPD programs or in some cases where the programs are often not matching their needs. The OECD TALIS survey in 2009 highlights that teachers have few incentives to improve their teaching and that professional development offers are not the most effective. The majority of teachers particularly prioritize professional development focusing primarily on special learning needs, ICT skills, and student behavior. Only few countries provide in-service training for school leaders 79 necessary in the view of schools developing into increasingly complex and autonomous organizations requesting collaborative management styles and distributed leadership. 20

21 Thus the EU Council agreed that -Teacher education programs should be of high quality, evidence-based and relevant to needs. Those responsible for training teachers should themselves have attained a high academic standard and possess solid practical experience of teaching, as well as the competences which good teaching requires. Efforts should also be made to ensure that teacher education institutions cooperate effectively with those conducting pedagogical research in higher education institutions and with school leaders. - Teachers need access to effective personal and professional support throughout their careers, and particularly during the time they first enter the profession. - Teachers and school leaders are encouraged and enabled to participate in advanced professional training and development, to engage in pedagogical research and to take advantage of opportunities to develop their knowledge of other professional sectors. - Given the considerable impact which school leaders have on the overall learning environment, including staff motivation, morale and performance, teaching practices and the attitudes and aspirations of pupils and parents alike, there is a need to ensure that school leaders have sufficient opportunities to develop and maintain effective leadership skills. 80 In many countries, the role of school inspection changed from one of control, to supporting and inciting improvement. School networking, systemic and cyclical self-evaluation has been found to be effective accelerating innovation. 81 The EU Council concluded that schools should develop into learning communities. In 2001 the EU Parliament and Council recommended that EMS establish transparent quality evaluation systems and creating a framework that balances schools self-evaluations with any external evaluations, to involve all relevant actors in the evaluation process, and to disseminate good practice. This process however coupled with the increase of school autonomy is still a challenge. School curricula reforms and the development of schools into learning communities are seen as important milestones of LLP. Curricular reform to improve competences needs a holistic approach, organizing learning within and across subjects, teaching competences explicitly, new teacher training and didactic approaches, and, vitally, involving teachers, learners and other actors fully. Similarly, schools should promote the health and wellbeing of pupils and staff, and active citizenship 82 The EU Council stated in May 2010 that innovative approaches to teaching and learning still need to be developed and implemented in order to ensure that every citizen can access lifelong learning opportunities. 83 Thus the Council recommended that Curriculum design, teaching, assessment, and learning environments should be consistently based on learning outcomes, i.e. the knowledge, skills and competences to be acquired by learners. Particular emphasis should be placed on those transversal key competences that require cross-curricular and innovative methods. To achieve the transition to a competence-based approach, efforts should also be made to ensure that teachers, trainers and school leaders are equipped to take on the new roles implicit in such an approach. This process can be supported through enhanced partnerships between education and training institutions and the wider world, especially the world of work. More should also be done to adequately assess, record and provide evidence of the competences developed by citizens throughout their careers in formal, non-formal and informal learning environments for the purposes of employment and of access to further learning. This is also beneficial for active participation in society. Flexible pathways in education and training can improve citizens employment opportunities, as well as facilitate the identification of their evolving competences and future learning needs. The effectiveness of tools for the identification and recording of competences could be enhanced if a standardized terminology and approach to classification could be adopted by all stakeholders in both education and training and the labor market

22 The EU Council invites EMS and the Commission to Support the exchange of best practices and national initiatives relating to the areas mentioned above and making the best use of the expertise and continuing support of Cedefop; this should include taking greater account of transversal key competences in curricula, assessment and qualifications; promoting creativity and innovation by developing specific teaching and learning methods; and developing partnerships between education and training providers, businesses and civil society. Support the initial and continuing professional development of all teachers, trainers and school leaders in general education, as well as in vocational education and training, including for the purpose of equipping them to take on the new roles implicit in a competence-based approach. Initiate work to clarify how key competences can be continuously developed and adapted to meet the challenges faced by individuals throughout their learning and working lives, and by examining and developing inter alia the assessment of key competences at various levels of education and training. In particular, consideration should be given as to whether a link should be established between the learning outcomes-based reference levels promoted by Member States implementation of the EQF and the key competences framework. Work, in collaboration with the social partners, public employment services and other stakeholders, on the development of a common language or standardized terminology covering European skills, competences and occupations (ESCO). This common language should aim to improve the articulation between competences acquired in learning processes and the needs of occupations and the labor market, and thereby bridge the worlds of education/ training and work. It could both support and build on the implementation of the EQF, by facilitating the description, categorization and classification of education and training provision, individual learning outcomes and experiences, as well as related employment opportunities. The overall purpose would be to make it easier for citizens, public employment services, careers counselors, guidance providers and employers to see the relevance of learning outcomes in national qualifications to tasks and occupations, and to use the common language in order to better match skills needs to the labor market. Continuing work on identifying emerging knowledge, skills and competences required for work and learning purposes, while taking into account the importance of career guidance systems. This would help to support citizens in their endeavors to find and create new and better jobs, as well as to measure and analyze potential skills mismatches CROSS-SECTORAL POLICY APPROACH European Policies see one main construction site in linking educational policies with other policy fields as isolated policy initiatives show only limited success in removing cost intensive barriers to equity and inclusion in education. 86 The development and implementation of lifelong learning strategies should involve stakeholders and providers and include cooperation with policy sectors beyond education and training. 87 Health, Social and Youth Policies related to Educational Policies are selected here as an example to illustrate the cross-sectoral approach HEALTH POLICIES The EU Green Paper Improving the mental health of the population: Towards a strategy on mental health for the European Union 88 addresses the promotion of mental health in youth and in education. A holistic school approach is proposed in order to increase social competencies, improve resilience and reduce bullying, anxiety and depressive symptoms among students. The teaching of parenting skills is seen as a tool to improve child development. The EC Consensus Paper Mental Health in Youth and Education states mutual support of education and health and complementarities between the objectives of mental health promotion in young people and competences for lifelong learning. 89 The Council Resolution 2008 on health and well-being of young people states that there are strong links between the health and well-being of young people and their social inclusion and level of education and that it is necessary to assist young people in becoming more responsible for their own health and in raising their self-esteem and increasing their autonomy, in particular by raising young people's awareness of the positive effects of a healthy lifestyle and of the risks related to their health. Thus the Council agreed that the health and well- 22

23 being of young people should be addressed by a comprehensive and cross-sectoral approach special attention should be paid to young people's mental health, particularly promoting good mental health especially through schools and youth work, and to the prevention of self-harm and suicide; health policy in its youth dimension should involve the local, regional, national and European levels of public policy and be based on a broad partnership between those involved in formal, non-formal and informal learning, healthcare professionals, economic and social partners, especially youth associations, and the media. 90 The EU Council invited EMS to Support the training of youth workers and NGOs in the area of prevention and health and wellbeing of young people, in basic counseling, prevention and early intervention, identification of difficulties of young people and signposting to other services; Promote the "youth" dimension in health-related initiatives and the implementation of measures for the health of young people which are appropriate, cross-sectoral, duly coordinated and systematically evaluated; Involve young people and all the relevant youth policy stakeholders in the development and implementation of health-related initiatives; Promote access to leisure-time activities along with cultural and physical activities of all young people; Take into account the health and well-being of young people in programs and policies concerning information and the media; Improve knowledge on and research into this topic with regular updates thereon, taking into account differences in the health and well-being of young people due, inter alia, to sex, age, geographical and socio-economic factors, sexual orientation or disability; Gradually integrate data on health and well-being, implementing existing data sources into the report drawn up by the Commission every three years on the situation of young people in Europe; Raise awareness of the factors affecting young people's health; Foster the exchange of best practice on the issue of health and well-being for young people, at local, regional, national and European levels, particularly by relying on the existing structures; Make the best use of the possibilities offered by the already existing policies, programs and other instruments of the European Union, in particular the European Structural Funds and the Youth in Action program, in order to develop projects relating to the health and well-being of young people; Strengthen the partnership with young people and their organizations, stakeholders in the youth field and civil society in the area of young people's health SOCIAL POLICIES The EC s Joint Report on Social Protection and Social Inclusion 2009 mentions as a key message that Preventing and tackling poverty, child poverty in particular, is crucial to prepare Europe for the future. 91 EU s children are at a greater risk of poverty than the average rate for the total population (20 % compared with 17 %). Children most at -risk-of-poverty live in single parent households and households with two parents and three or more children. Access to pre-primary education and/or affordable childcare is seen to play an important role in employment participation, particularly for low skilled workers or single parents. In % of all children aged 0-2 years were cared for solely by their parents. Thus single parent families and/or working parents, may look to the school to provide childcare, as well as educational support such as after-school activities. 92 In the second quarter of 2009, the EU 27 unemployment rate among persons aged 25 to 64, with primary or lower secondary education as their highest level of educational achievement was almost three times (2.9) as high as for persons who had completed tertiary education. This ratio has grown in recent years, with being 2.4 in The results suggest that inequality of opportunities remains a serious problem in the EU and that people from disadvantaged families still face considerable obstacles in realizing their full potential and achieving better living standards for themselves and their children. Coming from a low-educational background still represents a major obstacle to achieving a high level of education. Educational underachievement translates into unequal occupational opportunities: children of skilled manual workers are up to three times less likely to become managers, professionals or technicians than the 23

24 children of parents who were in such a job, and are about twice more likely to be employed as low skilled workers themselves. The successful completion of initial and basic education is seen as a strategy to break the cycle of intergenerational poverty and Lifelong Learning can provide second chances for all age groups and early school drop-outs. The EU Social Agenda 2008 highlights the interrelation of social and educational policies: Quality education systems adapted to the needs of the employment market should contribute to the inclusion of young people in society. New initiatives from the Commission should, in particular, target the protection of the rights of the child and the fight against child poverty. Action is required to break the vicious cycle of childhood deprivation, unhealthy lifestyles, academic under-achievement and social exclusion of children. The problems of high youth unemployment, too many early schoolleavers, and the relative job insecurity and wage inequality faced by younger people have to be tackled.. All children need to receive an education that equips and gives them a fair chance in today's world. They need to be encouraged to reach different and higher levels of qualification and skills than their parents achieved. The EU can help to develop new forms of intergenerational solidarity and to address the specific problems facing young people today, including access to education and training, the labor market, housing and finance. The European Youth Pact agreed by the European Council in March 2005 provides a common framework for action by the EU and Member States. The Commission will continue a range of activities focused on children and youth: mainstreaming children s rights in EU actions, stepping up efforts to promote and protect the rights of the child, actions on youth and health and promoting the safer use of the Internet and enhanced action on road safety. 94. The EU Council s Joint Report on Social Protection and Social Inclusion states that The inclusion of disabled people continues to be addressed, but disability mainstreaming remains limited. Employment activation, eliminating barriers to education and lifelong learning, and stricter conditionality generally dominate rather than the elimination of structural obstacles to full participation. EMS acknowledge the importance of education, but only some integrate it in a comprehensive longterm strategy to prevent and tackle social exclusion. Pre-primary education is seen as fundamental to tackle social inequalities as well as high quality standards in all schools, combating early school leaving, improving access to education for specific groups and introducing measures to validate prior learning YOUTH POLICIES The Resolution of the Council builds upon the framework for European cooperation in the youth field ( ) and the European Youth Pact and invites EMS for a renewed framework to Promote the social and professional integration of young people as an essential component to reach the objectives of Europe's Lisbon strategy for growth and jobs by creating not only more, but also equal opportunities for all young people in education and in the labor market Promote personal fulfillment, social inclusion coupled with active citizenship and a solidarity of all young people Meet the challenges such as youth unemployment, lack of young people participating in education or training, poverty among youth, low levels of participation and representation of young people in the democratic process and various health problems. Present economic downturns tend to have a significant negative impact on young people and the effects risk being long term. Enable all young people to make the best of their potential. Main actions should be taken in the fields of education/training, employment and entrepreneurship, health and well-being, participation, voluntary activities, social inclusion, youth and the world, creativity and culture by investing in youth, by putting in place greater resources to develop policy areas that affect young people in their daily lives and improve their well being, by empowering youth by promoting their autonomy and their potential to contribute to a sustainable development of society and to European values and goals. Improve cooperation between youth policies and relevant policy areas, in particular education, employment, social inclusion, culture and health. Be anchored in the international system of human rights, promoting gender equality, combating discrimination, respecting rights especially in Articles 21 and 23 of the Charter of Fundamental 24

