Educational Psychology and Mental Health: An Exploration of the Educational Psychologist’s Role and Perceived Level of Competence

In the United Kingdom statistical data indicates that around 10% of children and adolescents had one or more mental health disorders, with approximately 2-3% of children and adolescents aged 3-18 years having a diagnosed anxiety disorder.

If persistent and unmanaged, mental health disorders can be associated with long term negative outcomes including risk of disruption to education and school absence, poorer educational attainment, employment prospects and an increased risk of alcohol or drug misuse.

Meta-analytic results have indicated that Cognitive Behavioural Therapy (CBT) with children and young people can elicit large improvements in anxiety, moderate improvements in depression and small improvements in anger and behavioural difficulties.

A systematic review was carried out to evaluate the effectiveness of group CBT interventions delivered in schools by Educational Psychologists (EPs).

Promising effects were found for the effectiveness of group CBT interventions when delivered with children and young people in regards to reducing symptoms of anxiety and depression. Implications of these findings in terms of the possible use of CBT as a short-term selective or universal program in schools are discussed.

Methodological concerns with the research are also highlighted and directions for future research are discussed.

Despite recent changes in legislation indicating that EPs may have a greater role in supporting the mental health and emotional wellbeing of children and young people, few research studies have explored the perceived role and level of competence of EPs in this area.

The empirical paper therefore sought to address the lack of research exploring EPs perceptions of their role and level of competence in the field of anxiety.

A qualitative study was undertaken in which forty four EPs and Trainee EPs (TEPs) working across nineteen Local Authority Educational Psychology Services in London completed qualitative questionnaires, results of which were analysed using thematic analysis.

Findings indicated that respondents felt that they had a role in the area of anxiety. Themes relating to role included competence, severity, accessibility, professional role, professional ethos and multi-agency.

Respondents outlined a number of assessment, therapeutic and training approaches used in this area and themes of competence, professional role and psychological approach emerged from the data.

In relation to Continued Professional Development (CPD) themes emerged including a recognised need, affordability and service priorities. Implications for practice and future research are discussed in light of methodological limitations.