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EDUCATIONAL PSYCHOLOGY

We are passionate about the growth, development, attainment and inclusion of children and young people. We use evidence-based psychology and apply this in practice to support the SEND of children and young people. We also offer therapeutic support for SEMH, and offer systemic solutions which assists the development of educational communities and settings through organisational change processes.

 

We welcome Educational Psychology requests from all educational communities and MATs who are seeking Child and Educational Psychologists to support the needs of children and young people and who are looking to support the CPD and wellbeing of their teams. We specialise in social, emotional, and mental health needs, ASC, attachment, trauma, wellbeing, and complex needs relating to adverse childhood experiences.

 

Our offer is a blended model of service delivery combining in person and on occassion virtual support for greater choice and flexibility of service provision. We also have meeting and consultation spaces at Summit where we welcome all service users.
 

If you would like to request Educational Psychology services, please email and request a school services form.

CONSULTATION

Consultation is at the core of all new beginnings and new relationships.  We recognise and value that every educational context and every person within it is unique. For this reason the starting point is always a collaborative consultation which is underpinned by a genuine desire to help you on your journey in providing support to children and young people.
 
The purpose of the consultation is to understand lived reality, and each person's perspective to explore how we can mutually problem solve and work together in the best interests of the child, young person, their inclusion, wellbeing, and educational outcomes. 

 


 

 SUPPORT AND PLANNING

Summit psychologists apply evidence based psychology to support children and young people in educational communities with SEND. We follow the SEND code of practice with initial formulations for intervention being derived from the knowledge and  insights gained from consultation.

Intervention and support planning is collaborative, solution focussed process and is change oriented. This may include direct work with individual children, small groups, and could include staff training, coaching, skill development, review of policy and systemic change, the offer of therapeutic support and multi-agency collaboration.
 

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