25 Rights of the EU, and upholding the right of young people to participate in the development of policies affecting them. EMS are invited to Support the development of youth work and other non-formal learning opportunities as one of a range of actions to address early school leaving Promote learning mobility of all young people Address gender and other stereotypes via formal education and non-formal learning. Use formal education and non-formal learning promoting cohesion and understanding across different groups, promoting equal opportunities and narrowing the gaps in achievement. Develop participative structures in education as well as cooperation between schools, families and local communities. Encourage formal education and non-formal learning in support of young people's innovation, creativity and entrepreneurship. Make a broader public aware of the value of non-formal learning outcomes - Develop career guidance and counseling services Promote quality internships and apprenticeships to facilitate the entry to, and progress within, the labor market. Improve childcare and promote sharing of responsibilities between partners in order to facilitate reconciliation between the professional and private life, for both young men and women. Support young people s entrepreneurship inter-alia via entrepreneurship education, support to 'start up' funds, mentoring programs, and encourage recognition of junior enterprise. Youth policies related to health and well-being aim to promote particularly mental and sexual health, sport, physical activity and healthy life styles, as well as the prevention and treatment of eating disorders, addictions and substance abuse. EMS are invited to Encourage youth fitness and physical activity by applying the EU Physical Activity Guidelines. Take into account that health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity in activities thus promoting the health and well-being of young people. Encourage healthy lifestyles for young people via physical education, education on nutrition, physical activity and collaboration between schools, youth workers, health professionals and sporting organizations. Emphasize the role of sport as an activity supporting teamwork, intercultural learning, fair play and responsibility. Increase knowledge and awareness of youth workers and youth leaders of health issues. Mobilize stakeholders at local level in order to detect and help young people at risk and to signpost them to other services, where needed. Encourage peer-to-peer health education. Promote the protection of children and young people, in particular regarding the competences concerning new media and their protection against certain dangers arising from the use of new media, while also recognizing the benefits and opportunities new media can offer young people, e.g. through the follow-up of the Council Conclusions of 21 May 2008 and 27 November 2009 on media literacy in the digital environment. Facilitate access to existing health facilities by making them more youth friendly. Youth policies promote young people s participation in representative democracy and civil society at all levels. EMS among others are invited to Encourage the use of already pre-existing, or the development of guidelines on youth participation, information and consultation in order to ensure the quality of these activities. Support various forms of learning to participate from early age through formal education and nonformal learning. Further develop opportunities for debate between public institutions and young people. Youth policies promote equal opportunities for all, social inclusion, aim to prevent poverty of young people and the transmission of such problems between generations and aim to strengthen mutual solidarity between society and young people. EMS are invited to Adopt a cross-sectoral approach when working to improve community cohesion and solidarity and 25

26 thereby reducing the social exclusion of young people, addressing the inter linkages between e.g. young people s education and employment and their social inclusion. Support the development of intercultural awareness and competences for all young people and combat prejudice. Support information and education activities for young people about their rights. Promote access to quality services e.g. transport, e-inclusion, health, social services. Promote specific support for young families CONCLUSION The concept of lifelong learning is one EU strategy to render the European market fit for economic competition. This shall be also achieved through qualification of its workforce and through the promotion of equity and social inclusion. These strategies are driven by the insight that future workforce will depend on the integration of increasing migrant workforce due to the demographic development and will need open-mindedness and flexibility to adapt to the challenges of a globalized economy. LLP is meant to improve the mental capital of the EU. Lifelong learning and mental health are closely linked as health is a pre-condition of learning and successful academic achievement reinforces health. Health problems represent an important cost factor in the educational and social system. Addressing those problems can contribute to an improved cost-benefit-ratio for EMS. European Policies in education deal with important topics of the work field of SPs and relate also to SPs as lifelong learners themselves. Thus the lifelong learning approach has a direct impact on the education, training, professional profile and services of SPs across Europe. SPs need to be aware of this development in order to benefit from the chance to adapt their profession to societal challenges. European Policies offer diverse possibilities for SPs to participate in reforming Europe as an area of lifelong learning, not only by participation in the European lifelong learning funding programs 97, but also by participation in various European consultations, conferences, networks and stakeholder forums, e.g. the Euroguidance network 98. SPs should benefit from this opportunity to develop their profession. There are also risks for SPs arising from LLP. Based on economic interests, specific areas of SPs professional activities are targeted by LLP, with school and career guidance being of importance for matching individual capacities with labour market needs. European funds aim to develop rapidly lifelong guidance implicating various stakeholders and interests. If SPs are not aware of this development and do not participate in LLP, the profession will miss the opportunity to develop further expertise in special areas and to enhance its collaboration with relevant partners loose recognition of particular expertise, e.g. by taking less into account the special view of SPs on career planning as a personal developmental process, which is in not in the interest of learner s risk that the fragmentation of its holistic professional approach be replaced by other professions and loose employment opportunities. 4. EUROPEAN SCHOOL PSYCHOLOGY European SPs agree on their work being based on needs of society (EFPA Task Force 2001) 99 and the UN Convention on the Rights of the child (CRC). The contexts of European Policies, which also need to be compatible with the CRC since the Lisbon Treaty came into force December 2009, as well as national LLP request SPs to redefine their future role, core activities and needed competences. The most important issues for SPs related to LLP are o o o o o o o o o o A focus on learning outcomes and improved educational performance Mental health and health promotion Diversity and social exclusion in the educational system Inclusion of all learners, particularly pupils with special needs in mainstream education Participation of learners, active and individualized learning Lifelong learning motivation and career guidance Support and training for teaching staff, schools leaders and parents Implementation and evaluation of school projects and development plans Implementation and evaluation of legal regulations in education Quality management of SPS including innovative ICT based services 26

27 o SPs as lifelong learners The return of the ESPIL Questionnaire 2010 illustrates that despite intensive efforts data on SP are very difficult to access and rarely exist across Europe. Results of the questionnaire will be included in the following description of European School Psychology EDUCATION, TRAINING AND SUPERVISION OF PSYCHOLOGISTS IN THE EUROPEAN EDUCATIONAL SYSTEM A key concept in SP s education is that of a SP with a high professional status and a recognized range of professional competences, able to exercise a significant degree of professional autonomy, and expected both to take responsibilities for their own CPD and to contribute to the profession as a whole and the development of educational policy and practice INITIAL EDUCATION Qualification as a SP requires currently in 67% of the countries having participated in the ESPIL Questionnaire 2010 at least psychology studies at master level. 7 of 16 countries request a specialization in psychology studies (F, LT, MT, NL, RO, SK, UK) to access the profession of a SP. Most European countries require 5 years of psychology studies (e.g. A, BG, DK, D, CR, MT, ESP, SK, SV) at master level. Latvia, the Netherlands and Luxemburg request 4 years at master level, UK psychology studies at doctorate level (8 years), whilst Romania requests only 3 years. 3 countries provide a special career pathway for SPs, with France demanding a teacher s education and practice combined with studies of psychology and whilst Austria requests 5 years of psychology studies and 4 years of training during the practice in a SP counselling centre, finalized by an oral and written state exam. In Luxemburg an internship of 2 years after at least 4 years of psychology studies (complete cycle of 6 years) is requested including a tutorial, case supervision, CPD, administrative and legislative courses, thesis and final exam. According to the ESPIL Questionnaire results the qualification level of SPs is of concern Only 46% of the countries (AU, LV, LT, F, NL, RO) provide job descriptions including professional competences of SPs Only 30% of the countries (AU, F, SV, UK) request professional experience to access the job of a SP Only 57% of the countries (AU, DK, LUX, NOR, CR, SV, RO, UK) provide professional support for SPs in the beginning of their career. Only 53% of the countries ( AU, DK, LV,LT, LUX, RO, SV, UK) provide regular access to supervision It seems as if employers in most EMS not to speak about the 10% SPs in private practice- are confident in the academic education of SPs to provide sufficient practical experience to deal with challenges of SP practice. This situation requests universities to prepare students sufficiently with practical experience. A study carried out by the University of Coimbra/Portugal 100 analyzed training needs in three moments of SPs career path. The results rather show that practice among SPs is missing and at the same time with it felt that it is very important in order to create strong professional identity. It was concluded there was The urgent need to introduce earlier and more frequent work experiences and/or experiential learning tasks in studies leading to the master diploma in psychology thus allowing an autonomous and independent professional practice and The urgent need of intense support and supervision during the induction phase. European Policies during the past decades (Bologna Declaration in 1999, EU Directive 2005/36/EC on the recognition of professional qualifications, the European Qualifications Framework, the European Credit Transfer System) are relevant for SPs, who should have the opportunity to be able to receive education and to practice anywhere in the EU. Clients, be they individual students, teachers or schools, should be able to access competent SPS according to their needs, interests, rights and culture in any place within the EU. Thus the initial SP education needs to be at a comparable level across EMS. EFPA has developed the European Certificate on Psychology, EuroPsy 101 (European Certificate in Psychology), a benchmark of common minimal quality standards in the education and training of 27

28 Psychologists across Europe. Europsy meets the requests of European Policies on recognition, transparency and comparability of professional qualifications and on mobility of the labour workforce. Psychologists, who meet the EuroPsy standard receive a EuroPsy Certificate and are listed in a public EuroPsy Register. The EuroPsy Certificate serves as a Professional Card that aims to facilitate the recognition of psychologist s qualifications in other European countries. EuroPsy certifies psychologists, who have successfully completed a nationally accredited academic curriculum in psychology at a university or an equivalent institution that by law or custom leads to a national title or qualification of psychologist, provided the curriculum has a duration equivalent to at least five years of fulltime study or 300 ECTS. Academic education with proper scope includes Phase Component Individual Group Society Total 1.Phase Orientation XXX = 125 Bachelor Theoretical Courses and =60 =20 =20 or equivalent Practical Exercises Academic Skills XXX Methodology =30 =45 Non- Psychology Theory =15 =180 2.Phase Theoretical Courses, Seminars, =30 =60 Master or equivalent Assignments etc. Placement =15-30 =30 Research Project/Thesis =15-30 =120 3.Phase Supervised Practice =60 =60 Primary competences of psychologists with Goal specification: Needs analysis & Goal setting Assessment: Individual - Group - Organizational - Situational Development: Product or service definition and requirements analysis - Design - Testing - Evaluation Intervention: Planning - Direct person-oriented - Direct situation-oriented - Indirect - Product or service implementation Evaluation: Planning - Measurement - Analysis Communication: Giving feedback - Report writing Secondary (enabling) competences with Continuous professional development - Professional relations - Research and development - Marketing and sales - Account management - Practice management - Quality assurance are able to show evidence of supervised practice as a psychologist-practitioner in training for the duration of not less than one year of full-time work (or its equivalent), and of satisfactory performance of this work as evaluated by their Supervisors and have submitted a pledge in writing to their National Awarding Committee that they subscribe to the principles of professional conduct set out in the Meta Code of Professional Ethics of EFPA and will conduct professional activities in accordance with the code of ethics of the national association of psychology in the country of practice. The EuroPsy loses its validity after a period of 7 years. For purposes of revalidation, the EuroPsy will be re-issued to psychologists who are able to show evidence of maintaining their professional competence in the form of a specified number of hours of practice as a psychologist and continued education and professional development. They must also have submitted a pledge in writing to their National Awarding Committee stating that they practice according to the professional ethical principles. EuroPsy was field tested in six countries (Finland, Germany, Hungary, Italy, Spain, UK) and formally launched on Nov 17, 2009 by the EFPA Presidents Council. EuroPsy is being implemented country by country. Norway and France are preparing for implementation in Next to the EuroPsy Certificate there is a EuroPsy Specialist Certificate for psychologists who have gained special expertise in a particular area, after they have obtained EuroPsy, e.g. in work and organizational psychology. This benchmark has not yet been developed for educational psychology as in this particular work field a specialized education has not been requested in the past in most EU countries, but is highly recommended in order to increase professionalism of SPs. 28

