Work

The role of educational psychologists in supporting post-16 transition: findings from the literature

Year: 2018

Type: article

Abstract: The Children and Families Act (2014) has seen the extension of the role of educational psychologists (EPs) to cover the age range from birth to 25 years. EPs have had to develop and extend their practice to meet the needs of post-16 young people with special educational needs and disabilities. Research on transition from compulsory education to further education, employment or training has highlighted significant variability in practice. A systematic review of contemporary literature was undertaken to explore the potential role and contributions of EPs in supporting post-school transition to further education, employment or training. Seven studies met inclusion criteria and data were reported using PRISMA guidelines. Although predominantly speculative, the data highlight a number of roles for EPs in supporting post-16 transition, encompassing work at individual, group and systemic levels and incorporating core functions of educational psychology practice.

Source: Educational Psychology in Practice

DOI: 10.1080/02667363.2017.1411788

Authors: Rachel Morris, Cathy Atkinson

Institution: University of Manchester

Language: English

Topic: Disability Education and Employment

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: Department for Education, UK Government