title: Facilitators and barriers to the provision of therapeutic interventions by school psychologists.
abstract: There is growing concern internationally about the prevalence of mental health problems among school-aged children and their access to specialist services. School psychologists (SPs) may be one group of professionals well-positioned to support the well-being of children and young people, due to their position as applied psychologists working within educational settings and their capability to deliver therapeutic interventions. This research considers findings from a large scale, United Kingdom (UK)-wide survey of the views of SPs (N= 455) about facilitators and barriers to the provision of therapeutic interventions to children and young people. Principal Components Analyses of ranked questionnaire responses yielded three components: The role of the SP; training and practice; and support and psychology service context. Quantitative findings were then triangulated, using qualitative responses from the survey. Greater direction and clarification of the role of the SP as a provider of therapeutic interventions is recommended, particularly given the diverse roles undertaken by SPs and competing demands, particularly from assessment activities.
authors.affiliation: University of Manchester, UK.
authors.forename: Cathy
authors.initials: C
authors.lastname: Atkinson
authors.affiliation: University of Manchester, UK.
authors.forename: Garry
authors.initials: G
authors.lastname: Squires
authors.affiliation: University of Manchester, UK.
authors.forename: Joanna
authors.initials: J
authors.lastname: Bragg
authors.affiliation: Executive Principal Educational Psychologist, UK.
authors.forename: Janet
authors.initials: J
authors.lastname: Muscutt
authors.affiliation: Independent Psychologist, UK.
authors.forename: David
authors.initials: D
authors.lastname: Wasilewski
keywords: Mental health; United Kingdom; school psychologist role; therapeutic intervention provider; therapy; well-being