29 Presently Europsy requirements for the education of SPs are reflected most precisely in Malta and Sweden. In Malta, trainees first complete a 3-year Bachelor Psychology, followed by practical experience and a 2 year Master Psychology Program specializing either in Educational, Clinical or Counselling Psychology, and 2 further years of supervised practice. The 2 years postmaster studies offered by RINO/Noordholland following psychology studies at Master level as well as the 2 year internship after at least 4 years of psychology studies in Luxemburg (each with a complete cycle of 6 years) are models coming close to the Europsy requests and the needs of practical experience. A European project on the development of a European Master of School Psychology is currently being prepared in Spain. 102 The example of the Dutch Post-master program for SPs with the potential to lead to a future EuroPsy Specialist Certificate is presented here: Curriculum School Psychologist (Postmaster), RINO Noord-Holland Amsterdam/The Netherlands In the Netherlands the title psychologist is not legally protected. The postmaster study program in school psychology at Rino/ Noordholland 103 (started January 2009) was developed because of increased calls for support systems to schools, increased knowledge base and a need for high quality of school psychology. The postmaster program also became necessary to obtain coverage by health care insurance, since other branches in psychology (e.g. health psychology) also established postgraduate trainings, to respond to the demands of EuroPsy, and to withstand unprofessional and unethical assessment practices in the educational system. The prerequisites for participating in this postmaster program include a Bachelor + Master in Psychology, a job as a SP in educational settings (4 days/wk) and an entry level certificate/experience in assessment. Guidance for postmaster students is provided by the availability of a senior colleague at work with a focus on day-to-day activities and responsibilities to clients/school as well as by external supervision from Rino with a focus on personal learning process, reflection on professional role etc. The postmaster program is based on a professional competence profile of SPs 104 including: Competences in youth health care: 1) Knowledge of developmental psychology, developmental psychopathology, developmental disorders and specific learning difficulties e.g. dyslexia, dyscalulia. 2) Knowledge and skills in identification (individual-, group- and school level) and assessment, including science based decision making/diagnostic conclusion. 3) Knowledge and skills in support, treatment and evidence-based therapy (behavioral therapy, cognitive behavioral therapy, play therapy, skills training) in the area of learning and social-emotional problems. 4) Knowledge of the youth and health care system and being able to refer and to cooperate with all relevant partners of youth and health care. Competences in school counseling (student and system counseling): 5) Being able to apply identification, assessment and treatment knowledge and skills to the school and educational context 6) Knowledge and skills in order to establish combined school and mental health care plans for students and teachers and to play a coordinating role in the application of those plans. 7) Knowledge and skills in the area of initiation, adoption and implementation of health prevention activities at group and school level 8) Knowledge of schooling, school systems and school support 9) Knowledge of didactics and didactic work methods, of curriculum development, instruction and class management and psychology of learning and teaching. 10) Knowledge of teaching methods, orthodidactic and specific programs, e.g. for reading, reading difficulties and dyslexia 11) Guidance skills: consultation, student counseling and guidance, coaching, process guidance, training. 12) Knowledge and skills for the development, implementation and evaluation of school innovations in the area of structured student care. Changes can initiate, stimulate, implement and accompany. 13) Knowledge in relation to cultural diversity, skills in relation to dealing with differences and its implication for schooling and instruction. Other competences: 14) Knowledge in relation to professional ethics, reflection and adaptation to professional practice. 15) Interpersonal skills: co-operation, leadership, organization, professional acting in account to the organization, ability to convince, client centered approach, commercial insight, oral and written communication, flexibility. 16) ICT Knowledge and skills. The 2 years postmaster program consists of one full day per week theory study and 4 days practical work. The program is designed to cover all systemic levels (students, teachers and class/group, schools, school administration, parents etc.) and a 29

30 complete activity cycle of SPs ( prevention, identification and explication, indication and advice, counseling, evaluation etc.). There are 10 blocks of content including each of the different levels and activities: 1. Professional profile and FAQs 2. Psychopathology; 3. Learning and developmental difficulties; 4. Methodologies; 5. Capacities and intelligence; 6. Communication and accountancy; 7. Parents in school; 8. Social-emotional learning; 9. Schooling, innovation and counseling; 10.Teaching: acting efficiently. The first experience with the postmaster program looks promising in terms of increased professional identity and increased applications for the training. In terms of EQF development, universities in Europe are about about to realize the request of the European Qualification Framework in the initial education of SPs and have recently started to introduce competence based curricula. The Comenius University/Bratislava offers a special competence based curriculum for SPs as well as the above mentioned Postmaster training in the Netherlands. The Belgian University of Leuven 105 and of Liège 106 start a new competence based curriculum specifically for the education of SPs from September 2010 onwards CONTINUED PROFESSIONAL DEVELOPMENT AND SUPERVISION The ESPIL Questionnaire results indicate that most European countries (73%) provide legal measures concerning the practice of school psychology. Three countries (BG,ESP,SV) are about to put national regulations into force. 57% of the countries provide professional support for SPs in the beginning of their career, with Austria, Croatia, Luxemburg and UK seeming to provide the most structured method of support. At the same time there are several countries (e.g. BG, LV, LT, NL, ESP) where SPs in the beginning of their career have neither the sufficient practical experience, nor do they receive any form of special support during the induction period. This is a situation, which does not respond to requested professional quality of Europsy nor to requested high level qualifications of European LLP. A SP at the beginning of his/her career, does she/he receive tutoring/ mentoring/ supervision in an obligatory form? YES (N= 8) NO (N=6) A, CR,DK,LUX,NOR, RO, SV, UK BG,LV,LT,F,NL,ESP One benchmark within the strategic framework for European cooperation in education and training is the adult participation in lifelong learning of at least 15% by Though there are no sufficient data available on the participation rate of SPs in CPD, there is strong indication that SPs are adopting a lifelong learning perspective in their professional career. Because of the ever-changing nature of society and the educational system, it is of crucial importance for SPs in order to secure the professional quality to keep up with new knowledge in scientific research 107 and to apply scientifically proved psychological methods (e.g. testing, therapy, consultations etc.) and theory, tools and new insights. That is why CPD including supervision for SP needs to be provided at a high quality level and as an integral part of professional work. ESPIL Questionnaire 2010 results indicate that nearly all European countries provide regulated access to CPD for SPs, however only 60% of the countries provide regular access to supervision or intervision for SPs. Does a SP have regular access to professional supervision In your county? YES (N=9) NO (N=6) A, BG, CR, DK,LV,LUX,R,SW,UK, ESP, F,LT,NL,NOR,,SK, In most countries supervision time is included in the working time and also organized and paid by the employer: Is supervision included in the working time? Is supervision paid by the employer? YES (N=7) AUSTRIA,DK,F,LV,LUX,SV,UK NO (N=2) R,LT YES (N=6) AUSTRIA, DK,F,LUX, SW,UK, NO (N=6) LV,R 30

31 Supervision is only in Austria and Latvia offered on an individual basis as well as a group activity. In Denmark, France and Luxemburg supervision is only offered as a group activity. Romania provides no group supervision. Other EMS provide supervision, but only individually. 5 countries request a special qualification for supervisors, whereas France, Latvia, Luxemburg and Denmark request professional experience, Lithuania and UK also require a special certification as supervisor. In regard to the Europsy standards, only 50% of the countries are now able to offer the requested supervision for SPs.It is recommended to assure a scheme of regular supervision as integral part of work at least during the first year of induction in order to achieve a comparable professional quality for school support across Europe. CPD is mainly offered by educational ministries, national psychology associations and universities or in the case of religion based schools also by dioceses. Training offers from private centres seem to play a less significant role. The time SPs are expected to spend on CPD varies considerably across the EU (between 18 hours-12 days per year) and is on average (one training course per year) fairly limited compared to the need to keep updated with the broadness of tasks. Regular participation in CPD is recognized in only four countries (Bulgaria, Denmark, Luxemburg, Slovak Republic). In Denmark SPs are offered intervision with colleagues on a weekly base (40 times per year). Regular participation in this kind of supervision counts for the certification as authorized psychologist 108 in Denmark. Danish SPs are motivated through an increase in salary for lifelong learning. In Bulgaria a system of CPD in place organized by the national professional association providing credit points for trainings per year. In the Slovak Republic and Luxemburg the participation in trainings is acknowledged in questions of career pathways. In all other European countries according to the ESPIL questionnaire (A, LV, LT, NOR, RO, ESP, SV) - SPs do not receive any gratification for lifelong learning at all. Again, there are no comparable figures available about the percentage of SPs participating in CPD across Europe. Training needs of SPs depend on one side on the particular working context and interests of particular service structures, but there are also common training needs of SPs across Europe. A study with 237 French SPs was conducted in March 2010 for the French Association of Psychologists in the National Educational System AFPEN 109. The following study results indicate training needs of French SPs. The results reflect the specific context of SP education in France, where 85% of the responding SP in AFPEN STUDY public services are trained as a teachers with only 3 additional years % of of psychology studies. Area DANISH STUDY responses In 2003 a similar investigation has Large Need Theoretical been conducted by a Danish SP Area of further knowledge referring to 70% among 50 SPs in public SPS training university disciplines ) Copenhagen. 110 SPs were asked, in Learning difficulties 34% Training related to 61% practice of SPs Bi-lingualism 32% which of 19 working area they felt Advanced knowledge Handicaps 30% further training needs at a small, tests, clinical Social-emotional 30% interpretation, 41% medium or large level Reactions assessment and new Both survey results indicate training Methods 30% tests needs in core business areas of Remediation 28% The parents 28% school psychology. Whereas the General psychology 24% Psychopathology 22% Counselling techniques 14% Learning and cognitive disabilities 13% Systemic approach 13% Neurosciences 7% Crisis management 5% psychology in the area of less psychology trained SPs have more needs according to theory of psychology and the psychologically well trained Danish SPs see more training needs in practical professional activities. International studies on future development of the profession indicating the importance of primary prevention services identified training needs according to the eco-systemic model of school intercultural and inter-professional competence problem-solving skills in cooperation with teaching staff, parents, other specialists in the educational system, specialists in health and social systems supporting the development of healthy school environments expertise in understanding and changing systems

32 A model of CPD for SPs, which applies the ECVET by accrediting participation within the framework of a legally based status of SPs in the educational system, has been developed in the Slovak Republic: STATUS OF SCHOOL PSYCHOLOGISTS IN THE SLOVAK REPUBLIC The concept of a psychological counselling system was approved by the Government of the Slovak Republic on the 21th of March, 2007, which defines SPs to be part of the psychological counselling system. Annexe No. 3 of this law School psychologist says that SPs work in schools and school institutions ( pre-schools, primary schools, secondary schools, universities) providing psychological advice to children, legal guardians and pedagogical staff in regard to solving of educational problems. The concept of SP s regarding compulsory schools includes: Work with creative and talented students by collaboration with teachers preparing special and differentiated teaching methods to be applied in instruction and education. Work with students who are at risk of failing by proposing and helping to put into practice direct and indirect interventions, an instruction process and special programs for education and development of those students Work with students presenting with behaviour disorders by establishing and helping to put into practice intervention programs for behavioural changes in cooperation with class teachers. Support of students and teachers to cope with stress and emotionally challenging situations in the school environment by promoting optimal conditions for learning, teaching and working in school and by suggesting ways to prevent burnout Application of assessment methods by supporting secondary school students to decide on their future professional career and choosing an appropriate educational pathway and by offering counselling to students and their parents. Support for students by preparing self-study training programs, programs for development of emotional intelligence and social competencies, anti-stress programs, sexual education programs, anti-drug prevention programs and other programs helping students to develop skills for their professional and private life Support of disadvantaged children (low social, migrant background) by preparing special development programs. National Program for Children and Youth Care of the Ministry of Health of the Slovak Republic The government of the Slovak Republic approved ( ) the National Program for Children and Youth Care based on European youth health strategies. The part Psychosocial development is important from the point of view of mental health in schools aiming to ensure appropriate conditions for the instruction and education of children and youth, and to ensure good social and material conditions, and mainly supporting healthy personal development and mental health of pupils. It also emphasizes the fact that the work performed by a SP is important for psychological development and mental health of children. The National program requests the SP to help pupils to decide on their future profession, provide psychological care for gifted and talented pupils, work with pupils who have learning difficulties and behaviour disorders and work with pupils who are integrated into the school, having a physical or mental handicap and to ensure appropriate conditions for their education. SPs are supposed to offer their service also for teachers by supporting teacher s mental health, personal development, personal relationships, helping them to solve interpersonal conflicts, giving them advice on how to avoid psychological challenging situations, stress and the burn-out syndrome. SP s tasks include the support of teachers professional development in psychology and in improvement of educational processes. SPs are supposed to offer counselling services to parents in order to improve their education and child care skills, if their children have learning problems and/or behaviour disorders. SPs are also requested to ensure good cooperation between school s and families. The school Law of the National Council of the Slovak Republic on education and instruction, adopted on the 22nd of May, 2008 refers in Part 3. Paragraph 130 to School institutions for educational counselling and prevention including the position of the SP, who are supposed to work in schools or school institutions and to cooperate mostly with families, schools, school institutions, employers, public administration bodies and civil associations. The Law of the National Council of the Slovak Republic on pedagogical and vocational employees, adopted on the 24th of June, 2009 addresses the rights and duties of pedagogical and vocational employees, prerequisites needed for performing of vocational activities, professional development, career ranks, career positions, attestations, vocational employee s qualification eligibilities, vocational activities of vocational employee, the scope, specialization, organization and termination of different forms of vocational employee s continuing education, accreditation of the continuing education programs, the activities and status of the Accreditation council for continuing education of the Ministry of Education of the Slovak Republic, 32

