Welcome to the Assistant Psychologist (AP) induction and training section of our website.
As stated in the ‘Apply to be an AP’ page, AP training with EdPsychs has a number of parts (and please click here and read through the ‘Apply to be an AP page’ if you have not already done so).
The direct training structure for APs is presented below.
Pre-induction all APs must:
Once you have completed all of the above, you are ready to begin induction and training, and this is presented below.
APs will complete their initial induction training in a blended structure of face to face (in Harley Steet and in Islington) and online. The majority of our training is face to face, but we also have some shorter (remote) training sessions.
Training sessions are run by a team of experienced educational psychologists (EPs), clinical psychologists (CPs), coaching psychologists (CEP), a psychiatrist (PS) and trainee counselling psychologists (TCP), doctoral course tutors and SEN consultants (SENCos). All AP and SAP training sessions are open to psychologists currently supporting schools with EdPsychs' contracts.
The AP induction programme is a professional training programme developed by a team of psychologists to allow APs to support psychologists effectively in a school with an EdPsychs' contract, rather than a programme of study. The aim of the induction is to give APs and SAPs the skills to support our wider team of psychologists, and to develop their own thinking and practice as future professionals.
Throughout their time with EdPsychs, APs must work in a way that protects the profession, the school, our client group, the company and the AP themselves. This ongoing ethical, professional, compliance orientated 'safety first' approach runs through the entire functioning of a professional psychologist in independent practice and APs are also expected to maintain these standards of professional conduct (at BPS level) in their own work.
APs will also be trained in HCPC Practitioner psychologist standards partly as these are the standards that practitioner psychologists are working under, and partly as it is good practice for APs to be aware of and run these standards in their own work with the company.
The 2025-26 running order is presented below. Each day has breaks built in. It should be noted that EdPsychs run an interleaved problem-based teaching and learning approach where skills are taught, practiced, embedded and developed over time. Training is for something, rather than something to attend.
Much of the additional ongoing training and support an AP receives is built into their daily work, and the following training, thinking and reflection process is just the starting point of the AP training and development process rather than the training process itself.
APs and SAPs will have an additional 20-75 days per year working alongside a psychologist (or psychologists) in their attached school, and additional supervision, training, mentoring and learning opportunities will occur there also (and these experiences will be different for each AP and SAP as individual psychologists and schools work differently).
The core AP and SAP training is outlined below.
Assistant Psychologists (APs) and Senior Assistant Psychologists (SAPs) training days will all follow the interactive, deep processing EdPsychs format of:
All online training is underpinned by the EdPsychs Remote working, GDPR and Health and Safety policies.
EdPsychs employed and consultant psychologists are welcome to attend any AP or SAP training. You will need to sign up for these in advance with Tereza Anteneova (Operational Director for Media, Training, Publishing and Software at EdPsychs Ltd).
Additional training sessions are usually added as the year progresses. Please keep looking on this page for updated schedules and potential date and time changes.
EdPsychs training is psychological training. You will look at how to support teachers, students and families in schools, taking a range of different approaches with sessions run by a range of psychologists to look at different thinking including:
In the first instance, we look at training that helps you support the psychologists. We then help you to understand and empower the client and take a meaningful and authentic (for the client) strengths-based approach to client support (rather than a process driven or a diagnostic one).
In the first year, you are often looking at supporting teachers and students in the classroom and building on strengths and then supporting areas of student need individually or in groups.
In the second year you are being trained more as future psychologists (rather than as an educational, clinical or a counselling psychologist) so that you can apply these skills in whatever career path you choose.
In the third year, you are being trained on leadership skills; assessments; research work; media work; presentation skills training and classroom pedagogy that can be applied at a whole school level. The third-year training structure is listed separately. Tereza runs part of this training based on her media work with Praha TV and CNN, and on her coaching and media training work with EU parliaments. This training is also further individualized based on whether your main focus is on educational, clinical or counselling psychology.
Days in green shading (below) are for your own personal development and are not logged against school hours.
