A framework to support critical reflection in educational psychology (EP) practice is described. The process of critical reflection and the underlying theoretical ideas are discussed, including the links between critical reflection and action for social justice change in EP work. The article reports on a participatory research project with trainee…

With an increasingly diverse UK population and differences in outcomes and experiences, educational psychologists (EPs) need actively to adhere to and promote principles of equality and equity. Although there is limited engagement with social justice issues in the professional and ethical guidelines in the UK, there has been a growing body of…

This study sought to establish educational psychologists' (EPs) views on their experiences of using a personal skills profile (PSP), created to support post-16 transition. Two focus groups were held with EPs working in local authorities in the UK. Discussions focused on participants' experiences of using the PSP with young people (YP), its value,…

Children and young people (CYP) who experience domestic abuse are at greater risk of negative outcomes in adult life. In Wales, an emphasis is placed on a multiagency response to domestic abuse, and there is growing interest in the role of schools in prevention and intervention. A mixed-methods design was adopted to explore the views of…

Consent is essential for legal and ethical psychological practice. EPs in the UK work with children and young people from ages 0 to 25, meaning that consent gaining practices must take account of the complexities of different professional guidelines, legislation, and case law depending on the age and competence of individual service users. This…

The Video Interaction Guidance (VIG) literature has seen rapid growth in recent years. Expanding on its use with families, educational psychologists (EPs) are one of many professions that have trained in VIG. A relationship-based intervention which focuses on strengths and communication, VIG in schools seems appropriate, although the research-base…

As scientist practitioners, educational psychologists (EPs) are equipped with the necessary research skills to evaluate both the impact of their involvement and the effectiveness of interventions in schools. An increasing area of priority within schools is supporting young people with social, emotional and mental health (SEMH) needs. This paper…

The activity of educational psychologists' (EPs') statutory psychological assessment continues to be viewed critically within literature. The current research explores the understanding of EPs and special educational needs and disability (SEND) officers in this activity, considering the 2014/2015 policy reforms. Semi-structured interviews were…

The paper explores the impact of an exercise used to promote culturally sensitive supervision on supervisors. It begins with an overview of the role of power dynamics and cultural awareness within supervision. Two supervisors' experiences of engaging in a transcultural supervision activity with their respective supervisees, trainee educational…

Educational psychologists (EPs) have a legal and ethical obligation to gain informed consent prior to any psychological involvement. As EPs work across the 0 to 25 age range, the person giving consent may vary according to the needs of the individual service user and so it is necessary to be aware of relevant legislation and case law. This study…

Further education (FE) is an under-represented area in educational psychology practice. As young people move from education to employment, those who have received support for an additional need which is not then recognised as a disability by the 2010 Equality Act; special educational need ("SEN") rather than special educational need and…

This mixed-methods study examined educational psychologists' (EP) experiences of occupational stress, well-being, and implications for their professional practice. Phase 1 involved an online survey of 300 EPs in England using the Professional Quality of Life Scale (ProQOL) and the Short Warwick and Edinburgh Mental Well-Being Scale (SWEMWBS). The…

This paper contends that supporting young people to hold a growth mindset -- the belief that intelligence is malleable and within an individual's power to develop -- offers a potential psychological contribution to existing educational inequalities in the UK. A role for educational psychologists (EPs) in extending research insights from experiment…

Adverse childhood experiences (ACEs) and related approaches are receiving increasing focus from education policy makers and educational psychologists. However, the extent to which ACEs research and theory can be used to inform practice continues to be a topic for debate. The present paper explores the development of ACE-informed practice within…

This two-part study investigated how educational psychologists (EPs) might support schools working with young people (YP) with eating disorders (EDs). Part one explored the current support in UK schools for secondary-aged pupils with EDs, and the areas that parents (n52) and school staff (n39) felt needed further development, using online…