33 the obtaining of credits for having successfully passed different forms of continuing education, vocational employee assessment, vocational employee care and protection. The Law distinguishes the following categories of vocational employees: psychologist school psychologist school speech therapist special teacher, school special teacher, special teacher who performs her/his activities outside school remedial teacher social pedagogue. SPs perform activities regarding psychological assessment, individuals, groups, psychological counseling, psychotherapy, prevention and intervention for students, with strong focus on the process of education and instruction in schools/school institutions. They also offer psychological counseling services regarding family, partnership and other social relationships. SPs offer psychological counseling to legal guardians of children and to pedagogical employees working in schools/school institutions. They prepare basic material for vocational employees of counseling centres. The Regulation of the Ministry of Education of the Slovak Republic No. 437/2009 Collection of Laws, issued on the 20th of October, 2009 provides the qualification eligibilities and specific qualification requirements for different categories of vocational employees according to the type of school/ school institution. SPs working in schools or counselling centres have to be a psychology graduate, a psychology and pedagogy graduate or a school psychology graduate. SPs professional development is realized in the framework of the so-called career system in the Slovak educational system, which classifies career ranks and career positions. Career ranks for school psychologists are: novice employee, employee working independently, employee with first attestation, employee with second attestation. The Slovak National Law determines that CPD can be provided by: school or school institution, university, organization established by a ministry, educational organization of other central authority, the Church or Religious Society or other legal entity which has education as its business activity. CPD is obligatory for Slovak SPs.The Law distinguishes the following forms of continuing education: adaptive education, updating education, innovative education, special education, functional education, vocational education. Credits are given for successful passing of the accredited CPD programs professional competencies acquired by performing pedagogical activities, vocational activities or self-study creative activities, e.g. authorship or co-authorship of approved or recommended teaching materials including computer programs, textbooks, study materials, methodical materials and workbooks. Motivation of SPs to participate in lifelong learning is apparently not of concern in EU educational systems as regular participation in CPD is gratified in only four countries (Bulgaria, Denmark, Luxemburg, Slovak Republic). The qualification of CPD trainers varies remarkably across Europe from no specialized training/professional experience to a specialized education as supervisor. Because of the ever-changing nature of society and the educational system, it is of crucial importance for SPs to keep up with new knowledge, new methods and tools. This is especially the case with the development in scientific research and theory, especially neurosciences and access to scientifically proved psychological methods (e.g. testing, therapy, consultations etc.) in order to secure the professional role. Thus lifelong learning is essential for SPS quality and consequently regular CPD for SPs should be provided at a high quality level as well as supervision playing an integral part of CPDespecially in the induction phase. The results of the European Working Condition Survey (EWCS) showed the overall trend that The lack of training opportunities in the workplace is of particular concern. This can also be confirmed for the profession of SPs. In summary, it can be stated that the implementation of the European Qualification Framework for Lifelong Learning has only started to be applied to the education and training of SP across Europe. There is still a need across Europe To develop comparable descriptions of necessary professional competences of SPs and to match these requests with competence based curricula. To assure the provision of guidance and support during the induction phase of SPs To develop comparable quality standards of CPD including the qualification of CPD trainers and incentives for lifelong learning. It would be beneficial, if policy makers encourage and support European cooperation (representatives of universities educating SPs, of SP training organizations, of SP associations and SPS) to share best practice of SP education and training in order to improve competence based curricula according to professional needs and according to Europsy standards. 33

34 Compared to teachers, SPs represent a small professional group in the educational system. We speak of round about SPs across the EU. Thus high quality CPD is relatively expensive for each EMS and would benefit from European cooperation. The unique model of multicultural training courses on crisis management in schools organized by the International School Psychology Association ISPA 113 are highly appreciated among SPs because of professional quality and the valuable experience to learn from colleagues of other countries. The possibility for a French SP participating in a French training course by the CPOS Luxemburg or for a German SP participating in training courses in Austria would allow an enriched offer of training courses. This type of training would ultimately enhance professional mobility and cooperation across Europe as well as cultural and language competence. The establishment of a European Vocational Training Centre for SPs will be an economically interesting solution for educational budgets and a beneficial contribution for improved quality of SPS across Europe. The task of such a European Training Centre will be to gather and coordinate national training offers at a European level, e.g. in form of a common European calendar of training offers in EMS coordinate the development of comparable European CPD quality standards including the application of the ECVET RECOMMENDATIONS SPs can contribute to LLL by improving the professional qualification. It is recommended To develop comparable minimal quality standards of SP s education according to the benchmark of Europsy and according to LLP (see chapter 3.2. promotion of evidence based policy and practice in education and training ). European cooperation therefore needs to be encouraged among representatives of universities and training organisations educating SPs, SP associations and SP services in order to develop through peer-learning, sharing best practice and coordinated European projects Comparable models of competence based curricula for SPs in initial education and training, taking practical professional needs into account Comparable quality standards of specialized education for SPs including structures of supervision and CPD as integral part of professional work especially during the induction phase Application of the ECVET to CPD as an integral part of a gratification scheme for lifelong learning of SPs. To establish a European Vocational Training Centre for SPs International ISPA Training Course for School Psychologists (BE, D, F, FIN, ISR, SV, US,) on Crisis Management in Schools, Driebergen, July 2008 Gathering national training offers published as a SP s European training program, made available at the N.E.P.E.S./EFPA website and via national communication channels; Coordinating the development of common quality standards of CPD for SPs including the application of the ECVET and the development of comparable competence based CPD curricula. 34

35 4.2. SCHOOLPSYCHOLOGICAL SERVICE ACROSS EUROPE PROFESSIONAL PROFILE It is important to mention that the expectations of relevant SP s partners have an impact on profiling the profession. The majority of youth, parents, teachers and school leaders valuate SPS as useful and important and thus justify SPS to play a role in LLP. Parents see main tasks of SPs in prevention, advice, intervention and support as well as in the management of crisis. Parents wish SPs to engage in dialogue with school partners, to cooperate with school heads and to interact with school authorities. 114 European youth indicated need of SP s support in the area of bullying prevention, access to health services, well being and mental health, emotional self management, self awareness, relationship management. 115 There is a clear demand from teachers and school leaders for increased cooperation, information and training, particularly in the area of special needs education, school climate, teacher s health, violence prevention, student behavior management, teaching skills, information and training of parents. 116 An Estonian study found that the majority of school principles considered SPS to be important and of good or very good quality. In line with other research results, school principles expected SPs to continue and expand individual student counseling whilst work with teachers and parents was also considered to be highly important. System counseling was less frequently expected by school heads. System counseling cannot be carried out without the support of the organization and its leadership. Yet no strong resistance was found to system counseling; it rather seemed that school principals did not see exactly its possible potential. Although SPs were expected to undertake individual counseling, their work was actually evaluated more positively when they also spent time on the work at the system level. Different theorists have argued that role perceptions held by school administrators are one of the potential barriers to role and function changes of SPS. 117 In this regard it is more than necessary that the position of SPs is based on an adequate legal status in the educational system in order to be able to provide support coordination and primary prevention measures, identified as favorable political strategy. Most European SPS work according to the following principles 1. Direct and free access for students, parents, teaching staff, school leadership; proximity to 2. Schools, continuity of relationships and confidentiality is seen as essential in order to build trustworthy professional relationships; 3. Service only out of voluntariness of clients; 4. Neutrality and autonomy in the educational system being essential in order to avoid role conflicts. Guidelines are the ethical code of the profession and service quality assurance. The professional profile of SPs in Germany 118 can be presented as one example which specifies the SP s professional profile mentioned in the matrix of chapter 2.1.: PROFESSSIONAL PROFILE SCHOOL PSYCHOLOGY/GERMANY 1. Introduction School Psychology in Germany presents a common professional profile despite structural diversity across 16 Federal Lander. School Psychology constantly had to proof as applied science in practice of an ever modifying school system from its start on 1922 in Mannheim, throughout the foundation of first counselling services during the 50ies in Hamburg, Heidelberg, Fürth, Stuttgart, München, Berlin, Köln and Düsseldorf, followed by a massive implementation period, nearly covering the entire surface of Germany, in the run of the educational reform in the 70ies. The peak of this development was the recommendation of the Federal-Lander-Commission in 1974 to implement school psychological services in a relation of 1 psychologist per 5000 students. This goal has not even today been reached in many federal Lander. In contrary, during the last 15 years posts have not been occupied anymore. In many Federal Lander the school psychology support system has been cut down due to financial costs. Thus students, teachers and schools are denied to receive essential support. 2. School Psychology as Applied Psychology School Psychology is part of the educational system under public responsibility according to the Constitutional Law (Art. 7.1). School Psychology understands itself as co-organizer of a public education and training system. The School Psychology service 35

36 supports all stakeholders of school life: students and related persons, teaching staff, head of schools, school inspection, school administration and legislative bodies. Learning and teaching in schools is essentially based on psychological, pedagogical, social and (brain) physiological processes. School psychological know how presents an essential base of teaching and education in schools. Psychology offers well proven theories, methods, interventions and tools in order to Guide, support and stabilise people Recognize and prevent unfavourable developments of individuals and communities Scientific Psychology concerns behaviour, learning, thinking, feeling and relationship to people as individuals and in group, scientific results of brain research and of various branches of psychology developmental psychology psychology of motivation learning related psychology social psychology psychology of health at work psychology of organisations pedagogical psychology clinical psychology are linked in the work of school psychologists in favour of school practice. School Psychology applies psychological knowledge in order to support Schools in their training and educational tasks Students in their personal development, educational career and achievement of adequate school certificates. Future challenges are seen in the need of a stronger integration of scientific results into the educational system than this has been the case in the past. 3. Professional Ethical Code School Psychologists support children s rights in education and training children and adolescents in their personal development children and adolescents in an age adequate participation in civic life teaching staff in their professional activity, mental health and vocational training. School Psychologists are mediators and appliers of psychology in and for schools. Their work enriches present skills in teaching and learning communities in order to help students becoming an independent and responsible citizen. In this process school psychologists respect personal rights and rights of information of those looking for support. School Psychology is obliged to point out perceived unfavourable developments in educational institutions and in the educational system on the basis of scientific results and system analytic field competence to present measures of improvement. 4. Qualification of School Psychologists School Psychologists have specific knowledge about Learning and behaviour of children and adolescents Developmental and educational processes of children and adolescents Psychological crisis intervention within the school system Psychotherapy, systemic and learning therapy techniques Teaching didactics The school system in each federal Land The local schools The local psycho-social infrastructure Dealing with groups and vocational training The School Psychological service of schools is the address to contact in case of learning and behavioural problems of students as well as for questions of vocational training, staff development and school development. School Psychologists apply school psychological methods of assessments, intervention, support and vocational training as well as their special networking competence in the school and psycho-social area. 5. Quality Standards Professional acts according to the present status of psychological science Teamwork and interdisciplinary collaboration Reflection of the proper professional activity through regular supervision Regular activities for individual help as well as systemic counselling of schools and groups Regular vocational training in the field of assessments, therapy, counselling, systemic and organisational counselling Measures of regular evaluation and quality assurance of school psychological work Respect of professional ethical principles of the professional federation and of legal regulations 6. Tasks School Psychology is supporting and counselling individuals and groups. The school as a system and institution of learning, teaching and education 36