| Date | First Year APs | Senior APs |
|---|---|---|
|
1st Sept |
Welcome to EdPsychs! First and second year APs will meet each other and we will discuss the central parts of being an Assistant Psychologist (AP) in our schools. As a team, we will look at initial Voice of the Child work that psychologists use including confidentiality, rapport building, verbal comprehension and oracy questions, values and gratitude cards and wellbeing programmes. The aim of this session is both to set professional boundaries and to help clients use or services in ways which are most meaningful and useful to them. APs and SAPs will then be introduced to their mentoring, wellbeing and clinical supervision groups. SAPs will take APs through the supervision structures, safeguarding forms and reflective logs in the company over the next few weeks (outside this session) and this will extend into professional supervision structures run by company psychologists. JH (EP), CA (EP), AH (TCP) and AB (TCP) at Harley Street, 9am -5pm. . |
|
|
Application in schools |
This session will begin the process of APs running the EdPsychs ‘under our care’ model of psychological practice in our schools. We will use the same mentoring and supervision structures in our school work running staff and parent mentoring and supervision; Circle of Friends models and the wider verbal comprehension, oracy and psychological impact programmes we will use with clients over the coming year. |
|
|
2nd Sept |
Anxiety Training: This will introduce APs in how to recognise and assess anxiety (and other mental health presentations) using four different models of assessment. We will look at assessment, baselining, tracking and evaluation. We will then look at some of the intervention programmes that different psychologist in the company use to 1) increase wellbeing and 2) reduce anxiety and these will be extended in AP mentoring, supervision and wellbeing sessions throughout the year. AH (TCP) Islington, 9am – 5pm. |
Case Analysis Day. SAPs will work with AB (TCP) to:
AB (TCP) Harley Street 9am-5pm |
|
Application in schools |
APs will often work with students and families and these are the initial assessments, recommendations, programmes and advice and internal and external signposting models that we will use. |
Many of our cases (for EPs, Clinical, Counselling Psychologists and APs) are underpinned by these skills, and they will facilitate co-construction of student interventions and supervised support packages in schools. |
|
3rd Sept |
Building Information Collation Documents (ICDs). We will look at the initial parts of an ICD including File Reviews, VOC work, observations, teacher and parent meetings and initial screeners and assessments. We will look through mock ICDs and analyse them looking at the relative strengths and weaknesses, and build ideal examples to swap and evaluate. APs and SAPS will work in their mentoring groups to analyse them, run practice screeners and assessments and report back to the wider team. We will look at GDPR components (all APs will have had EdPsychs GDPR guidance in advance) and how ICDs fit alongside school child protection documents. JH (EP) and AH (TCP). Islington 9am – 5pm. |
|
|
Application in schools |
These are the core documents that psychologists in schools work from. They live at the centre of evidence based consultations, reports, tribunal work and the legal and expert witness aspects of the company functioning. We will look at the need for accuracy, depth, conscientiousness and consistency. Some of the skills will generalise into how we build our safeguarding forms. EdPsychs ICDs are used by school staff and parents, and they are working documents used over years to protect and support clients as part of our ‘under our care’ model. |
|
|
4th Sept |
Better understanding and supporting students with Autism in schools. We will look at good practice in supporting students with autism in mainstream and specialist schools (including supporting the students, teachers and families). CL (CP). Islington, 9am – 5pm. |
Case Analysis Day 2. SAPs will work with AB (TCP) and AH (TCP) to:
Have a deeper look at active listening skills and professional communication skills. AB (TCP) and AH (TCP) Harley Street 9am-5pm |
|
Application in schools |
We will look at building strengths based approaches (and advocating for reasonable adjustments) for students with autism in schools. This will be led by psychologists supporting teachers and building Alternative Provisions and Hubs in schools. |
Many of our cases (for EPs, Clinical, Counselling Psychologists and APs) are underpinned by these skills, and they will facilitate co-construction of student interventions and supervised support programmes in schools. |
|
5th Sept |
Developing Authentic Flow in the Classroom to Promote, Engagement, Motivation, Purpose and School Attendance in students. JH (EP), NM (EP) and AH (TCP). Islington, 9am – 5pm. |
Clinical Psychology Case Analysis Day. We will look at a clinical psychology case in parts, and gradually develop our clinical thinking, questioning and hypotheses to better understand and support a student with complex clinical needs using a combination of practice based evidence and evidence based practice which we can then apply in schools. CL (CP), Islington 9am-5pm. |
|
Application in schools |
Many students in schools are switching off school and the national curriculum. This is the first of five sessions to promote student enjoyment, engagement, motivation and purpose in education and support them to attend and achieve more in our schools. |
Many of our clients now present with a range of needs including ASD, ADHD, anxiety and stress. The case analysis days help APs develop the skills to better support psychologists, teachers and families in schools to offer long term prevention, identification and support for students in schools. |
|
6th Sept |
Looking at the SEN Code of Practice and how we can support schools implement this, the graduated response and evidence based practice in our schools. SC and SH (SENCo Consultants). |
