The role of school psychologists in child protection and safeguarding

Abstract

Child protection and safeguarding are important aspects of work for all professionals working with children. The current article outlines the international context of school psychologists' work in relation to child protection and safeguarding and describes the United Kingdom context in more detail. Given the relatively recent broadening of the UK legislative focus, to include safeguarding in addition to child protection, a review of current practice is needed. A UK survey was commissioned and undertaken in order to identify the current and potential contributions of school psychologists in relation to child protection and safeguarding. This mixed methods survey included an initial focus group with school psychologists, a questionnaire survey of all school psychology services in the UK, and site visits to four selected school psychology services. The research found that school psychologists undertake a wide range of child protection and safeguarding work at universal, targeted and specialized levels. This work includes partnership with a wide variety of other professionals. Future development of school

Educational psychology and resilience in developing contexts: A rejoinder to Toland and Carrigan (2011)

“…We use the term 'Educational Psychologist' as this is the preferable term in South Africa (and the UK -see Woods et al, 2011). South African research informs much of the content of this article.…”

“…Educational psychologists need to share this knowledge with teachers, as well as support them in championing resilience purposefully in children placed at risk by the systems in which they are growing up. For example, this process can be facilitated via professional developmental programmes, workshops, literature written for teachers, informal contact, and/or mentorship (Deb & Walsh, 2012;Pillay, 2011;Woods et al, 2011).…”

“…Cook, Jimerson, and Begeny (2010) report that high regard for, and access to, educational psychologists is more likely in developed societies, with stable economies and emancipated world views. Nevertheless, these professionals are considered, systemically, to be ideally positioned to affect positive change, both in and for the children they serve, and in the ecologies of these children (Cook et al, 2010;Pillay, 2011;Woods, Bond, Tyldesley, Farrell, & Humphrey, 2011;Yeo & Choi, 2011). As such, they are increasingly being urged to capitalize on their systemic connections to stimulate positive change (Donald, Lazarus, & Lolwana, 2010;Pillay, 2011;Woods et al, 2011;Yeo & Choi, 2011).…”

Facilitators and barriers to the provision of therapeutic interventions by school psychologists

“…There is also much variation in practice; Squires and Dunsmuir (2011) discuss the heterogeneity of SPs’ professional territory and how this varies according to the psychological service context and the schools the SP serves. These variations are even more significant when considered within an international context and when bearing in mind the influence of social, cultural, and economic factors and local and national priorities ( Jimerson, Oakland, & Farrell, 2007 ; Woods, Bond, Tyldesley, Farrell, & Humphrey, 2011 ).…”

Providing psychological services for children of overseas Filipino workers (OFWs): A challenge for school psychologists in the Philippines

“…Reyes (2008) noted that they are more vulnerable to being abused and intimidated by their peers in school. This exacerbates the feeling of being abandoned since their parents are not with them to protect or defend them (Deb & Walsh, 2012;Pillay, 2011;Scalabrini Migration Center, 2004;Theron & Donald, 2012;Toland & Carrigan, 2011;Woods, Bond, Tyldesley, Farrell, & Humphrey, 2011).…”