37 Teaching staff and classes Students, parents, teacher, heads of schools, school administration School Psychology is supporting in questions related to teaching and learning in schools Student s problems of studying, development and behaviour Supporting individual giftedness Development of support plans and remedial measures Coping with crisis Professional and personal development of teaching staff School development and organisational counselling Empowering personal competence, social competence and methodological competence of teachers and students School Psychology supports in the context of schools Informing and counselling the public and politicians in questions of education, lifelong learning and school development Development of preventive measures in schools Measures of vocational training of teaching staff Measures of maintenance of teacher s health 7. Challenges and Goals of School Psychology in Germany School Psychology in Germany is at the start of new challenges: Changed life and learning conditions of students in whole-day-schools will lead to further development of school psychological offers and methods Forms of cooperation between schools, youth aid and school psychology, between school psychology and special needs Cooperation and networking will be further developed with NGOs, regulated licensed psychologists and other external support systems for schools The upcoming federal wide change of generation in the area of school psychology will need huge efforts in public posts in order to maintain the standards resp. to adapt to international standards. Education and training of school psychologists will be adapted according to the present needs and a common curriculum on the basis of this professional profile needs to be developed. Compared to other professions in the educational setting the main special competence of SPs relevant for LLP is the evaluation of progress in educational and psychological research and its relevance for practice. The EU Commission suggested that future work on evidence-based policy and practice in education and training needs to develop the statistical infrastructure capable of collecting the necessary data at sub national, national and European levels and to underpin the implementation of the Coherent Framework of Indicators and Benchmarks; enhance the relevance, quality and coherence of educational research through exploring further the range of appropriate research methodologies and associated expertise and skills needed to better inform the implementation of educational policies and practices. Review how educational professionals, both practitioners and policy-makers, create, mediate and apply knowledge in their daily work; Promote a positive culture of evaluation that improves the connection between learning objectives and educational practices. Share new ways of improving accessibility of all types of evidence, so that they inform research, policy and practice; 119 These requests fall within the range of expertise of SPs with their solid methodological education, a focus on evidence based positive psychology, their global approach including the possibility to work on different levels at the same time (individual to society) and including their work to address social interaction/behavioural problems on a system level.thus SPs can play an important role of evaluating the implementation of lifelong learning strategies and of feeding-back results into the knowledge triangle of research, policy and practice. (see chapter ) SPs can act as an alerting system to educational ministries about the efficiency of regulations in the educational system. This is a still recent development in European school psychology, but research has been undertaken to improve this professional profile. 120 Educational systems have the potential to contribute to society by giving individuals the chance for a high quality level of life and by promoting equal opportunities for all in education, particularly for those from socio-economically disadvantaged background and those at risk of exclusion. SPS take special care of these vulnerable groups supporting the quality and equity dimensions of LLP. The role of SPs in the educational system is comparable to the role of general practitioners in the health system. They are generalists with a role of primary prevention based on their global approach, their broad 37

38 knowledge of developmental, pedagogical, clinical, sociological sciences and methodologies, and as well as their special expertise of applying psychology in the educational system. The role of a generalist enables SPs to fulfill a key position as coordinator bridging the educational, health and social sector, which is illustrated by the example of a Luxemburg SPS 121 : ACCOMMODATION STRUCTURES GUIDANCE CEDIES,ADEM, PROFESSIONAL CHAMBERS,BIZ PROFESSIONAL TRAINING,INFO HANDICAP;CID-WOMEN FOYERS, WUNNENGSHELIEF, CNAP PREVENTION FAMILY PLANNING ORG., CFFM, PARENTS SCHOOLS, MEDICAL SCHOOL SERVICE,MATERNAL HOTEL OTHERS PSYCHIATRISTS CPOS SPOS CENTRE FOR CONFLICT RESOLUTION SPOS LTL SUPPORT SOCIAL ASSISSTENCE, SOCIAL OFFICES,FIR ONS KANNER, CHILD CARE SERVICES INTERNAL COOPERATION DIRECTION,HEADS TEACHING STAFF,PARENTS, SODEXO YOUTH SERVICES SNJ, YOUTH HOUSE, COMMUNE ESCH/ALZETTE, SOCIAL DEVELOPMENT SERVICE GOVERNMENT FAMILY MINISTRY, SCAS, YOUTH COURT, CENTRE DRAIBUER, CNPF, SCHOOLBUILDING RENOVATION Cooperation structure of the Luxemburg school psychological service SPOS LTL The European Agency for Development in Special Needs Education recommends in the framework of school support for inclusive education interdisciplinary teamwork based on the application of an ecologic-systemic approach as a reference model in comparison to a medical approach. SPs are guided in their work by the Ecological Framework for Children s Rights

39 GUIDING PRINCIPLES UNIVERSAL RIGHTS Protection It is important to recognize that each article of the UN Convention on the Rights of the Child has relevance for school life and thus fall under the very broad umbrella of SPS. Herewith SPs are a very important professional group translating a cross policy approach of LLP into the educational setting due to their role as a generalist, their work based on the CRC and the needs of societies. The following table 123 illustrates to which extent LLP and the UN Convention on the rights of the child (CRC) can be linked to the work of SPs: IMPLICATIONS OF THE CRC AND LLP FOR THE WORK OF PSYCHOLOGISTS IN THE EDUCATIONAL SYSTEM CRC AND RELATED EU POLICIES RESEARCH PREPARATION PRACTICE ADVOCACY Full Development of Potentials Ensuring that the required key competences in LLP are recognized and acquired Determine nature and parameters of physical, mental, spiritual, moral, and social potentials and clarify influences on development Develop capacities to assess and intervene directly/indirectly and to promote development in targeted areas of CRC supported by LLP Provide leadership, assistance and direct services to identify potentials, set and pursue development in targeted areas of CRC supported by LLP Promote understanding, commitment and accountability by school community for full development of human potentials targeted through CRC supported through LLP Evolving Capacities Youth employment framework aiming at reducing youth unemployment rates and promoting young people's entry into the labour market through apprenticeships, stages or other work experience. EMS are invited to strengthen links between education, business, research and innovation, to promote entrepreneurship To give a strong impetus to the cooperation in education and training involving all stakeholders, resulting in the implementation of life-long learning principles through flexible learning pathways between different education and training sectors and levels and by reinforcing the attractiveness of vocational education and training; To ensure that the key competences are acquired and recognised throughout general, vocational, higher and adult education and to develop a European Skills, Competences and Occupations framework (ESCO). To promote internet access and take-up by all European citizens, especially through actions in support of digital literacy To promote personalized learning and the recognition of non-formal and informal learning Expand knowledge base and its application for exercise of child rights -- particularly civil rights supported through LLP Develop understanding of knowledge base and its application and contrasts with age-grade criteria Implement evolving capacities guide in school community applicable to individuals and normative groups Promote respect in school community for evolving capacities and reduction in reliance on agegrade criteria 39

40 Leisure and Play EU Council 2008 on health: Promote access to leisure-time activities, cultural and physical activities of all young people; Expand knowledge base for nature, forms, and developmental influences of leisure and play Develop understanding of knowledge base and readiness to apply it to education and psychological practice in schools Assist schoolcommunity and students to develop and implement effective practices Promote schoolcommunity value for and resources applied to leisure and play Leisure and Play EU Council 2008 on health: Promote access to leisure-time activities, cultural and physical activities of all young people; Educational Theory & Practice The EU Council concluded that schools should develop as learning communities. Teacher and leadership training as well as curricular reforms are seen as being essential. Privacy & Confidentiality Child s View Promoted through youth and health policies : Develop participative structures in education as well as cooperation between schools, families and local communities. Support various forms of learning to participate from early age through formal education and non-formal learning. Strengthen the partnership with young people and their organizations, stakeholders in the youth field and civil society in the area of young people's health. Involve young people and all the relevant youth policy stakeholders in the development and implementation of healthrelated initiatives; Expand knowledge base for nature, forms, and developmental influences of leisure and play Expand knowledge base for the implications of educational theory for achievement of CRC, particularly art. 29, supported through LLP Expand knowledge base for development psychological meanings and implications of privacy for child in home, school & community Expand knowledge base for all forms of communication of needs, desires, views across full developmental period Develop understanding of knowledge base and readiness to apply it to education and psychological practice in schools Develop understanding of knowledge base and readiness to apply it to education and to psychological practice in schools Develop understanding of knowledge base and readiness to apply it to education and psychological practice in schools Develop understanding of knowledge base and readiness to apply it to education and to psychological practice in schools Assist schoolcommunity and students to develop and implement effective practices Educate and assist school community in selecting and applying educational theory support to CRC goals and standards supported through LLP Assist in developing and applying child privacy standards in school and in the practice of psychology (emphasis on confidentiality) Educate schoolcommunity and assist to implement respect and mechanisms for child s views on all school community issues, including informed consent Promote schoolcommunity value for and resources applied to leisure and play Promote appreciation of distinctions between educational theory and its relevance to CRC standards supported through LLP Promote consciousness raising, debate and standards for protection of privacy rights of the child Promote respect for child s views across full developmental period and all schoolcommunity issues and venues School Attendance EMS are invited to ensure efficient investment in education and training systems at all levels (pre-school to tertiary) and to improve educational outcomes, addressing each segment (pre-school, primary, secondary, vocational and tertiary) and aiming at reducing early school leaving; EU benchmark : by 2020 the share of early leavers from education and training should be less than 10%. Responsible Autonomy and Democratic Practices Implementation of life-long learning principles referring to knowledge, skills and attitudes that serve for personal fulfilment, social inclusion, active citizenship and Expand knowledge base for school attendance: developmental factors, motivation, hindrances, supports, mental health and other implications Expand knowledge base for development and exercise of critical thinking, problem solving, initiative taking,, social skills, Develop understanding of knowledge base and readiness to apply it to education and psychological practice in schools Develop understanding of knowledge base and readiness to apply it to education and to psychological Assist school and intervene to promote school attendance in ways respecting child characteristics Influence and implement respecting responsible autonomy and democratic principles in Promote school community support for attendance, e.g.by making the school a valued and human rights respecting environment Promote respect and support for the development of responsible autonomy and democratic principles and 40

41 employability including competences learning to learn, social and civic competence, initiative taking and entrepreneurship well-being and mental health, democratic processes and choice practice in schools school-community and professional practices supportive processes in schoolcommunity Work Youth employment framework aiming at reducing youth unemployment rates, promoting young people's entry into the labor market through apprenticeships, stages or other work experience. EMS are invited to strengthen links between education, business, research and innovation, and to promote entrepreneurship Expand knowledge base for work and implications across full developmental period -- clarification of distinctions between dangerous, exploitive and meaningful work Develop understanding of knowledge base and readiness to apply it to education and to psychological practice in schools Assist school to increase meaningfulness of its child work, to integrate and support meaningful work in the school, home and community; and to provide protection from dangerous and exploitive work Promote exploration of distinctions between meaningful and dangerousexploitive work, and support for constructive integration of meaningful work in school community Discipline and Human Dignity EMS are invited to define, design and implement programs and measures to promote social inclusion for groups at particular risk, by providing innovative education, training, and employment opportunities for deprived communities, to fight discrimination (e.g. people with a disability, one-parent families, minorities, Roma), and to develop a new agenda for migrants' integration to enable them to take full advantage of their potential. Expand knowledge base regarding nature of external and internal locus of control and discipline, and of associated methods and implications for education and development Develop understanding of knowledge base and readiness to apply it to education and to psychological practice in schools Assist school community to apply procedures encouraging self management, peaceful conflict resolution and respect for CRC standards Promote understanding and respect for discipline with dignity in school community end to corporal punishment and psychological maltreatment Child Abuse and Neglect Expand knowledge base on child abuse and neglect: forms, impact, prevention and correction; precipitating and mediating factors, relevance for learning and development and for best practices in education and psychology emphasis on psychological factors Develop understanding of knowledge base and readiness to apply it to education and psychological practice in schools emphasis on psychological factors Provide leadership, education, and services to establish schoolcommunity systems of prevention and intervention including maltreatment within schools; special emphasis on psychological maltreatment and psychological factors in all maltreatment Promote schoolcommunity cooperation and coordination in promoting positive child care, child maltreatment prevention, and intervention; promote school as a key community base for education and assistance Education System Commitment to and Compliance with CRC; Promoted by Youth Policies: Council resolution 2009 on the renewed framework for European cooperation in the youth field ( ) Be anchored in the international system of human rights, promoting gender equality, combating discrimination, respecting rights especially in Articles 21 and 23 of the Charter of Fundamental Rights of the EU, upholding the right of young people to participate in the development of policies affecting them. Evaluate education system compliance with CRC and lifelong learning standards for education; evaluate school community understanding and support for CRC and lifelong learning Develop understanding of CRC: its implications for lifelong learning, development, & education; for best practices for psychology in the schools; and monitoring and reporting required by UN Committee overseeing CRC Establish and/or assist school community and local school committees to establish and apply CRC standards goals supported through LLP to monitor, report, and evaluate compliance; & to apply findings to plan for needed improvements Promote commitment to CRC goals supported by LLP at school community and school levels to apply requisite development and accountability measures Access to and Use of Information EMS are invited To promote internet access and take-up by all European citizens, especially Expand knowledge base for developmental Develop understanding of knowledge base and readiness to Assist schoolcommunity and students to develop and Promote availability and access to information 41

