The EPS—A Quality Service

Fox, M.

doi:10.1080/0266736910060410

Cited by 8 publications

(6 citation statements)

References 1 publication

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“…For instance, Acklaw (1991) points out the dangers of restriction of educational psychologists' work to participation in statutory processes if their only customers are cut-down-to-size LEAs and the consequent need to look carefully at the needs of schools and how psychologists can help with them. Fox (1991) pursues this theme further by arguing that we now need to think in terms of the quality of what is provided:…”

Section: Continuing Professional Development and The Futurementioning

confidence: 98%

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Planning for Continuing Professional Development

Presland

1993

Educational Psychology in Practice

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A series of study days in the Wiltshire Psychological Service is described as an example of how to prepare for the uncertainties of the future through continuing professional development activities. The days focused on various scenarios for the future, the kind of psychological service we would ideally like to provide, the ways in which we might approach this ideal within various scenarios, key tasks required to be ready for a range of possible future circumstances, identification of individual CPD needs and the preparation of area team CPD plans which were then used to devise an initial whole service plan. Examples of the work produced during these activities and some evaluative feedback suggest that the approaches described could be helpful more widely. Continuing Professional Development and the FutureThe pace of change in Education at the moment has considerable implications for educational psychologists. That bulwark of our existence the 1981 Act is due for changes. The Audit Commission and Her Majesty's Inspectorate of Schools (1992) urge more specificity in faster produced statements, in which the LEA lays down what schools should provide for pupils, holds them responsible for providing it and monitors to see that they do. The educational psychologist is seen as having a pivotal role in advising on which pupils need a statutory assessment and in participation in the school's annual review of pupils with statements. The increased demands proposed for schools will make them need more support and help in these areas -and who will provide that in the future if we don't? The recent special educational needs consultation paper (DFE, 1992), proposes increases in the influence of parents in the statutory procedures, with the right to name a school they wish their child to attend and to expect the LEA to comply unless there is a good reason why not, and with increased powers of appeal. The Parents Charters (DES, 1991; are part of a government campaign to encourage parents to exert their rights. The Children Act is another upheaval which must have an effect, and the difficulty of finding any specific accounts of how makes it more of a challenge. The consultation document on the new inspection procedures (Her Majesty's Inspectors of Schools, 1992) makes a multitude of proposals as to what the new breed of inspectors should look for -information about exclusions and attendance and associated procedures, standards of and procedures for behaviour and discipline, relationships, identification and monitoring of pupils' needs, provision for pupils with special educational needs, relationships with parents, motivation and recognition of staff and conduct of meetings, to give a few examples. These are all aspects of the school's functioning which can be helped by an educational psychologist. Helping schools prepare themselves for such investigation could be a large and virtually new role for psychologists. Interestingly, use of educational psychology services is itself included in the items recommended for investigation, so ...

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Section: Continuing Professional Development and The Futurementioning

confidence: 98%

“…• the 'axioms' and dimensions of quality of Fox (1991) mentioned earlier; • current job descriptions for educational psychologist and senior educational psychologist;…”

Section: What Is Cpd and How Does It Affect Us?mentioning

confidence: 99%

Planning for Continuing Professional Development

Presland

1993

Educational Psychology in Practice

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“…9. Working towards objectives can help promote interest in and knowlcdgc of change techniques, which may be partly known to the school (as noted above) or relatively new to educational applications, such as quality circle techniques (Hutchins 1985, Fox 1989). …”

Section: Setting Objectives For Change: Detail and Visionmentioning

confidence: 99%

Objectives for Change in Educational Organisations

Newton¹,

Tarrant²

1990

Educational Management & Administration

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“…However, primary accountabilities were seen as being within CSD and the group was effectively self-managing, thus having many factors in common with a Quality Circle (Karp, 1983). Fox (1991) proposes that 'the development of Quality Circles within Educational Psychology Services are a fundamental starting point for improving the quality of the services Educational Psychology Services offer'.…”

Section: The Csd Teammentioning

confidence: 99%