Educational Psychologists (EPs) use a wide range of knowledge about psychology and apply this to their work with children and young people to move things forward. They have extensive training and experience of psychological theory and practice – continuing professional development is a critical part of the EP role. This means that within CEPP, different psychologists will be able to offer a range of skills such as advice with regards to targeted interventions or specific types of training. We focus on looking not only at the individual, but at the systems within which those individuals live and work, such as early years settings, schools and colleges as well as families and communities.

CEPP Psychologists are registered with and regulated by the Health Care Professions Council (HCPC) to legally practice – they can be found on the website under ‘practitioner psychologist’:

CEPP Psychologists follow professional codes of ethics, such as those outlined by the British Psychological Society (BPS).

Educational Psychology Support

Chris Ducker
Specialist Senior Child & Educational Psychologist


Assessment and Planning

  • Assessment (including Cognitive, Dynamic, Developmental, Play based, Social Communication, ADOS and Mental Health)
  • Consultation and planning meetings (from individual students to whole school development)

Intervention and Review

  • Circle of Adults
  • Cognitive Behavioural Approaches
  • Group interventions (Early Interaction/Narrative Skills/Anxiety)
  • Individual solution oriented therapeutic / personal construct psychology sessions/ELSA/ EMDR
  • Motivational Interviewing
  • Person/ Family Centred Review meetings

Other Support

  • Affecting whole school improvement using evidence based methods
  • Critical Incident Support (either individual sessions or staff training)
  • Graphic Facilitation Approaches – including Circle of Adults, PATH and solution circles
  • Headteacher/ SENDCo / staff supervision using coaching and solution approaches
  • Monitor delivery of interventions or complete a learning walk around specific areas of 
  • Nursery and Early Years Support
  • Research Based Action Research Project
  • Support with setting up in-school targeted provision
  • The Sandwell Well-being Charter Mark for schools
  • Whole school systemic work on specific areas of focus

Training Courses

  • Attachment in the classroom
  • Bereavement and Critical Incident training and support
  • ELSA (Emotional Literacy Support Assistant) initial training, follow up CPD and supervision
  • Emotion Coaching
  • Emotional well-being and behaviour support
  • Mental Health (including self-harm, suicidal ideation, anxiety, depression and infant mental health)
  • Neurodiversity
  • Pre-pubescent sexualised behaviour
  • Support for staff and individuals presenting as selectively mute
  • Supporting Children and Young People with Autism (also open to parents)
  • Supporting Speech, Language and Communication
  • Supporting the implementation of social skills groups
  • The impact of domestic violence 
  • Working with children who have experienced trauma