42 through actions in support of digital literacy Youth and health policies promote Support information and education activities for young people about their rights. Take into account health and well-being of young people in programs and policies concerning information and the media capacities and support to achieve effective and constructive access to and use of information apply it to education and to psychological practice in schools implement effective practices provide mediation and guidance sources and mediation support for children and adolescents Psychological Services in the Schools and Compliance with the CRC Promoted through youth and health policies : - Develop career guidance and counselling services. Encourage healthy lifestyles for young people via physical education, education on nutrition, physical activity and collaboration between schools, youth workers, health professionals and sporting organizations. Support information and education activities for young people about their rights. Promote access to quality services e.g. transport, e-inclusion, health, social services. -Foster the exchange of best practice on the issue of health and well-being for young people, at local, regional, national and European levels, particularly by relying on the existing structures Determine and evaluate expert opinion and empirical research supports for applications of CRC spirit, principles and standards in lifelong learning programs and in work of psychologists in the schools Require preservice and continuing education to achieve and upgrade understanding of CRC, its implications for best practices for lifelong learning and for psychology in the schools, and for requisite competencies Integrate and apply CRC ideology and standards in lifelong learning practice within the school community Promote understanding and support for CRC supported through LLP as pervading orientation to psychology in the schools at school, community, and state professional association levels Views of Children and Significant Adults on CRC standards and Implementation Promoted by Social Policies: EC COM Renewed social agenda: Opportunities, access and solidarity in 21st century Europe 2008 The EU Commission will continue a range of activities focused on children and youth: mainstreaming children s rights in EU actions, stepping up efforts to promote and protect the rights of the child Periodically investigate and evaluate the perspectives of children and of significant adults (e.g., parents, teachers, counselors, psychologists, principals) regarding the importance and existence of support for CRC standards in schools, lifelong learning programs and psychological practice in schools Develop understanding of opinion research strategies and relevance for CRC standards; understanding of relevant research histories; and readiness to construct and implement research, interpret and apply findings Establish and/or assist school community evaluation project on CRC including organizing and conducting local research and educating school community about local, national and cross-national findings and their implications for child development in the local schools and for lifelong learning in general Promote understanding and support for CRC as pervading orientation for local school community, for lifelong learning policies and for requisite research and development measures Human Rights Respecting Schools European Charter for democratic schools without violence Evaluate theory, models and programs to achieve human rights-based lifelong learning policies and learning environments and their applicability to the local school community Develop understanding of models for and benefits of human rightsbased education and lifelong learning, and readiness to assist local school community in constructing and implementing a human rights respecting learning community Provide leadership and service in planning and implementing a human rights respecting learning community Promote understanding, appreciation and support for rights-based education a human rights respecting learning community 42

43 WORKING ENVIRONMENT THE AVERAGE EUROPEAN SCHOOL PSYCHOLOGIST Psychologists in the educational system are working in different professional settings. They work in universities, training organizations, educational ministries, national, regional and communal public services, in schools, in private practice There are different types of school support service structures across Europe: SPs working exclusively in a team of SPs, SPs working in multi professional teams comprising not only SPs but multiple professions e.g. social workers, school nurses, school doctors, special educational needs teachers, speech therapists, single SPs working in a school, SPs working in communal centers serving several schools etc. As there is presently no comparable data available across Europe on the quantity, quality and efficiency of such school support structures, research studies need to evaluate cross-sectoral roles, practice and cooperation of professionals in youth support structures in order to develop efficient models of school support. There is a clear need to invest in the collection and analysis of comparable data in order to allow politicians being able to effectively plan for efficient school support systems. This research requests the participation of professionals in the educational, health and social sector such as SPS, special educational needs teachers, school nurses, school doctors, social workers, educators, speech therapists, physiotherapists, pediatricians, psychiatrists, career counselors, research staff etc in order to facilitate the development of integrative school support structures. A recent best practice example in form of a model for comprehensive and integrated SPS has been published in 2010 by the US National Association of School Psychologists. 124 Though generally the base on comparable data of European SP is poor, the results of the ESPIL Questionnaire 2010 can indicate some global characteristics of SPS across Europe. We talk about a workforce of approximately SPs across Europe. Most EMS provide job descriptions for SPs including requested professional activities. In 50% of the countries job descriptions none request professional competence (DK, CR, LT, LUX, SK, ESP, SV), which would facilitate the development of competence based curricula within the initial education according to the EQF. Thus it would be beneficial to initiate European projects of SPs analyzing job descriptions, service structures and necessary professional competences. This initiative would improve competence based curricula in SP education and training matching professional needs and developing comparable quality standards of SPS. It would be a first step towards the development of a professional school support infrastructure in Europe. In Spain, Romania and Bavaria/Germany SP work also includes work as a teacher at the same time. In Croatia SPs are sometimes engaged to teach psychology at secondary school level. In France SPs do not work as teachers, but are employed with the status of a special educational needs teacher. The question if SPs need to be educated teachers is an everlasting debate also among SPs. The role conflict risks the necessary neutrality and independency of the profession in order to be able to contribute to efficient problem solving. There is a consensus among European SPs that a job as a teacher and a SP at the same time is not compatible with professional ethical codes of psychologists. A double-bind role of being a teacher and a SP at the same time illustrates the switchyard position of School Psychology in the educational system. In times of teacher shortage, SPs are requested to work more as a teacher. In times of welfare however, the school is running at full teaching capacity, there are more hours available for psychological tasks. Again, there is not sufficient evidence based data in Europe in order to draw conclusions about the efficiency of particular school support structures. There are different specific SPS structures across Europe. On average the majority of SPs work in communal/district/regional/provincial centres (47%) and in schools (36%). Whereas most SPs in Norway, Sweden, Belgium and Bulgaria work in communal services, SPs in Denmark and Lithuania work nearly exclusively in schools. The private sector seems to play only a marginal role (10%) as a work place of European SPs, whereas public administration represents the main employer. There is a clear trend that SPs work rather in public (87%) than in private schools (13%). As autonomy has an impact on the quality of SP s work, employment conditions can facilitate or confine professional practice. 125 Autonomy is of major importance for SPS quality in order to be able to act in the best interest of students and in order to contribute to adequate resolutions of problems. Clients must be assured of the neutrality and confidentiality of SPs. If parents have the impression, that SPs take rather interests of schools into account, they will not access SPS. If a head master 43

44 suspects a SP to take mainly the parent s perspectives into account, s/he will not engage SPS. If a challenging teaching style contributes to difficult behavior of a student presented at a SPS, the consulted SP needs to analyze the problematic situation from all angles avoiding to take only the teacher s perspective into account therefore finding an efficient solution for both, teacher and student. Research indicated that problems requiring the intervention of a psychologist are perceived differently by teachers and psychologists. Teachers tend to consider child-centred services (as those used to deal with pupils' learning, emotional or behavioural problems) while psychologists also stress the importance of consulting 126 and counselling teachers. School head masters are an important influential group on the work of SPs as they can have a key role in their employment. A SP employed by a head master in a school risks professional autonomy for the benefit of a secure working place. Thus expectations of head masters may have a significant influence on SP s practice, if SPs have no legally guaranteed autonomy in the 127 educational system. As mentioned in chapter research from Finland/Estonia indicates that school head masters expect SPs to primarily counsel student s parents and teachers individually, whereas system counseling is rarely expected. Expectations of head masters might be especially then one of the barriers to changes of SPS towards a more prevention dominated service, when they are responsible for the employment of SPs. SPs need professional autonomy and employment stability in order to avoid the risk of being instrumentalized. From a professional point of view SPs prefer to work in centre based multi professional teams serving schools of the neighborhood with regular frequent consultations in schools. This helps SPs to maintain autonomy allowing for mutual support and thus building confidence within the school community by being visible, known as reliable contact. Research indicates the importance of building confidence through regular contact by stating that only in schools where psychologists had been available for ten or more years, SPs were more likely to counsel teachers regarding their personal problems. The development of professional integrative school support improving multi-sectoral, multidisciplinary and multicultural cooperation among professionals is internationally prioritized as an interesting cost-benefit-approach for policies (s. chapter 2.4.) Investment in such a structure is investment in youth and a smart way to raise effectiveness and efficiency for society, especially if SPs are recognized as having a coordinating position in an integrated cross sectoral approach of school support tackling social, health and educational inequities in youth facilitating role in the educational system for health promotion and prevention of failure and/or dysfunctions a key position in supporting the implementation and evaluation of educational, health and social policies in the school system. A promising example for the enhancement of a cross-sectoral structure of youth support services is 128 the initiative Children s Platform- Kinderplattform in Austria, encouraging interdisciplinary cooperation of professionals from different fields for the benefit of children, adolescents and their families. Unfortunately there are not sufficient comparable data available on the percentage of SP working at different school levels, which would be necessary in order to conclude in which way European SPs contribute already to primary prevention in the educational system. Adequate working conditions are an important factor to SPS quality. As mentioned above, the ratio SP/per student has an impact on the provided type of service. Cost friendly school support services delivering primary prevention show a ratio close to or below the internationally accepted minimal standard of 1 SP per 1000 students. 44

45 RATIO 1 SP: student, teacher, SEN teacher, social worker, school doctors, educational counsellor, specialists ( speech therapists, physiotherapists etc.) in the national educational system 2009/ Country N=SP Students Teacher SEN Social Medical Ed. Specialists Teacher worker Doctors Counselor BG o 0 ~1.8 ~4 7.4 DK * 60 o 5.9 o LV LT ~1 LUX ,3 3 F CR UK 2000 A RO ESP SV SK ,7 D * 0 NL 1600 NOR Total average The variation in numbers of employed SPs in different EMS is remarkable. Whereas in Denmark 1 SP is employed for ~800 students on average, 1 German SP serves on average ~ students. 130 Denmark seems to offer the most favourable SP s working conditions across Europe with the lowest number of students and teachers to serve per SP, an attractive salary and motivating gratification for lifelong learning in the form of regular participation in CPD and supervision. Table1: How many students are served by 1 School Psychologist per country? In most countries 1 SP serves between schools. Whereas 1 Austrian SP supports a community of 592 teachers, the Latvian colleague supports 61 teachers. In most European countries the expected future number of posts for SPs seems to stay stagnant or drop, however there are no valid comparable data in order to draw conclusions on future staff development and professional perspectives of SPs. Results of the ESPIL Questionnaire 2010 indicate that the SP workforce is rather a senior workforce with 70% SP being aged 40+. There is a clear trend across Europe of SPs being a female dominated profession. On average only 17% SP are men. In most EMS the working time is scheduled at hours per week. WORKING TIME 18-20h 20-28h 37-40h RO,BG UK, F (secondary schools) F (primary schools), CR,LV,LT,NOR,ESP,A,D,DK,NL 45

46 There is also little known about the professional mobility of SPs across Europe. Concluding from recent data of the database on recognition of professional qualifications, psychologists in general seem to be a very mobile professional group, ranking at place 10 of professional mobility across Europe. 131 According to the ESPIL Questionnaire 2010 SPS seem to work exceptionally with national workforce, except in the UK and to a very small degree also in the Netherlands. This is surprising in the face of increasing multicultural school settings and on the background of professional mobility data. Adequate working conditions include also comparable wages for professions of similar qualification. The results of the ESPIL Questionnaire 2010 indicate that the salary of SPs corresponds in nearly all countries to the average income of a secondary school teacher. Nevertheless the average annual salary of a SP varies between 6000 and across Europe, which is not exclusively explicable by national differences in cost of living. As stated in earlier studies 132, the recognition of SPs varies across Europe and traditionally Northern European countries seem to acknowledge SP work more than other countries, which also shows in terms of salary. The results of the ESPIL Questionnaire 2010 indicate large differences across Europe concerning possible cooperation among SPs and other professionals in the educational system. Whereas a Spanish SP serves a community of about 79 teachers, a Bulgarian SP serves about 300 teachers. Whereas a Lithuanian SP cannot rely on additional support by social workers, 1 Norwegian SP can count on the cooperation of 26 social workers. In the educational systems of Norway, Austria and Sweden SPs have the possibility to cooperate with significantly more other professionals (SEN teachers, School Doctors, School Nurses, Educational Counselors, Specialists as Speech Therapists, Physiotherapists, Social Worker etc) compared to other EMS. This can be a valuable support for schools and SPS, but it can also mean increased competition with a mismatch of responsibilities. In order to work efficiently such inter professional collaboration needs to be addressed both in the training of all professionals as well as effective facilitation to which SPs may be well placed to contribute because of their focus on the whole person and relationship skills. Table 2: On how many other professionals in schools can 1 SP count in your country? On average across Europe 1 SP is assisted by ~ 4 other professionals (SEN Teacher, Social worker, School doctors, Ed. Counselor, other specialists) in order to support schools. According to the available data a Swedish SP seems to be assisted by the broadest variety of other professionals, whereas the Austrian colleague can only count on assistance of medical doctors and SEN teachers. Due to their global approach SPs are either well placed and efficient in the educational system with a coordinating and primary prevention role or have a rather weak and inefficient position as a specialist for assessments and interventions for individual students, which increases competition with other professionals in the field. A study carried out by the University of Liège/ Belgium 133 on the profession of psychologists reflects high professional competition in the work field of SPs. Psychologists were asked if non-psychologists provide same professional activities in their work field. Whereas in general 42% of psychologists activities despite specialized education and training are provided by non psychologists, 69% of SP s professional activities were felt to be also provided by other professionals. Inter professional collaboration calls for respect to each profession. At the same time this calls for very 46

