The purpose of the Division of Educational and Child Psychology is to promote the professional interests of educational and child psychologists and to develop psychology both as a profession and as a body of knowledge and skills.
For any queries regarding the work of the DECP please email [email protected]
The Division of Educational and Child Psychology - Northern Ireland AGM 2022 will be held on Friday 29 April 2022 at 1.30pm via Zoom
Please note the change in AGM time
You must be signed-in to access the following material
If you have any queries regarding the AGM, nominations or resolutions, please email Member Network Services
The Division of Educational and Child Psychology AGM 2021 will be held on Thursday 13 January 2022 at 12.30pm via Zoom.
You must be signed-in to access the following material
If you have any queries regarding the AGM, nominations or resolutions please email Member Network Services
The 'inclusive education' paper explores the concept of inclusive education and how psychology can help create good practice in the successful and rewarding educational placement of children and young people in the United Kingdom.
The paper provides guidance to all applied psychologists who work within educational settings.
The first task for a school planning to receive refugee children will be to develop a culture and context that will enhance the refugees’ resilience by helping them feel safe, and start to develop a sense of belonging in the school and wider community, this is an essential prerequisite to formal learning.
Schools and the adults working in them all play a key role in providing a safe and stable environment for refugee children in which they can develop, flourish and learn.
Read our guidelines for schools welcoming and supporting refugee children.
A vacancy has arisen for a Trainee Educational Psychologist (TEP), who will be in year 2 in September 2021 and is an In Training member of the Division of Educational and Child Psychology (DECP) to join the committee.
The DECP committee meets six times a year. We are currently working in a hybrid way with many of our meetings happening remotely. Meetings start at 10.00am and usually finishing by 4.00pm. One meeting is held at the beginning of the annual conference in January and a further longer meeting, which can include an overnight stay (when not remote), is held in September. All expenses are met, but there is no fee for attendance.
Alongside the committee, there is an active TEP associate group – Trainee Voice. This aims to have a representative from each training course and is facilitated by Lianne and Richard, incoming Year 3 TEP rep and the incoming Year 2 TEP rep on the committee.
The work of the committee is varied and includes organising the annual conference, which has an additional day devoted to the dissemination of TEPs’ research. The committee contributes to the Society’s responses to government consultations and is actively involved in matters relating to the future professional training and also has a strong focus on professional support. The committee is keen to engage Trainees and those who are newer to the profession in contributing to the further development of the DECP and to ensure that committee activities are relevant to all its members.
The post is on an annual basis. However, it is hoped that the Year 2 TEP would consider continuing as a Year 3 member the following year. The post would begin as soon as possible and the new committee member would be most welcome to join the committee meeting on the 26 November via Zoom.
If there are any queries, they can be addressed to the DECP Committee via Samantha Smith (Division Co-ordinator) [email protected]
If you are interested please complete a ‘Statement of Interest’ form with the post you are interested in, “DECP Year 2 TEP Rep”, by 8th October.
The documentary is profoundly moving and distressing. As a profession we must accept our role in the devastating practice of misclassifying children as ‘educationally subnormal’ and the racist practice that resulted in disproportionate numbers of black pupils being sent to ESN schools.
We acknowledge and recognise the distress this documentary and this historical practice will have caused to those involved, their families and Educational Psychologists, in particular black and ethnic minority Educational Psychologists.
We are proud of the work the profession does do to improve the education and lives of children, and the strides we have made to ensure children are at the heart of what we do. However we are not blind to the fact that past practices and the classification of children by various testing methods have contributed to structural and systemic inequalities. In order for us to make progress we must hear and address uncomfortable truths, reflect and take meaningful action.
As a Division we have worked hard, and continue to work hard, to take a child-centred approach in all that we do, and take a stand on key issues within society which impact the life chances of our children including inequality, poverty and social justice. Our recent conference was focused on what Educational Psychologists can do to promote social justice, inclusion and diversity and challenge poverty and inequality for the children, families and schools they work with.