|
|
Application in schools |
This is the first session where APs learn to support their SENCos in schools, often as part of their Assistant SENCo duties. |
|
|
8th Sept |
Emotion Coaching: This is an approach aimed at nurturing and developing emotional intelligence in students to help them understand, label and manage their feelings and emotions better. This extends to helping students better understand and regulate themselves and support friendships and inter-personal relationships. AR (EP) Harley Street, 9am-5pm. |
Using Authentic Coaching in Consultation and Direct Work with Students. KM (EP) and JH (EP). Harley Street, 9am-5pm. |
|
Application in schools |
This session is aimed at supporting students aged 4-19 in our schools. APs can support in mentoring as they often provide whole school training and support for teachers and support staff on this. |
We will work in coaching triads to practice different models of coaching that we can then use with students, teachers and parents to develop meaningful problem solving skills and outcomes. |
|
9th Sept |
Applying Attachment theory to better understand and support students in schools 1. LW (EP), Harley Street, 9am-5pm. |
|
|
Application in schools |
We will look at European and African theories of attachment, and how they relates to other diagnostic criteria. We will look at baseline assessments, applications and how we can support students in 1-1 sessions and in the classroom. This links to case analysis days in counselling and clinical psychology for SAPs. |
|
|
26th Sept |
Applying Attachment theory to better understand and support students in schools 2. LW (EP), Harley Street, 9am-5pm. |
|
|
Application in schools |
This day is focused on setting up and running our nurture groups in schools which have been shown to reduce exclusions by over half and increase student wellbeing, connection and attachment to school. |
|
|
27th Sept |
Looking at the SEN Code of Practice and how we can support schools implement this, the graduated response and evidence based practice in our schools. SC and SH (SENCo Consultants) Harley Street 9am-5pm. |
|
|
Application in schools |
This is the second session where APs learn to support their SENCos in schools, often as part of their Assistant SENCo duties. We will look at supporting collation of evidence based EHCPs (under SENCo supervision) and helping teachers better implement psychological advice in the classroom. |
|
|
9th Oct |
Preparing for doctoral training: GM (EP) Online 9am-5pm |
|
|
Personal Development day |
This is a personal development day (so not logged on school timesheets) where APs work with a doctoral tutor to look at what a modern EP needs to think about, learn and do prior to and during doctoral EP training to best support Local Authorities, schools, students and society in their career. APs will look at current government legislation, good practice and key areas they should read about and think about before applying to a doctoral course. |
|
|
18th Oct |
Looking at the SEN Code of Practice and how we can support schools implement this, the graduated response and evidence based practice in our schools. SC and SH (SENCo Consultants), Harley Street, 9am -5pm. |
|
|
Application in schools |
his is the third session where APs learn to better support their SENCos in schools, often as part of their Assistant SENCo duties. We will look at the supervision structures EdPsychs attached SENCos offer and how to support schools in setting up and managing Alternative Provisions, and learning hubs in our specialist schools. |
|
|
24th Oct |
Understanding and implementing psychological reports. JG (EP), 9am – 5pm, Harley Street. |
Clinical Psychology Case Analysis Day 2. We will look at a clinical psychology case in parts, and gradually develop our clinical thinking, questioning and hypotheses to better understand and support a student with complex clinical needs using a combination of practice based evidence and evidence based practice which we can then apply in schools. CL (CP), Harley Street, 9am – 5pm. |
|
Application in schools |
EdPsychs reports use a combination of qualitative and quantitative methods, tracking data over time, VOC, screeners, observations and authentic, evidence based interventions to better support students and teachers. APs will go through a range of EdPsychs reports to help them better understand the case analysis, statistics and co-construction of tracked interventions so they can help teachers, support staff, parents and the students themselves to implement them. |
Many of our clients now present with a range of needs including ASD, ADHD, anxiety and stress. The case analysis days help APs develop the skills to better support psychologists, teachers and families in schools to offer long term prevention, identification and support for students in our schools. |
|
7th Nov |
Coaching for Connection, Change and Impact 1: KM (EP), Harley Street, 9am – 5pm. |
|
|
Application in schools |
We will work in coaching triads to practice different models of coaching using an AP led model, so that APs can then tailor their coaching to the individual needs of the clients in schools. |
|
|
8th Nov |
Preparing for Clinical Psychology doctoral applications and interviews: CL (CP) Online 9am-5pm |
|
|
Personal Development day |
This is a personal development day (so not logged on school timesheets) where APs work with a Clinical Psychologist to look at what a Clinical Psychologist needs to think about, learn and do prior to and during clinical training. APs will look at life in the NHS, a Clinical Psychologist’s caseload and how they should structure their applications for clinical psychology. APs will then work in teams after this day to look at each other’s applications, run mock interviews and discuss core ethics, safeguarding and legislation. This links to the Clinical Supervision Groups run by Clinical Psychologists. |
|
|
13th Nov |