47 delicate attention to different levels of preparation. Professions that require longer training should have this recognized. In order to assure quality service to students, families and schools and to save evitable costs and low cost-benefit-ratios for educational budgets due to diffuse responsibilities, SPs need clearly regulated employment conditions in EU educational systems including qualification levels, requested competences and responsibilities. According to the ESPIL Questionnaire % of European countries offer a legally based status for SPs in the educational system. The following example demonstrates that the question of fair working conditions still needs to be addressed across Europe. A high level professional profile is requested at the status of a school nurse, which does not match the role of a SPs especially in terms of qualification: The European School Brussels I looks for 2 psychologists for 2 half term posts at an indetermined period for January 1 st 2008, The School Head Posted at the school s website The psychologists will be selected for one school, but need to teamwork with two partner schools. Responsibilities will be shared- as each psychologist has different, but complementary specialisations- in order to assure jointly work at different levels of the schools. 1. Qualifications The candidate has an education at university level with a diploma/master specialized in school psychology. The candidate has also experience in the educational area or an education as a teacher. 2. Selection The psychologist will be selected according to his/her specialization, cultural background and language competences. 3. Responsibilities Prevention Encouraging team work Observation of behavior and interaction in groups Information / training on specific subjects for teachers, students, parents Participation in the realization of school projects e.g. prevention of bullying, violence, dependencies; peer mediation, stress management, learning to learn etc. Observation and early assessment of special educational needs students Support of career guidance on individual and group level for students Support of individual career guidance for teachers and parents Participation in the development of efficient career guidance Intervention Understanding the role of a school psychologist as a partner in a pedagogical team Participation in the development of school projects Organization and management of training groups destinated at parents, teachers and/ or students Participation in procedures related to special needs education: realizing a first assessment report with referral to specialized services. Assuring the follow up of students participating in a special educational needs program. Realizing specific psycho-pedagogical training and therapeutic short term intervention Supporting and informing teachers according to special educational needs of students Participation in the development and evaluation of a school intern counseling centre Establishment and assurance of contacts with local psycho-social services Construction of a psychosocial network with countries represented in the school population in order to allow parents and teachers to find necessary resources according to the specific educational needs of students Establishment and assurance of contact with the school s medical service. Assurance of contact with external psychological services, which intervene in the case of challenging students. Evaluation Interviews, surveys, observations for the evaluation of group interaction. Interviews, surveys, etc. for project evaluation. Testing and other evaluation instruments for assessment of cognitive functioning, dysfunctions, behavioral and/or emotional problems, personal challenges, family difficulties and/or social problems etc. Continued evaluation and development of responsibilities and intervention of the school psychologist in the school setting. 4. Practical information The school psychologist has a status as administrative staff in the school equivalent to the post of the advanced secretary or school nurse. The salary is determined accordingly for a half term post at the gross amount of 1.786,29. The working time of a half term post includes 22.05' h per week in order to be able to benefit of school holidays. In summary the average EU SP is a woman, aged 40+ working in public administration on a communal or regional level between hours per week, responsible for a community of schools with ~2100 students and ~180 teachers. Her profession is regulated by laws and she is works according to a job description including her professional activities. She achieved a diploma/master degree in psychology after 5 years of psychology studies at university. Formally she was rather not requested to provide any professional experience when she started her career. Her salary corresponds to the average income of a secondary school teacher. She can expect to be assisted in her work by 4 other professionals in the educational system. Her SP colleagues are of the same nationality and do rather not, like her, have any professional experience outside her country. She has access to CPD between 1-3 times per year organized rather by the educational ministry, a university 47

48 or her professional association. She can expect hardly any gratification for her participation in lifelong learning EXAMPLES OF SCHOOL PSYCHOLOGICAL SERVICES The average EU SP does not reflect the particular situation of SPs in each European country as the variety of working conditions among countries and regions is remarkable and needs the provision of a reliable data base and differentiated analysis in order to be able to compare different school support systems across Europe, thus allowing a clearer conclusion on best practice and efficiency of services. Examples of five different SPS illustrate the range of school support structures across Europe: An example of a national/regional multi-professional SPS is the Centre of Psychology and School Guidance SPOS in Luxemburg SPS WITH MULTI PROFESSIONAL TEAMS IN LUXEMBURG The Centre of psychology and school guidance 134 (CPOS-Centre de psychologie et d orientation scolaires) is part of the Luxemburg Ministry of Education and Professional Training (MENFP) and collaborates closely with professional career guidance services of the Labor Ministry. It is led by a SP. The CPOS is the functional national authority of 35 Psychology and School Guidance Services (SPOS -Service de Psychologie et d Orientation) including psychologists, social assistants, graduated educators, counseling teachers. Each service is placed and part of a secondary school, whereas with 30 are public and 5 private schools. A SP of such a centre is working also under the authority of the school head as well as the CPOS. SP s work is regulated (law of the 16 th July 2004) requesting the assurance of psychological, personal and social guidance of students, offering school/professional career guidance, prevention activities, support for teachers in case of students facing difficult school, family or personal situations or in case of students with special educational needs, and the participation in class councils (deciding on school career paths of students each school term). The work of the CPOS is regulated (law of 13 th July 2006) requesting the coordination and evaluation of general actions for the SPOS including the organization of CPD programs and reporting back to the Ministry. Their mission is to Assure psycho-pedagogical guidance of secondary school students and to collaborate for the provision of school career guidance for the students of the last primary classes ( 6th year) Facilitate the transition from school to labor market Provide general support to parents, students, schools and teaching staff in questions related to psychological, psycho-affective and psycho-social aspects of the learning process of students Discuss the organization of SPOS with directors and colleagues of concerned primary school and to assure the coordinated activities of the services Allocate State financial support for students beyond primary school education A summary report of 25 years work illustrates regional School Psychological Counseling Centre s featuring SPs in Schleswig-Holstein, the most northern country of Germany 135 and one of the EU regions with the least SPS provision. SPS WITH EXCLUSIVELY SPS IN SCHLESWIG-HOLSTEIN/GERMANY The Centres addressed the following school levels 45% primary schools 17% medium level secondary school 15% high level secondary school 12% low level secondary school 5% inclusive schools 6% other schools The SPS were requested in the following order of frequency concerning School performance Disregard of rules and limits Emotional problems School career pathways Communication problems The sort of interventions were 50% counseling 21% assessments 16% information Areas of work: 62% Individual counseling students, which was mainly done in cooperation with the school 20% Systemic school counseling 9% counseling individual teachers 9% teamwork with psychosocial network The contact was initiated by 47% parents 24% students 19% teachers 10% other persons Teachers requested SPS concerning 52% students 18% class management 10% parents-student relationships 48

49 6% class visits/ observation 4% evaluation reports 2% referrals 1% others Teachers requested SPS concerning 52% students 18% class management 10% parents-student relationships 8% colleagues 7% specific professional questions 5% general professional situation of the teacher Systemic school counseling related to 41% CPD and psychological training addressing: Information, counseling, projects in the area of prevention e.g. life-skill-training, health promotion, managing school yards Information about and development of coping strategies concerning challenging behavior, e.g. disrupting class, school drop outs, or challenging school performance, e.g. highly giftedness, learning difficulties in order to improve teaching skills, to reflect teaching style, to practice new skills Counselling related to teacher s well-being and health with questions of how to restructure the working environment, e.g. burnout, teamwork 8% colleagues 7% specific professional questions 5% general professional situation of the teacher Different profiles of SP have emerged through the requested work 1. SP as assessor, counselor, advocate of the child/adolescent in individual counseling 2. SP as guide, counselor and co-producer of new perspectives for teaching staff in order to equip teachers with improved coping strategies for school challenges 3. SP as moderator, process guide, teacher in order to support efficiently school development 4. SP as coordinator and facilitator of access to adequate solutions for challenging situations by using the psychosocial network (youth service, therapeutic organizations, private counseling centers, hospitals, church, communal or public administration) 20% systemic counseling of organizational development, mainly school program development 20% supervision for teaching staff/ school leaders 20% violence prevention projects 19% work with classes 12% information about SP work 6% conflict resolution intervention 4% studies/ publications SPS AS PART OF AN INTEGRATED SCHOOL SUPPORT STRUCTURE IN BREMEN/GERMANY This regional structure is a counseling and support centre for students, parents and teaching staff in case of problems arising in the context of schooling. 136 Since 2007 this centre has replaced former services and counseling structures of the communal education and research authority, which shows the large range of tasks for school support structures: School psychology Service School integrated school psychology service School and career guidance Counseling centre for social-emotional development Counseling centre for dyslexia Counseling centre for maths Guidance centre for school drop-outs Counseling centre for speech therapy Counseling centre for school support of migrant students Counseling centre for school support Counseling centre for drugs prevention Centre of prevention Counseling centre for school support of Roma/Sinti children The centre offers an integration of counseling, prevention and continued guided support with Individual and professional support for students of all ages in case of problems, risks, crisis and transitions Professional support for schools, educational care providers and other concerned persons dealing with students in case of school or personal problems The development of specific offers for schools to prevent schools and students problems. The regional multi-professional teams (including SPs, pedagogues and other professionals) work on the basis of a commonly agreed standard. Multi professionalism is important in order to look at requests from different angles, in order to offer support in form of orientation and client assurance to act without requesting the clients to search privately for adequate support. The centre deals with questions of Learning and Performance development dyslexia dyscalculia 49

50 giftedness challenges in language development school career Social-emotional development school drop out behavior violence and violence prevention challenges of addiction Integration of migration children Crisis and Emergencies School and Migration - example of this service 137 : 25% of Bremen inhabitants have a migration background resulting in a constant increase of students with migration experience in schools. The central role of schools for the social integration of migrated families has been proved by scientific research and is reflected in social cohesion policies of Bremen. Nevertheless, many migrant families are not familiar with the local educational system. Access and participation in this system requests a high level of adaptation by these families. Support of migrating families requests multicultural competences in various areas of the school institution, teaching staff, school leaders, member of school support systems. This centre supports this development in order to work together with students and parents of migrating families, with schools and school teams finding ways for successful forms of integration. The centre offers information and advice on the communal educational system, special assessment (studying, school performance, behavior) in respect to the particular situation of migrants, assessment of language development in cooperation with other groups and institutions. POST SCHOOL PSYCHOLOGICAL SERVICE PATHFINDERS (SCOTLAND) In April 2004, Post-School Psychological Service (PSPS) Pathfinders 138 were established for a 2-year period in 12 Scottish local authorities and evaluated in These represented an extension of the existing work of educational psychology services. PSPS works collaboratively with key stakeholders, and in particular with Scotland s Colleges, Careers Scotland, Scottish Enterprise and local training providers. Educational psychology services in Scotland have 5 core functions of consultation, assessment, intervention, training and research. They summarize the role of the psychologist in working at a consultative level with young people, parents and other professionals; in assessing needs using a range of methods and approaches; in designing and carrying out interventions to address needs; in offering training and professional development to others who work with young people; and in designing and participating in action research and projects. Within an educational context they are the only professionals whose functions relate directly to work with the individual young person and family, to developmental work at the level of the organization or establishment and to work at the education authority or council level, relating to both the individual and to strategic and policy issues. The aim of PSPS in applying these roles was to promote better outcomes for young people and, in so doing, to contribute to the reduction of the proportion not in employment, education or training (NEET). In seeking to promote better outcomes the aims of PSPS were defined as being: to support the young person s transition to post-school by enhancing continuity and progression to complement the assessment and advice of the college, training provider or Careers Scotland to improve the understanding, skills and effectiveness of service providers through consultation, training and action research to contribute to strategic developments locally and nationally, including policy development. The conclusion of the evaluation is that PSPS is a highly successful initiative. The knowledge, skills and expertise of the educational psychologist, based on the distinctive foundation of psychological theory and practice, have contributed significantly to its key findings, which are that PSPS has been highly valued by all key stakeholders including young people and their parents and their carers the initiatives being carried out by Pathfinders have led to a vast number of demonstrable improvements in outcomes for young people the extra resources provided to support Pathfinders have been the key factor in the development of an effective range of post-school services. The development of PSPS has far-reaching implications for educational psychology as a profession. As a result of the project evaluation the Scottish Government has set up Post-school Psychological Services in every area in Scotland as a routine part of educational psychology services. Despite the fact that individual SPS can clearly demonstrate their efficiency, there is a general lack of knowledge on evidence based school support structures across Europe. The development of a SUpport Network for European Schools- European School SUN would be an innovative, evidence-based and sustainable solution to support schools and political decision makers in education efficiently. This European platform will strive to put the topic of school support on the European, national, regional and local political agenda and to exchange knowledge on effective policies and programs in order to improve school support. It will consist of several structures: 50