In October 2020 we made a pledge to challenge structural racism and remove the barriers that affect current and potential members of the profession and the children and young people Educational Psychologists work with. We have a number of working groups focused on evaluating and updating guidance on assessment approaches, including the use of psychometric testing for children to ensure they do not stigmatise and limit children, and working groups focused on inclusion and literacy. The work of these groups aims to ensure we are promoting fairness and equity, reducing inequality, challenging discrimination and promoting social justice. In this way we can challenge the ‘status quo’ within the education system and society more widely.
The BPS accreditation criteria and the HCPC standards of education and training, and standards of proficiency, ensure that those entering the profession understand the potential bias and limitations of some forms of assessment and ensure the promotion of equality is at the heart of all we do. Our profession is now recruiting psychologists from a more diverse range of backgrounds that better reflects the national population.
We still have a long way to go, but we believe by being open and reflective with our members we can continue to ensure our work as educational psychologists enables all children to thrive. If any members have any concerns following the documentary, or anything they would like to raise with the committee please contact [email protected](link sends e-mail) with DECP in the subject line.
DECP Chair Group and Committee
As we look back at Black History Month (October 2020) when we celebrated the amazing contributions made by the black community, we also believe that it is important to reflect on the inequalities that have been highlighted this year and the pain and frustration that this may have caused our members.
We believe that it is important to challenge structural racism, and as part of our commitment to do so, the DECP want to take the opportunity to share some of the work that we as a committee have engaged in to date, and the plans we have going forward.
We are reliant on working together with our members who make up the DECP; hearing their voices and working collaboratively to ensure that any work we undertake is representative, meaningful and effective.
We also want to take the opportunity to thank the groups and individuals who have taken the time to meet with us to help shape this important work.
The DECP pledge to continue to challenge structural racism and remove the barriers that affect current and potential members of the profession and the children and young people Educational Psychologists (EP) work with.
Read the full DECP statement on challenging structural racism.
The Division of Educational and Child Psychology (DECP) are looking for 12 educational psychologists with the expertise to form an implementation group which will have as its core function the aim to promote anti-racism and inclusion within the profession, encapsulated in an action plan that will be developed, reviewed and reported upon by its members to the DECP committee. The plan will focus on previous work undertaken by the DECP committee, including the 2006 DECP Anti-racism paper and will sit alongside new actions and priorities that fit in with the British Psychological Society's Presidential Task Force on Diversity & Inclusion.
The group will comprise current and in-training educational psychologists at main grade and senior levels, together with representatives from the Association of Educational Psychologists (AEP), National Association of Principal Educational Psychologists (NAPEP), university programmes and interest groups whose purpose and objectives are directly relevant to the work of the implementation group.
The work of the implementation group will feed into the DECP strategic plan and include:
promotion of a diverse educational psychology workforce, from applications for doctoral training courses to representation in senior positions within the profession
advising on the most effective ways of monitoring equity, diversity and inclusion across the profession
promoting practice that helps our members to challenge unequal or racist practice in the community we serve
Educational psychologists who want to get involved will need to submit a statement of interest. This must include a statement of up to 500-words on their knowledge and experience, along with examples of relevant research or practice.
Division of Educational and Child Psychology: EDI Implementation Group Terms of Reference (last updated November 2020)
The application window to join the working group has now closed, further information about the group will be posted soon.
For enquiries please contact [email protected] quoting 'DECP Implementation Group'.
Schools should never use the threat of taking away break or lunch time from school children as a punishment, or when they are forced to catch up on unfinished work, says a new position paper from the DECP.
As part of the DECP Equality Diversity and Inclusion Implementation group, the service context and practice workstream are aiming to produce a document to
support EP services around their work on anti-racism. We recognise that there is inclusive practice happening across EP services. We would like to capture and promote this work by disseminating it via the DECP.
