I propose to take Questions Nos. 390 and 391 together.
Three of my Department's psychologists share the task of providing a psychological service to the primary schools in Killinarden. They decide at the beginning of each school year how many visits they may realistically make to each school. They then discuss with each school principal how their time in each school may best be used. This will vary from year to year. For example, during the previous school year, 1997-98, a large number of assessments was carried out in the Killinarden schools for the purpose of placement in special classes.
The psychologists assigned to the Killinarden schools are aware that teachers have identified a large number of students as possibly being in need of individual assessment. However, psychological assessment is just one part of the process of consultation about an individual child. Helpful recommendations about remedial treatment of behavioural management can sometimes be made on the basis of a teacher's description of the child's classroom behaviour. In some cases, it may be felt that individual psychological assessment may not contribute significantly to the child's welfare.
Individual assessment is only one aspect of the work of an educational psychologist. Each assessment involves, on average, approximately 1.5 days work, devoted to the child concerned. Other types of psychological support can be effective in indirectly helping larger numbers of children. For example, the psychologists also engage in group screening tests, in consultation work with remedial, resource and support teachers, in staff development and in work with groups of children or parents. School principals may decide that time spent in this kind of work is a higher priority for their school at a particular time than individual assessment work. This has been the case in Killinarden from time to time.
