How educational psychologists describe problem-solving conversations with adults (consultation)

What is it about?

This study looks at how educational psychology services (EPSs) in the UK describe and use “consultation” — a way educational psychologists work with school staff and parents to help children. Although consultation is a key part of a psychologist’s job, there's no clear, shared definition of what it involves. The authors reviewed 15 official documents from different local authorities to see how consultation is explained and practised. They found six main themes: what the goals are, how it's defined, who takes part, how people prepare, what happens during the process, and what outcomes are expected. While most services aim to support and empower staff and parents, there were differences in how much detail was provided, who was involved, and whether children were included. The study highlights a need for clearer, more consistent consultation policies, and suggests future work should focus on making these processes more inclusive and culturally sensitive.

Featured Image

Why is it important?

This paper looks at how educational psychology services (EPSs) in the UK explain their consultation work — that is, when educational psychologists meet with teachers or parents to help them solve problems and support children more effectively. Consultation is a core part of what educational psychologists do, but there's no single, agreed way that it's defined or carried out across the country. The study reviewed 15 documents from different local authorities to find out how these services describe and structure their consultation processes. The goal was to understand what’s common, what’s different, and how clearly these ideas are communicated to schools and families. The findings show that while many services agree on general aims like supporting change and working together, there are big differences in how they explain the steps involved, who should take part, and what happens afterward. Some documents are very clear and collaborative, while others lack detail or leave out important ideas, such as inclusion or cultural sensitivity. This matters because clearer and more consistent consultation policies could help school staff and parents better understand and prepare for working with educational psychologists. It also shows where there’s room for improvement — especially in making consultation more inclusive and evidence-based. Overall, this paper highlights the need for a shared understanding of consultation practice, to make sure support for children and young people is as effective and fair as possible.