Psychological Service. Service Guide 2014/2015. Educational Services CONTENTS

Transcription

1 Psychological Service Services Service Guide 2014/2015 CONTENTS

2 PAGE 1. INTRODUCTION 1 2. WHAT IS EDUCATIONAL PSYCHOLOGY? 1-4 I) STATUTORY DUTIES II) III) IV) RELEVANT DOCUMENTATION CONSULTATION, ASSESSMENT AND INTERVENTION TRAINING AMD RESEARCH V) POLICY DEVELOPMENT AND IMPLEMENTATION 3. SOUTH AYSHIRE S PSYCHOLOGICAL SERVICE 4-11 I) VISION, VALUES AND AIMS II) EDUCATIONAL PSYCHOLOGISTS SERVICE DELIVERY CORE TIME TARGETED SUPPORT DEVELOPMENTAL AND STRATEGIC ROLE III) HOW DOES THE EDUCATIONAL PSYCHOLOGIST BECOME INVOLVED? SCHOOLS PARENTS AND OTHER AGENCIES IV) WHAT HAPPENS NEXT? WHAT HAPPENS WHEN PARENTS MEET THE EDUCATIONAL PSYCHOLOGIST? WHAT HAPPENS AFTER MEETING THE EDUCATIONAL PSYCHOLOGIST? 4. CONTACT DETAILS I) PSYCHOLOGICAL SERVICE STAFF II) III) SCHOOLS AND LINK EDUCATIONAL PSYCHOLOGISTS STRATEGIC LEADS

3 1. INTRODUCTION This document sets out the vision, values and aims of South Ayrshire Council s Psychological Service. In addition it outlines the statutory basis for the service, its operational framework and what schools can expect from their allocated. 2. WHAT IS EDUCATIONAL PSYCHOLOGY? Psychology involves the study of human behaviour in its full social context. Psychology is an applied branch of the discipline that concerns itself with children and young people, their development, strengths and any difficulties that might be experienced by them. psychologists work in collaboration with children and young people, their parents/carers, school colleagues, and those in other agencies to bring about positive change for children and young people with problems. All educational psychologists working in Scotland have a post graduate professional qualification in educational psychology (a Masters or Doctoral level qualification) and several years experience working with children. Their training and experience focuses on using applied psychology to promote the achievement, inclusion and wellbeing of children and young people aged 0 24 years. Statutory regulation for psychologists in the UK was introduced on the 1 st July 2009, which means that all qualified psychologists require to be registered to practice with the Health and Care Professions Council (HCPC) ( i) STATUTORY DUTIES Providing a Psychological Service is a statutory duty required of all Scottish local authorities. Specified in legislation, the functions of that service include: The study of children with additional support needs. The giving of advice to parents and teachers as to appropriate methods of education for such children. 1

4 In suitable cases the provision for the additional support needs of such children. The giving of advice to a local authority within the meaning of the Social Work (Scotland) Act 1968 regarding the assessment of the needs of any child for the purposes of any provisions of that or any other enactment. In addition the Standards in Scotland s Schools etc Act (2000) states that school education must be directed towards the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. Psychological Services are well placed to make a significant contribution to this duty placed on local authorities. ii) RELEVANT DOCUMENTATION In 2002, following an extensive review, the then Scottish Executive published a report into the workings of Psychological Services throughout Scotland known as the Currie Report. ( /publications/eorderingdownload/rr792.pdf) This report set out 5 core strands of service delivery for s. In line with this report, South Ayrshire Council s Psychological Service offers all five strands of service delivery in their work with schools, children and young people, parents and other support services. Across these levels, the service has five core functions: Consultation. Assessment. Intervention. Training. Research and Development. iii) CONSULTATION, ASSESSMENT AND INTERVENTION s are able to offer consultation, brief assessment and intervention, through negotiation with head teachers, for individual children and young people. CONSULTATION Consultation is a joint problem-solving approach in which people who share concerns work together to resolve problems. psychologists work in partnership with staff, parents and carers and partner agencies to solve problems. Whenever possible the child 2