TEP Conference: 13 January 2021
Main Conference: 25 - 26 March 2021 - Half Days Times TBC
Please continue to hold these dates in your diary for the annual DECP conference. We are continuing to plan for this and will explore online options as an alternative if we are not able to host an in-person event. We are looking forward to our annual chance to connect up as a whole community!
While observing the devastating effects of various separations in society, educational psychologists are now invited to join in with reflecting on inclusion as a potential source of action.
The Debate Editorial Board and Inclusion Working Party for the DECP invite you to read the position paper that was originally produced by colleagues working with the DECP in 1985. Please let us know your ideas for how this work might be developed and taken forward by getting in touch via email.
Read the position paper. (Please note - you must use this private link to access the paper on the BPS website, where you can then download it).
Members of the DECP (both committee and membership) have been active in working with the wider BPS network to contribute to the society’s response to the Covid-19 pandemic.
A key element of this work has been a cross-profession workstream group focused on supporting vulnerable people in our society, including children. DECP members involved in the workstream group have worked with psychologists in different fields, including those who work with older adults and adults with learning disabilities, to discuss the issues facing different people, as well as the strengths and resources that exist at an individual or community level.
This has been a valuable, enjoyable and productive experience for all involved and we hope paves the way for more cross-profession collaboration over time. We have led on and contributed to a range of resources we hope you find useful:
Teacher resilience during Coronavirus school closures
Psychological assessment undertaken remotely
UK school closures - support and advice
Parenting young babies while self isolating and social distancing
Talking to children about Coronavirus
Supporting refugees and asylum seekers during the Coronavirus pandemic
HCPC registration
We are continuing to work with the HCPC to find ways for final year trainees to join, perhaps on a temporary register, to support the move into employment as a psychologist.
Psychological Governance working group
The DECP participates in this working group which seeks to establish the BPS as the primary voice of psychology in government. The BPS aims not just to change policy, but to change how policy is made. The working group is engaged in discussions around cognitive processing, decision-making and concepts such as group think. It’s another example of a society-wide initiative that we are actively participating in to represent the voices of educational psychologists.
DECP trainee membership
As an update to this item, our TEPAG group is seeking to provide a clear guide on fees as we know the fee structure can be a little confusing.
The BPS website says:
If you are unable to pay the full fee due to special circumstances i.e. you are on maternity leave/carers leave, we can offer a 50% (£67) reduction on your main subscription.
If you are unemployed, we can reduce your main subscriptions fees to 26% (£36).
Please inform us of your current circumstances, quoting your membership number, as below.
Tel 0116 252 9911 or email the membership team.
As a committee, we are keen to engage, listen and be responsive to current events in the UK and around the world. We are working on how we can state our commitment to enquiry and change (for example, in our strategic plan) and we want our membership to know this is a responsibility we take seriously. We are also planning what actions and next steps look like for us.
We want to continue to invite our members into an ongoing conversation about issues such as systemic inequality, institutional racism and diversity within our own profession. We are keen to hear from you about what you think we could be doing as a committee, as a profession and as individuals (and also examples, if you would like to share). Please do email us if you would like to be involved further with this work.
The DECP has published new guidance to support education professionals to meet the psychological needs of children as they plan for their return to school during the Coronavirus crisis.
This resource will support psychologists working with schools to keep in mind a broader perspective, focusing on the school and the wider community.
Bronfenbrenner’s ecosystemic framework is used as a way to consider how school return can function at different levels so that physical and psychological safety for all is at the forefront. The guidance also sets out advice for supporting key transitions and how best to help children learn within current constraints.
We've also produced new guidance to help children, particularly those who are vulnerable, cope with the return to school.
The guidance supports schools to help children go back to school in a positive way, focusing on strengths, hope and children’s ability to cope, rather than the language of risk, trauma, damage or illness. The current situation has been a collective experience and this may promote a sense of belonging for children and young people.
For further information about the DECP newsletter contact [email protected]
At the end of March the DECP published advice on talking to children about coronavirus.
The advice was very well received at a national level and various media outlets covered the guidance, including the BBC, local radio stations and the Daily Express.
