Every child’s parent matters: Community educational psychology and the Plymouth Parent Partnership Service

Abstract

This article considers the relevance of community educational psychology for the changing landscape of children’s services. It makes particular reference to the identified role of parents inEvery child mattersand the Children Act (2004). The article sets out some of the narratives for understanding a community educational psychology, including some of the tensions arising in pursuing a community orientation. The practice context of the Plymouth Psychology Services is outlined. The Plymouth Parent Partnership Service is one of the Plymouth Psychology Services. It is being managed and developed as a comprehensive information exchange service for all parents in the city. That development has used principles from community educational psychology to conceptualise what constitutes best quality in information exchange. The work of parent partnership services is contextualised within the broad field of information, education and support for parents. There is a need to establish best ways of exchanging information with parents about how they can fulfil their roles as set out inEvery child matters, what support services are available to help them, and how to plan and develop integrated children’s services. Some parents need direct support in meetings or in contacts with agencies to ensure effective information exchange. The article discusses the development of a service beyond the usual parameters of a parent partnership service. The article concludes by considering the roles of applied psychologists for integrated children’s services.