5 or young person will be involved in the consultation process. However, consultation can also be about more developmental/ strategic issues such as behaviour, literacy, playground, policy development, etc. rather than relating to individual children. ASSESSMENT Consultation is always our starting point and is the beginning of an assessment process. During an initial consultation the educational psychologist may decide to undertake additional assessment in addition to the information already available from the school. Assessment by an educational psychologist is a process that involves the gathering of information from a variety of sources in a range of settings, over a period of time and analysing it. It involves parents, carers, teachers, children and young people. The purpose of an educational psychology assessment is to inform future intervention. Its breadth can encompass contextual, cognitive, emotional, social and behavioural factors. s will also contribute directly to the preparation of a Child s Assessment and Plan (CAP) depending on the situation presented in line with locality forum protocols. The Psychological Service contributes directly to the work of each locality forum through the attendance of an educational psychologist. INTERVENTION Intervention are strategies designed to overcome barriers to learning and teaching as well as allowing all children and young people to achieve their fullest potential. Interventions should be evaluated for impact and selected on the basis of evidence of impact. Interventions can be at the level of individuals or family. s can also contribute to whole establishment and Council interventions, for example, through the successful Bounce Back, Dyslexia Friendly Schools (DFS) and Nurture Groups and approaches. iv) TRAINING AND RESEARCH The Psychological Service can offer a wide range of training to schools, parents and other groups. psychologists also contribute to the South Ayrshire Council s CPD programme both on Gateway and the Multi-agency calendar. The Psychological Service can offer training in many different areas. Some examples: Attention Deficit Hyperactivity Condition (ADHD), Attachment, Working memory and links to learning, Resilience, etc. 3

6 psychologists also identify training needs, provide advice and evaluate training programmes within the local authority and participate in multi-disciplinary training at local and national levels. South Ayrshire Council s Psychological Service considers research as key to promoting evidence-based psychological practice. Research and evaluation processes are taught as an integral part of their professional training so educational psychologists are ideally placed to bring these skills to all aspects of the education process. v) POLICY DEVELOPMENT AND IMPLEMENTATION Given their broad overview of the educational system and related systems educational psychologists are ideally placed to contribute to the important areas of policy development and implementation. Our contribution can range from offering advice, formal comments on position papers, co-ordination of policy development and serving on working parties with specific remits. Again this can be at the level of an individual school, for example, support developing playground policies. This could also be at the level of the Local Authority, for example, supporting the development of its policy for additional support needs and implementing approaches to specific forms of provision such as Autistic Spectrum Condition (ASC) provision, complex learning difficulties provision. Lastly, s may also become involved at a broader national level, for example, linking in with the Scottish Government s research and development on Nurture Groups. 3. SOUTH AYRSHIRE S PSYCHOLOGICAL SERVICE The Psychological Service s vision statement is intended to be consistent with the Council s vision statement set out in Securing the Future for South Ayrshire. 4

7 Our vision is to establish South Ayrshire as the most dynamic, inclusive and sustainable community in Scotland. (Securing the Future for South Ayrshire, 2007) As a constituent part of the Council s Education Services, the service s policies and practices are in line with the strategic framework of the overall service. i) VISION, VALUES AND AIMS VISION To apply psychology innovatively and work collaboratively to secure positive outcomes for children, families and young people of South Ayrshire This may involve removing barriers to inclusion, identifying strengths and empowering others to enable children to become successful learners, confident individuals, responsible citizens and effective contributors. We understand needs and solutions as arising from the interaction between children and the environments in which they live and learn. The Psychological Service will at all times endeavour to operate within a climate of open and rigorous improvement in our work with children and young people, their families, teachers, local authority staff and partner agencies. We will put the best interests of the child or young person at the centre of what we do within the local and national policy context. VALUES In line with all the constituent service provisions within Education Services the Psychological Service has adopted the central values, which guide its practice. 5

