In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution focused consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention and this may, or may not, involve the child undergoing a full educational psychological assessment.
As I informed the Deputy in my reply to Parliamentary Question No. 111 of 15 November 2012, the NEPS psychologist has as late as 8 October engaged with the teachers and parents of the child in question. His needs have been reviewed and a number of strategies/interventions have been suggested by the psychologist and changes made accordingly by the school to the child's individual education plan (I.E.P.). These actions are being implemented and will be reviewed on an on-going basis by the school and psychologist in order to judge their efficacy. The Deputy will appreciate that the effectiveness of such interventions cannot be measured within the short interval that has elapsed. The ongoing review referred to above will inform whether a full educational psychological assessment is necessary or indeed appropriate in this instance. The school authorities will keep the child's parents informed of on-going developments in this regard.
