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School Psychology International
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An Analysis of Assessment and Intervention Frameworks in Educational Psychology Services in Scotland

Past, Present and Possible Worlds

Hilary Kennedy

Faculty of Education and Social Work, University of Dundee, Dundee, UK

This article describes the main findings of a follow-up survey of assessment and intervention models (current frameworks and future aspirations) used by Scottish Psychological Services that offer placements to Educational Psychologists in Training from the Dundee MSc in Educational Psychology from 1996–2005. This survey led to a study where questionnaires, interviews, debates, national conference workshops involving Educational Psychologists in Training (EPITs) and Educational Psychologists (EPs) in Scotland were used to examine assessment and intervention models. The results show a marked shift in theoretical bases during the period studied from a Cognitive/developmental, Social learning theory base towards a stronger Social Interactionist and Ecological/systemic base. The frameworks current in 1997 and 2002 showed clearly how Educational Psychology Services are moving towards more solution-focused, systemic, naturalistic and collaborative assessments. In all these areas they have surpassed their 1997 aspirations. However, there has been very little change in the use of norm-referenced assessments which perhaps explains why Dynamic (interactive) assessment is not as well established as had been hoped in 1997. The author proposes a new paradigm based on ‘intersubjectivity’ as a unifying foundation for current EP practice.

Key Words: dynamic assessment • educational psychology • intersubjectivity • theory

School Psychology International, Vol. 27, No. 5, 515-534 (2006)
DOI: 10.1177/0143034306073396
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