8 Inclusion Equality Empowerment Integrity AIMS The Psychological Service aims to: 1. Apply psychological knowledge, working in partnership with others, to ensure that school education is directed towards the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential (Standards in Scotland s Schools etc Act, 2000). 2. Use psychological knowledge, working in partnership with others, to ensure that children and young people in South Ayrshire are safe, healthy, active, nurtured, achieving, respected, responsible and included. 3. Work with partners to develop the four capacities in all our learners, i.e. that they will become successful learners, confident individuals, responsible citizens and effective contributors. 4. Work with partners to apply the framework and principles set out in the revised Supporting Children s Learning Code of Practice (Scottish Government 2010). 5. Working with others, identify and work towards overcoming barriers to learning arising from the learning environment, health, family circumstances or social and emotional factors. 6. Offer a consistently high quality service across the five strands and three levels identified in the Review of Provision of Psychology Services in Scotland (2002). 6

9 ii) EDUCATIONAL PSYCHOLOGISTS AND SERVICE DELIVERY CORE TIME Each school and nursery has a nominated link educational psychologist. A core time allocation will be made to allow each school and nursery to maintain regular contact with the link educational psychologist. This allocation is made using a formula of 1) the number of pupils on the school roll; 2) pupils at stage three or above of the local authority s staged intervention system; 3) free meal entitlement and 4) the Scottish Index of Multiple Deprivation. Time is accordingly allocated from the Psychological Service. A Service Level Agreement is negotiated at the beginning of each school session to focus on how the s work within the school. The expectation is that the educational psychologist s time will be used at individual, school or locality level. Where psychologists are involved at an individual level it is expected that this will focus on vulnerable children and young people. During core time the educational psychologist and the school s link person will: Maintain an overview of arrangements for identifying and meeting children s additional support needs. Ensure that the school has access to applied educational psychology and is able to use this to inform decision making about learning and teaching. Use a consultation model to ensure that school staff have appropriate access to advice and support from the Psychological Service. Maintain a focus on early intervention and prevention. Agree when the consultation model requires to be extended to incorporate direct assessment and support work. Complete agreed tasks associated with direct assessment and support (non targeted support cases). TARGETED SUPPORT In recognition of the complexity of the needs experienced by some children and young people, additional time will be made available by the Psychological Service to meet their needs. This service is to be allocated to individual pupils rather than the school they attend. As a result of this schools attended by these pupils may access time in addition to their core allocation through negotiation with the school s educational psychologist and 7

10 then referral through Locality Forums. Depending on the support required this may involve another from the team. In these circumstances the allocated psychologist will liaise closely with the school s link psychologist and the school s link person. While undertaking any targeted support work the allocated educational psychologist will: Be the main Psychological Services point of contact for the school s link person in relation to the pupil. Be a member of the multi-disciplinary team working with the child and his/her parents/carers. Use a consultation model to ensure that multi-disciplinary staff have appropriate access to advice and support from the Psychological Service. Agree when the consultation model requires to be extended to incorporate direct assessment and support work. Complete agreed tasks associated with any assessment and support for pupils with targeted support needs. Access to this strand of service delivery will generally be for*: Those who are Looked After at Home. Those who are Looked After by the local authority. Those whose name is on the child protection register. Those who have significant additional support needs. Those where there is a high risk of placement (home and/or school) breakdown. *Please note that this list is not exhaustive and any vulnerable children may be able to access this service if agreed between school and link school psychologist. DEVELOPMENT AND STRATEGIC ROLE The remaining key activities for the service will be specialist remit work, authority linked work, service enabling work and training and research work. In additional each has a strategic remit that they will work within. These include areas such as ADHD, ASC, Literacy and Relationships & Resilience. 8