51 Policy Network The Network of policymakers of European School SUN from countries across Europe consists of policymakers who have committed prioritizing school support on national policy agendas. Member countries participate in a benchmarking exercise to improve capacity to monitor structures and efficiency of school support. Annual Lead Country meetings and reports serve as peer review mechanisms for learning and sharing. Council Network The Council of European School SUN consists of presidents of national council networks, which include representatives of important stakeholders, e.g. as students, parents, SEN teachers, school heads, teachers unions, educational, health, social ministries, SPs, school doctors, pediatricians, psychiatrists for children and adolescents, school nurses, school based social workers/pedagogues, speech therapists, physiotherapists, career counselors, hospitals, universities and training organizations. The representatives have the opportunity to articulate their needs and to become active partners in implementing school support. Annual meetings and reports serve as advice for the network of policymakers. Evaluation EU school SUN Evaluation Teams provide technical support to policymakers and practitioners to help them conduct evaluations of their programs. The resulting knowledge attempts to answer questions on what works and what does not work in school support. SPs have a key position in evaluation teams. Participation The EU school SUN Forum is an online space for the European school support community to exchange or offer innovative ideas, best practice, expertise and advice, as well as collaboration and partnership. The forum is the central location from which the school support network carries out its partnership brokering and information exchange activities. SPs have a key position in school support coordination. Practice The pilot project European School SUN Service similar to the model of European Schools 139 will develop an evidence based model of efficient European school support structure through professional practice and European teamwork. The European School SUN Service will provide a forum to develop and practice interdisciplinary, multicultural and crosssectoral cooperation through coordinated projects with national School SUN Services support national schools located abroad, international schools and European schools, offering a multicultural educational environment favourable to develop and benefit of European school support structures serve as a reference centre and support for mobile families across Europe develop common European quality standards, resources and tools in cooperation with National School SUNs network with European and International organizations and structures relevant to topics of school support in order to build cost-effective synergies in the field of European LLP. The following structures are of such relevance: European SchoolNet, the European Agency for the development of Special Needs Education, the Centre for Research on Lifelong Learning CRELL, the European Network on Economics of Education EENEE, Schools for Health in Europe 140, Promenpol-database 141, WHO 142, UNAIDS, European Food Info Council (EUFIC) 143, European Environment Agency 144, Shared Environmental Information System (SEIS) 145, European Sustainable Energy Education Forum 146, Energy Efficiency (EE) 147,European Network for Workplace Health Promotion 148, European Agency for Safety and Health at Work -EU-OSHA 149, ETUCE 150, European Parents Association 151, EUFAMI 152, EU Youth Forum 153, Child Focus- European Centre for Missing and Sexually Exploited Children 154, EPTO- European Peer Training Organisation 155, VISIONARY- European project on school bullying and violence addressing teachers, parents, professionals and pupils 156 ; Council of Europe 157, International School Psychology Association ISPA 158, European Monitoring Center for Drugs and Drugs Addiction (EMCDDA) 159, European association of libraries and info services concerning alcohol and other drugs 160, European Network for Practical Approaches in Addiction Prevention 161, The European Healthy School and Drugs Innovation in school based drug prevention 162, Euroguidance Network 163, European Lifelong Guidance Policy Network 164, European Guidance and Counseling Research Forum 165, European Forum of Technical and Vocational Education and Training 166, European Vocational Training Association 167, European Youth and Counseling Agency 168, CEDEFOP 169, EURYDICE 170, European Forum for Student Guidance 171, European Institute for E-Learning 172, European project on learning skills 173, European Learning Styles Information Net 174,European Network of Ombudspersons for children ENOC 175, European Knowledge Centre for Youth Policies 176, European Network of National Observatories on Childhood 177,Child Rights Information Network CRIN 178, Safer Internet 179, European Foundation for Quality of Life 180, European Health Information System 181, SCMHE Programme 182,DataPrev Evidence for mental health promotion 183, DeMob.inc 184 Project for better standards of mental health care. 51

52 The multitude of relevant partners highlights the holistic and cross-sectoral approach of SPS, indicating their potential to coordinate policies, programs and services for school support. A European school support service with SPs in a coordinating position will be able to compare national policies, programs and resources relevant for youth identify, develop and evaluate possibilities of best practice in policies, programs, projects, initiatives relevant for youth develop links with relevant partners at a European level facilitate communication between relevant European structures and national educational support structures promote peer learning among professionals in educational support structures. The European school support service represents an innovative strategy to improve the efficiency of initiatives relevant for lifelong learning and to save expenditure in national educational systems due to the capacity of building synergies among relevant European structures and among European and national structures SP SERVICE QUALITY SPs have a long tradition of evaluating the efficiency of their school interventions. As the topic of costs for the health system related to ADHD have been raised, a good example of SPS quality evaluation is the meta analysis on the effects of school based intervention for Attention Deficit Hyperactivity Disorder by George du Paul and Tanya L. Eckert, 185 which reports positive and significant overall mean-effect sizes for dependent measures of behaviors across all three experimental designs. SPs are interested in the evaluation of their services as assurance of service quality improves professional recognition and evaluation of work processes allows for improved effort-result-ratio. Working on the basis of the CRC it is also important to evaluate ethical principles of SPS in terms of access to services and service child-friendliness. The most important quality standards of SPS are seen in Professional acting according to the state of the art of psychological sciences Teamwork and interdisciplinary cooperation Supervision enhancing the reflection of professional acting Regular individual and systemic support in schools Regular participation in CPD (assessment, therapy, counselling, systemic and organizational guidance) Regular evaluation and quality assurance Respect of professional ethical codes and legal regulations. 186 Counselling processes are relatively difficult to evaluate. Pure statistical quantitative data, which are relatively easy to access as numbers of caseload, time spent on interventions etc., do not reflect necessarily the quality of SP work. It is therefore essential to develop reasonable indicators of SPS quality. Indicators of SPS efficiency in terms of changes in the educational system could also include benchmarks of the Education and Training Program 2020 as e.g. the rate of school drop-outs. European cooperation in form of sharing quality assessment tools and developing best practice models of SPS quality assessment would be beneficial in order to contribute to a comparable European database on school support structures and to develop common quality standards. Data on types and frequency of demand and the prevalence of learning/ behavioural difficulties among the school population can also serve as a source of information for a monitoring system on mental health service use, if SPS are considered to play an important role in primary health prevention. Conclusions from the EU funded project MINDFUL on improving mental health information across Europe support the significance of improved SPS quality management: The relevance and meaningfulness of data, not only their availability, should be the leading criteria for designing a monitoring system for mental health service use. The existing hospital-focused systems for monitoring mental health services utilization should be supplemented by systematic reporting on day care, out-patients, complementary and other types of care. 52

53 The definitions of the reported variables should be standardised for all EU Member States. 187 A survey on quality evaluation of SPS in Germany in demonstrated that quality assessment has not been frequently used in the past as a tool of service improvement. Ministers of Public Administration agreed in November 1998 that new methods should be developed for sharing knowledge between the EMS on quality improvements of the public sector. This can also be a first step to improve also the database on SPs across Europe and to improve the quality of SPS. Educational Ministries have recently started to suggest the application of quality management models for SPS. An important tool for quality management of SPS is the model of the European Foundation for Quality Management- EFQM 189, which is used by the CPOS in Luxemburg, and the CAF (Common Assessment Framework) developed by the European Institute of Public Administration (EIPA) in Maastricht 190, which starts to be applied to Belgian SPS. The self evaluation assessment e-tool 191 of CAF allows SPS to start service evaluation. An interesting example of SPS quality management has been found in Luxemburg 192. QUALITY MANAGEMENT OF CPOS/ LUXEMBURG The Ministry of Public Function requested to establish a CAF to implement quality management of governmental services by self evaluation. SP services needed tools to provide service quality adapted to the specific public and unique tasks of these services as well as a model which considers the human factor as central for the work. Since 2005 the CPOS Luxemburg cooperates with an external expert, a licensed EQFM assessor, who introduced CPOS/SPOS members to the European Foundation for Quality Management (EFQM)- a nonprofit organization, working for the dissemination and application of the quality management model. In 1988 EFQM had been asked by the European Commission to develop a European framework for quality management. The EFQM model is a tool to assist an organization in the implementation and continued development of a complex management system. It gives organizations the tools to identify their own strengths, weaknesses and resources for improvement and to plan a quality development strategy. The CPOS/SPOS uses a specific approach, developed by Knist & Landgrebe, which facilitates the use of the EFQM model for small teams having the task to receive, to council and to guide a targeted public group (depressed women, young people, addicted individuals, families etc.). It is based on the experience of the authors as evaluators and trainers for organizations and staff of the social sector. It consists mainly in the adapted translation of the general evaluation principles EFQM according to the specific needs of the targeted service, like a SP service. In the permanent focus of work is the self-evaluation of practices, the study and improvement of the organization and the client centered perspective. This holistic approach differentiates more classical and well-known methods of quality assurance and certification considering soft factors, as the human factor or as the code of ethics of an institution, the style and relation between the hierarchy and staff, work satisfaction of staff and clients, the processes to realize a product or service, results in form of data etc. The EFQM model applies a concept focused on resources. It questions and highlights not only needs of areas for improvement, but also the strengths and qualities of a service. Important elements are: Summative evaluation (What did I do? Does it work? How much did I do?) requests a comparative response: it works better or less than before, it is more or less like others, it is more or less what was expected; it refers to the progress of achieving a specific pre-fixed objective and designates the degree of achievement. Continuous evaluation (How did I do? What can I conclude for the future?) requests a reflective analysis of the process to achieve the pre-fixed objectives and refers to a global comprehension of the situation. This evaluation type corresponds to a real learning process, which requests the use of acquired knowledge in the perspective of a dynamic adaptation process towards the achievement of goals. Quality development approach looks for continuous work improvement via self evaluation; this is summative evaluation and most of all continuous evaluation. It relies on the idea that an organization improves by learning. Quality reports are according to the EFQM model a rich source for self-evaluation of results and key performance indicators of a service. They also however have an essential function within the service to verify the objectives and the quality of the entire work organization. Externally they serve as a summary of delivered missions, of achieved results (for the Educational Ministry and network partners) and to support public relations. The individual reports of SP services correspond to a work of useful continuous evaluation for the concerned teams. The global report of an evaluation summary 193 allows for an important external communication. The CPOS has introduced since 2006 an annual quality report, which is a common tool of documentation, self-evaluation and perspectives of improvement of the psycho-social-educational work of the 35 SPOS. Qualiity circles are ad hoc groups of SP service members, who are requested to check and develop quality projects of the organization. This is the place, where the content of SP work can be questioned- a common reflection on the necessity or, quality criteria or standards of SP services, e.g. to define areas of necessary actions, to indicate goals and concrete indicators of the area of activity, to establish a preferred work process. Best practice examples serve as a first starting point for such reflections. Quality development in the framework of a SP service does not strike for harmonization or certification of practices. The human factor remains central and the reflective approach defines the logic of the SP work. The initiative of improvement represents a "bottom-up" approach and not an adaptation to new professional standards. 53