Challenging inequality in educational psychology practice: perceptions of educational psychologists in training and current practice in London educational psychology services

Abstract

This study is an examination of the perceptions of educational psychologists in training (EPiT) and their confidence to be able to challenge inequality, and the extent to which their training year is viewed as having increased their knowledge and understanding of working with ethnic minority clients. Their responses are set within the context of the current practice of London Borough Educational Psychology Services (EPSs). Questionnaires were distributed to EPiTs attending the 1998 National EPiT conference. An EPS questionnaire, based on previous survey responses from an uncompleted research study in 1997 (The European Year Against Anti-Racism), was compiled and posted to all London EPSs. There appears to be a positive shift in EPS practice with respect to service policies on equal opportunities, the instigation and/or contribution to training on anti-racism and ethnic minorities, and high rates of reported involvement with local ethnic minority community groups and equal opportunities working parties,whilst ongoing training in anti-racism within EPSs has declined over the last decade. Confidence amongst current EPiTs in challenging inequality was found to be low, and related to their perceptions of the knowledge and understanding of different cultures, and the appropriateness of their course’s focus on working with ethnic minority clients. Equal opportunity issues identified as requiring increased focus on training courses include: gender, challenging racism, and cultural knowledge of ethnic minorities. Within EPSs and the profession as a whole, the main issues were found to be models of assessment, awareness raising and accessibility to service provision.