11 iii) HOW DOES THE EDUCATIONAL PSYCHOLOGIST BECOME INVOLVED? SCHOOLS Involvement of the Psychological Service should always be subject to discussion between the school s link person (Head teacher and/or Pupil Support co-ordinator) and the school s link educational psychologist in the first instance. If a formal referral to the service is agreed then there are two possible ways to access the service. 1) Core Support : If there is a need for consultation, advice, short-term direct assessment or intervention with a child or family (the purpose of which could be to inform a later GIRFEC assessment and which would take the educational psychologist only a few sessions), this should be negotiated directly with the school s link educational psychologist. This is not required to go through the Locality Forum although there is a requirement to obtain full parental permission. 2) Targeted Support : If there is a need for a more intensive piece of work that will take several sessions, is more intensive and may be more therapeutic in nature, this should be negotiated with the link educational psychologist AND there is also a requirement for this to go through the appropriate GIRFEC Locality Forum for consideration. This will require the school to complete a CAP if one does not already exist. This can be found at: Where an assessment plan does not already exist, a child or young person s details should be entered into the plan. Sections 1 through to 15 inclusive should also be completed by the nursery or school. Additional sections can be completed if relevant. Section 18: Proposed Action Plan should always outline the request for, and agreed purpose of, an educational psychologist s involvement under the Action Required section. PARENTS AND OTHER AGENCIES Other agencies wishing to refer a child or young person to the Psychological Service must also follow the same procedure unless the child is looked after and accommodated or is recorded on the council s child protection register. Parents are also able to access the Psychological Service. This would usually take the form of an initial consultation. 9

12 iv) WHAT HAPPENS NEXT? This depends very much on just what is causing concern, and what sort of information is already available. Parents will always be told when this is going to happen; they will also be able to be present if their child is to be seen individually, and to meet the psychologist to discuss their child afterwards. The educational psychologist may decide to do some of the following: Observe a child in familiar situations. Talk to the child or young person s teacher or teachers. Work or play with a child or young person, using a range of tasks and materials. Find out, wherever possible, the child or young person s views about his or her educational progress and any things that are causing concern. Use a range of activities or assessments. These can help to get an objective picture of some of a child or young person s skills, and allow comparison with others of the same age. The aim is always to get a clearer picture of how to help the child and to allow them to make progress in school. Look at work the child or young person has completed in class. WHAT HAPPENS WHEN PARENTS MEET THE EDUCATIONAL PSYCHOLOGIST? Parents are the experts on their children and the knowledge and experience of their child will be an essential part of the assessment process. Their involvement will be an important part of any plans for meeting his or her needs. The educational psychologist will want to find out about some of these things: Parent s view of child s early development. Parent s view of child s difficulties. Parent s view of child s strengths. How child is at home - particularly in terms of the concerns that are being experienced in school. Any sort of help that parents have been able to offer their child. Parent s opinions about child s progress and the sort of help that may be needed. If they wish parents may bring a relative or friend to the meeting with the educational psychologist. Parents may find it helpful to jot down or collect information to take to the meeting or to make a note of any questions they want to ask. They can also make notes during the meeting if they wish. 10

13 WHAT HAPPENS AFTER MEETING THE EDUCATIONAL PSYCHOLOGIST? This depends on the plan of action agreed with children and young people, parents and teachers after the educational psychologist s involvement. The child or young persons progress will continue to be monitored and reviewed after a reasonable period of time by the team around the child. At the review, if there is no current need for active involvement of the educational psychologist, the child or young person s file will be made inactive, and archived if there has been no further involvement in the following year. If the school or parents become concerned about the child or young person again in the future then it is easy to re-refer the child or young person to Psychological Services or retrieve their case file. We retain files for 5 years beyond the school leaving date should there be any future need for the information contained in therein. 4. CONTACT DETAILS We are a Psychological Service which thrives in an atmosphere of continuous improvement so are grateful to service users who contact us with comments about the service provided and suggestions for any improvements. Please feel free to write, or phone. Psychological Services c/o Queen Margaret Academy Dalmellington Road Ayr KA7 3TL

