We are part of the Children’s Service and this means working with:

  • education staff and establishments
  • children, young people
  • families, and partner agencies who work with and for children.

We offer a range of psychological skills, interventions and approaches, which have a sound evidence base and believe that interventions work best when all of those involved with a child or young person work together.  

In May 2017 Stirling Educational Psychology Service successfully completed a validated self-evaluation (VSE) process in collaboration with Education Scotland and partners.

The self-evaluation work of the Educational Psychology Service was successfully validated by Education Scotland. As a result a number of strengths were highlighted, with recommendations to support and enhance the service’s journey of continuous improvement. The report can be accessed on the Education Scotland website. The Educational Psychology Service has incorporated actions from the VSE recommendations into its service improvement plan 2017-2018.

We are all registered with the Health & Care Professions Council (HCPC) and adhere to the HCPC regulations and professional standards.

The work of an educational psychologist is varied but largely consists of:

  • Development work: training and project work with education establishments and the authority, as well as undertaking research and evaluation. We also contribute to authority groups and to the development of authority policies and guidance and we provide advice to the authority and to partners.  
  • Casework: in relation to a child or young person, an educational psychologist often works indirectly through a process of consultation, providing advice to parents/carers and the team around the child. Sometimes an educational psychologist will work directly with a child or young person to help progress learning or behaviour, working in partnership with those who know the child or young person best.

Some examples of an educational psychologist’s work are:

  • Training education staff and partners on loss, attachment, trauma and brain development.
  • Supporting the development of mindfulness in some schools, for children and young people.
  • Providing direct input with a child to support them in managing their feelings and emotions. 
  • Supporting education staff in implementing the Model for Improvement.
  • Contributing to a ‘My World’ assessment of a child’s learning if the expected progress is not being made.
  • Chairing an authority multi-agency group on mental health and wellbeing to develop an authority strategy.
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