Shining a light on educational psychologists

Along with many other educational psychologists, I read with interest the article in April's Psychologist about the UK Trauma Council's (UKTC) resources for schools around planning for and managing critical incidents. As supporting schools in their response to critical incidents is a core feature of the work of educational psychologists (e.g. Beeke, 2011; Cameron, 2006), I was intrigued to see what evidence had been drawn upon to inform UKTC's resources and how educational psychologists had been involved in their development.

Apart from a reassurance that the resources are 'evidence-based', there was little information about the work and research that had been drawn upon. However, I appreciate that a literature review and critique of the materials was not within the article's remit. What deeply disappointed me was discovering that educational psychologists were only referenced in passing, with the brief mention of Dr Matt Beeke, an Educational Psychologist 'who wrote early drafts of the guidance' with the author of the new materials and the focus of the article, David Trickey.

Incidentally, Dr Beeke's 2011 doctoral thesis was a study of educational psychology practice around critical incidents, which has provided a widely used definition of the term 'critical incident'.

The vast majority of Local Authority Educational Psychology Services provide critical incident support as their core offer to schools, with educational psychologists viewed as 'key members' of the local authority response team (Kelly & Gray, 2000).

Educational psychologists respond to a wide array of critical incidents. With colleagues, I have provided support to schools following a sudden, unexpected death of a member of staff, a suicide of a member of staff, a murder in the local community and a serious safeguarding case. I have also provided critical incident support to a residential children's home following a violent attack (see Lowther, Dunn & Powell, 2019).

The two major incidents named as the impetus for the development of the UKTC, the Grenfell Tower Fire and the Manchester Arena Bombing, were also critical incidents where educational psychologists were heavily involved. 

Research into the impact of educational psychologists' (EPs) involvement following the Grenfell Tower Fire highlights that this service was most frequently spoken about as a valued resource and 'School staff praised the swift response and specific support given by the educational psychology service. The EPs contacted schools immediately and together with school senior leadership planned the most appropriate support for the individual school. They provided resources and scripts, which were considered to be extremely valuable. They emphasised the importance of active watchful waiting, in order to highlight those pupils who were at risk and in need of help' (Dunsmuir, Hayes and Lang, 2018, p.38)

In the aftermath of the Manchester Arena Bombing, the UK Department of Education sought support for schools from educational psychologists in that region, providing funding to a tune of £185,000. This money was used to develop training that was initially delivered to school leaders and subsequently adapted as online materials (Dunne, 2021), which are still freely available. That schools were informed about how to access educational psychology support is specifically referenced in the independent review on the preparedness for and response to the Manchester Arena Bombing incident (Kerslake, 2018). Following that incident, a headteacher in Salford is quoted as saying: 'The EPs have been really supportive and responsive' (Sundhu, 2017).

Critical incident work is complex and difficult. Educational psychologists welcome the availability of resources to support them and others in this work. However, it is a shame that the vital contributions of educational psychologists are so often overlooked and unrecognised. It is especially upsetting when this occurs within our field of psychology – this article being an example where the central role of educational psychologists in a key area of their work is not acknowledged.

It is such a pity that this article missed the opportunity to shine a light on what we do.

Dr Cath Lowther
Educational Psychologist and General Secretary of the Association of Educational Psychologists

References

Beeke, M. A. (2011). Critical incidents: exploring theory policy and practice (Unpublished doctoral thesis). London: University of London, Institute of Education.

Cameron, R. J. (2006). Educational psychology: The distinctive contribution. Educational Psychology in Practice, 22 (4), 289-304.

Dunne, R. A. (2021). Educational psychologist involvement with critical incident response (Unpublished doctoral thesis). Manchester: University of Manchester. 

Dunsmuir, S., Hayes, B. & Lang, J. (2018). Professional Narratives and Learning from Experience: Review of the Critical Incident Response to the Grenfell Tower Fire. London: UCL Educational Psychology Group.

Kelly, D., & Gray, C. (2000). Educational Psychology Services (England): Current Role, Good Practice and Future Directions. Department for Education and Employment.

Kerslake, R. W. (2018). An independent review into the preparedness for, and emergency response to, the Manchester Arena attack on 22nd May 2017. www.kerslakearenareview.co.uk

Lowther, C., Dunn, J. & Powell, J. (2019). An aeroplane without wings: Educational psychology support for a children's home staff team prior to and following a critical incident. Scottish Journal of Residential Child Care, 18 (3), An aeroplane without wings (strath.ac.uk)

Sundhu, R. (2017). In Jimerson, S. R., Muscutt, J., Russell, T., Regan, T., Quinn Ewbank, L. & Sundhu, R. (2017 July). Supporting vulnerable children in times of crisis: Early reflections from the Manchester bombing and lessons learned from other parts of the world. Paper presented at the International School Psychology Association Conference, Manchester, England.