14 PSYCHOLOGICAL SERVICE STAFF NAME POSITION FTE and days Jacqui Ward Alistair Kelly Angey Stovell Anne-Marie Hasler Principal Senior Senior Senior Contact details worked 1.0 Queen Margaret Academy, Dalmellington Road, Ayr, KA7 3TL Queen Margaret Academy, Dalmellington Road, Ayr, KA7 3TL Queen Margaret Academy, Dalmellington Road, Ayr, South Ayrshire, KA7 3TL (Mon- Thur) Queen Margaret Academy, Dalmellington Road, Ayr, South Ayrshire, KA7 3TL Daryl van Blerk Dr Kimberley Whitehead Diann Neill Vivienne Scott Dr Roseanna Mohammed Senior : (Probationer) 0.5 (Wed- Fri) Queen Margaret Academy, Dalmellington Road, Ayr, South Ayrshire, KA7 3TL Daryl.vanBlerk@south-ayrshire.gov.uk 1.0 Queen Margaret Academy, Dalmellington Road, Ayr, South Ayrshire, KA7 3TL Kimberley.Whitehead2@southayrshire.gov.uk 1.0 Queen Margaret Academy, Dalmellington Road, Ayr, South Ayrshire, KA7 3TL Diann.Neill@south-ayrshire.gov.uk 1.0 Queen Margaret Academy, Dalmellington Road, Ayr, South Ayrshire, KA7 3TL Vivienne.Scott@south-ayrshire.gov.uk 1.0 Queen Margaret Academy, Dalmellington Road, Ayr, South Ayrshire, KA7 3TL Kimberley.Whitehead2@south- 12

15 ayrshire.gov.uk TABLE 1 Claire Masterman Julie Porter Trainee Clerical assistant 0.4 Thurs, Fri Queen Margaret Academy, Dalmellington Road, Ayr, South Ayrshire, KA7 3TL Claire.Masterman@southayrshire.gov.uk Queen Margaret Academy, Dalmellington Road, Ayr, South Ayrshire, KA7 3TL Julie.Porter@south-ayrshire.gov.uk 12:45-3:45 term time only i) SCHOOLS AND LINK EDUCATIONAL PSYCHOLOGISTS 13

16 Carrick Prestwick Queen Mgt Marr Kyle Girvan Belmont Carrick Ayr A Kelly/ D Neill A Kelly/ A Stovell A Kelly/ R Mohammed School Ayr Academy Annbank Coylton A Kelly/ A Stovell Dalmilling A Kelly/ Newton Gardenrose Kirkmichael D Van Blerk Belmont Academy Maidens D Van Blerk Alloway Minishant Braehead Straiton V Scott Doonfoot Girvan Academy D Van Blerk Holmston Ballantrae D Van Blerk Tarbolton Barr D Van Blerk Kincaidston Barrhill J Ward Kyle Academy Colmonell J Ward Forehill Dailly A Stovell Grammar Girvan D Neill QM Academy A Stovell Marr College D Neill St Patrick s A Stovell Barrassie D Neill St John s A Stovell Dundonald D Neill St Ninian s A Stovell Muirhead D Neill St Cuthbert s A Stovell Struthers D Neill Sacred Heart A Stovell Troon Carrick Academy V Scott Prestwick Academy Cairn V Scott Glenburn Crosshill V Scott Heathfield Fisherton V Scott Kingcase V Scott Monkton V Scott Symington 14

17 Forums Early Years Specialist ASL TABLE 2 D Neill School / Establishment Southcraig Invergarven Queen Margaret - SLC A Stovell V Scott D Van Blerk V Scott J Ward Girvan Academy - ASfL Dalmilling Primary - PS Girvan Primary - ASfL Doonfoot - ASC Kincaidston - LU Wallacetown Nursery Cherrytree Nursery As allocated by Principal J Ward All s Girvan Nursery Partnership Nurseries Pre3 Review Groups Locality Forums J Ward J Ward CAG GARF 15

18 Strategic Leads i) STRATEGIC LEADS D Neill J Ward A Kelly/ K Whitehead Literacy Early Years and Parenting LAC A-M Hasler/ A Kelly V Scott/ R Mohammed V Scott / R Mohammed A Stovell D Van Blerk All EPs Children s Houses/ Corporate Parenting ADHD ASC Resilience and Relationships Nurture It is hoped that the guide is both informative and helpful; any suggestions in terms of how it might be improved would be most welcome and can be sent to: psychologicalservices.admin@south-ayrshire.gov.uk 16