Integrated children’s services – Implications for the profession

Abstract

This paper explores the implications for the UK Educational Psychology profession of the UK Government’s proposals for integrated children’s services. It is based upon the experience of managing a psychology service through the process of transition to integration. It is in two sections. In the first a social constructionist and systemic perspective is taken in which evidence is presented from the author’s attempted position of ‘neutrality’. This evidence takes the form of perceived discourses. From these discourses hypotheses are presented which inform the second section. Particular aspects on integration are addressed: the nature of organisational restructuring, education and social care cultures, operational and professional management and issues of identity for psychologists. Implications for the profession are then addressed in the second part. This is placed in the wider context of public sector reform and focuses on best use of psychological skills, the task of managing psychologists and conceptual models of children and young people’s needs and their assessment. Integrated services will create major opportunities for the profession while presenting some significant risk factors which educational psychology in the UK needs to be alert to and manage positively and assertively.