The advice had five main points:
It's good to talk
Be truthful but remember your child's age
Allow children to ask questions
Try to manage your own worries
Give practical guidance
The advice is an example of the DECP's continuing work to raise the profile of educational psychologists through engaging with important current debates.
Recognising the contribution of trainees and creating a thriving community of EPs is vital for our profession. We know that access to the journal Educational & Child Psychology is currently only possible through DECP membership and that research undertaken by practising EPs can be hard for trainees to access.
The DECP is exploring the possibility of division membership being free throughout training. Trainees would only need to pay the reduced BPS membership rate of £36, plus a £21 application fee.
We hope this would contribute to the sharing of research, debate and new perspectives between those currently on training courses and the wider DECP community. We will keep you updated on our progress towards this.
Work continues on the current BPS Senate Campaign and the DECP presence on an expert reference group enables us to influence government to incorporate psychological thinking and frameworks into their decision making.
We are gathering research and practice evidence related to the campaign.
From Poverty to Flourishing comprises three strands intended to cover the whole lifespan:
early years (0-5 years)
families
communities
As well as efforts to alleviate or address poverty and its effects, we are interested in examples of flourishing and hope.
Examples of assets-based or strengths-based work, community psychology and innovative practice are welcome.
If you have examples of relevant practice or case studies that would illuminate EP work in any of these strands please email them to us
The Psychologist magazine is also keen to receive brief descriptions of projects or other activities that make a contribution to the From Poverty to Flourishing theme.
You should send your brief descriptions to the magazine's editor Jon Sutton
We are looking for more members to join the DECP Debate editorial team. The publication comes out four times per year and is one of the ways we hear the voices of our division.
As well as looking for contributions to the exchange of ideas and views in DECP Debate, we need EPs to take a role in keeping the publication current, representative and forward looking.
We are particularly interested in EPs currently practising in local authority services so that we can continue to represent the interests and challenges relevant to many of our members.
To express an interest in joining the editorial team, please email the editors
The project to update guidance for EPs contributing statutory advice continues.
Representatives from the DECP, the Association of Educational Psychologists and the National Association of Principal Educational Psychologists are in the process of drafting and synthesising material gathered from the really productive event held back in October.
The aim is to create best practice guidance that will be adaptable to local circumstances and needs. We hope a draft document will be ready for consultation in May.
The BPS continues to contribute to discussions about the scope, trajectory and evaluation of the mental health support team initiative.
This includes consideration of how education mental health practitioners link with school staff and work alongside EPs.
Discussion has also recently raised the possibility of difficulties a child is having being seen from a ‘within child’ perspective rather than taking full account of systemic factors.
Educational Psychologists clearly have a vital contribution to make to this work and we must continue to make our voice heard.
We are keen to support our members through potentially long and stressful proceedings when a complaint is raised with the HCPC against a practitioner.
The AEP do an excellent job of providing legal and practical support, and we would like to explore the support that we can offer alongside this
If you have ideas or suggestions, please email us.
We continue to build on the phenomenal success of the Dyslexia Debate held in January 2019.
Watch this space for a dyslexia working group and do get in touch if you would like to contribute or join the group.
Ethical trading and quality standards guidance
In today’s changing landscape, guidance on ethical trading and adhering to quality standards is more needed than ever.
These helpful guides are available on the DECP website:
We are seeking associates to support the work of the DECP committee.
Associates play a crucial role in contributing to campaigns and communications.
A key role is in supporting the committee to respond to government consultations on a wide range of issues.
For a recent example, see the consultation response to the Online Harms white paper.
If you would like to contribute, make your voice heard, and support the work of the DECP and BPS, please email the DECP
Evidence-based practice is central to our profession and we want to support EPs to continue to undertake research throughout their careers.
We currently offer a DECP-sponsored Applied Research Award worth £3,000.
As a committee, we are aiming to increase this to £5,000 and will keep you updated.
For news and articles relevant to the wider Society please visit the main BPS news page.