Written answers

Wednesday, 24 March 2021

Department of Education and Skills

National Educational Psychological Service

Photo of Denis NaughtenDenis Naughten (Roscommon-Galway, Independent)
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888. To ask the Minister for Education and Skills the formula used to allocate educational psychological assessments to primary schools through NEPS; if there is provision for unused allocations to be reallocated to other schools during the current school year; if unused allocations can be rolled over by schools to the following academic year; if multiple schools within an area can pool allocations of psychological assessments; and if she will make a statement on the matter. [14873/21]

Photo of Norma FoleyNorma Foley (Kerry, Fianna Fail)
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The National Educational Psychological Service (NEPS) is the psychological service of my Department.  It is a school-based service with an overall objective of providing an educational psychology service to all schools, through the application of psychological theory and practice, to support the well-being, and academic, social and emotional development of all learners.  NEPS prioritises support for learners at risk of educational disadvantage and those with special educational needs. 

In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service.  This model does not operate on a waiting list basis.  Educational psychological assessments are not assigned to schools.  Instead an Educational Psychologist is assigned to a school.  The NEPS Model of Service is one where there is a balance between consultation and casework about individual children, and support and development work with school personnel. This model is based on what the research shows is effective in the application of psychology and facilitates a number of ways for psychologists to engage with schools.  The Psychologist works with the school to ensure the needs of children and young people are met. This often involves parents, teachers and the psychologist working collaboratively. Other agencies and other staff in the school may also be involved.  This could for example include a special education teacher, SNA or personnel from the NCSE.  The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring.

NEPS encourages and supports schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.

Photo of Denis NaughtenDenis Naughten (Roscommon-Galway, Independent)
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889. To ask the Minister for Education and Skills her plans to increase the number of educational psychological assessments allocated to primary schools through NEPS; and if she will make a statement on the matter. [14874/21]

Photo of Norma FoleyNorma Foley (Kerry, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

The National Educational Psychological Service (NEPS) is the psychological service of my Department.  It is a school-based service with an overall objective of providing an educational psychology service to all schools, through the application of psychological theory and practice, to support the well-being, and academic, social and emotional development of all learners.  NEPS prioritises support for learners at risk of educational disadvantage and those with special educational needs. 

In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service.  This model does not operate on a waiting lists basis.  Educational psychological assessments are not assigned to schools.  Rather, Educational Psychologists are assigned to schools.  The NEPS Model of Service is one where there is a balance between consultation and casework about individual children, and support and development work with school personnel. This model is based on what the research shows is effective in the application of psychology and facilitates a number of ways for psychologists to engage with schools.  The Psychologist works with the school to ensure the needs of children and young people are met. This often involves parents, teachers and psychologists working collaboratively. Other agencies and other staff in the school may also be involved.  This could for example include a special education teacher, SNA or personnel from the NCSE.  The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring.

NEPS encourages and supports schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.

I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in Budgets 2017, 2018, 2019 and 2020 the sanctioned number for NEPS psychologist currently stands at 221 w.t.e.  This includes an additional 17 psychologist posts to support the well-being of school communities.

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