Educational psychology practice within children's services : an exploration of working therapeutically now and in the future.

This thesis considers Educational Psychologists' (EPs) views of references to therapy in A
review of the functions and contribution of educational psychologists in England and
Wales in light of "Every Child Matters: Change for Children" (Farrell et al, 2006). A
grounded theory methodological approach was undertaken, contributing three core
categories to existing theoretical knowledge about EPs and therapeutic interventions:
seeking demystification and clarity in relation to the language of therapy and therapeutic
interventions and the appropriateness for EPs; a changing future for EPs; a frustrated
conditional desire for therapeutic work. These core categories will be discussed in the
context of existing literature. Associated recommendations have been made for the EP
profession, Local Authorities, Educational Psychology Services (EPSs) and individual
EPs.