Preparing for life as an EP: GM (EP) Online 9am-5pm |
|
|
Personal Development day |
This is a personal development day (so not logged on school timesheets) where APs look at key skills of being an EP, consultation models, empowering clients and working in multi-professional teams. APs will look at core training on doctoral programmes and key research and reading materials around this. |
|
|
14th Nov |
EP Case Analysis Day. We will look at an EP case in parts, and gradually develop our EP case analysis and thinking, questioning and hypotheses to better understand and support a student with complex educational needs using a combination of practice based evidence and evidence based practice which we can then apply in schools. AR (EP), Islington, 9am-5pm. |
|
|
Application in schools |
Many of our clients now present with a range of educational needs and we will look at both case analysis and EP recommendations so that we can better support students. |
|
|
21st Nov |
Better understanding and supporting students with ADHD in schools. We will look at good practice in supporting students with ADHD in mainstream and specialist schools (including supporting the students, teachers and families). CL (CP). Islington, 9am – 5pm. |
|
|
Application in schools |
We will look at building strengths based approaches (and advocating for reasonable adjustments) for students with ADHD in schools. This will be led by psychologists supporting teachers and building Alternative Provisions and Hubs in schools. | |
|
22nd Nov |
Applying for Counselling psychology doctorates and preparing for the interviews: AB (TCP), AH (TCP) and MP (TCP) Online 9am-5pm |
|
|
Personal Development day |
This is a personal development day (so not logged on school timesheets) where APs work with Counselling Psychologists to look at what life as a Counselling Psychologist entails, and how to prepare doctoral applications and for the interview. This links to the practice in case analysis days and the approaches used by Counselling Psychologists in the Wellbeing Groups. |
|
|
12th Dec |
Developing Authentic Flow in the Classroom to Promote, Engagement, Motivation, Purpose and School Attendance in students: Session 2. JH (EP), NM (EP) and AH (TCP). Harley Street, 9am – 5pm. |
EP Case Analysis Day 2. We will look at an EP case in parts, and gradually develop our EP case analysis and thinking, questioning and hypotheses to better understand and support a student with complex educational and SEMH needs using a combination of practice based evidence and evidence based practice which we can then apply in schools. CA (EP), Harley Street, 9am-5pm. |
|
Application in schools |
Many students in schools are switching off school and the national curriculum. This is the second of five sessions to promote student enjoyment, engagement, motivation and purpose in education and support them to attend and achieve more in our schools. We will look at how APs have used Flow in their session to date with students and refine practice for better student outcomes. |
Many of our clients now present with a range of educational and SEMH needs and we will look at both case analysis and EP recommendations so that we can better support students. |
|
13th Dec |
TEP Day: Preparing for interviews for Educational Psychology Doctorates. Online, 9am to 5pm. |
|
|
Personal Development day |
This is a personal development day (so not logged on school timesheets) where APs work with a number of TEPs who facilitate:
APs must prepare and bring their own questions, presentations and group tasks (to share with other APs) as TEPs are just facilitators and they are not allowed to advance their own questions. APs will work in coaching triads in these sessions and also after this day to support each other in interview preparation going forward |
|
|
19th Dec |
Using Solution Focused Brief Therapy Approaches (SFBT) with students to help them develop their own authentic solutions. AR (EP), Harley Street, 9am – 5pm. |
|
|
Application in schools |
APs will train students, parents and teachers to develop their own thinking, balanced analysis and problem solving approaches using SFBT in schools. |
|
|
16th Jan |
Developing Authentic Flow in the Classroom to Promote, Engagement, Motivation, Purpose and School Attendance in students: Session 3. JH (EP), NM (EP) and AH (TCP). Harley Street, 9am – 5pm. |
Developing Mediation Skills in EP casework and practice (session 1): GM (EP), online 9am – 5pm. |
|
Application in schools |
This session brings in new techniques to help students improve their engagement, motivation and purpose in school. |
A large part of the role of a psychologist is to bond, connect, mediate, problem solve and find workable solutions for all (students, teachers and parents alike) so that we can improve outcomes for all. This is the first of two sessions in this area. |
|
30th Jan |
Supporting students with autism from multi-cultural backgrounds. TN (EP), Harley Street, 9am – 5pm. |
Coaching for Connection, Change and Impact 2: KM (EP), Harley Street, 9am – 5pm. |
|
Application in schools |
There is a growing awareness and understanding that in multi-cultural UK schools, psychologists can do more to support students with autism from multi-cultural backgrounds in the classroom and in their wider life. TN (EP) will take APs through good practice on how to achieve this better in their schools. This includes better co-construction of recommendations with psychologists and working with schools and psychologists to improve outcomes for all students with autism. |
We will work in coaching triads to reflect on our work in schools so far, refine and improve on our current practice, introduce new coaching models using an AP case led model and develop next coaching steps for working with clients in schools. |
|
13th Feb |
Using Personal Construct Psychology (PCP) with students to help develop a deeper understanding of student thinking. AR (EP), Harley Street, 9am – 5pm. |
|
|
Application in schools |
APs will explore student thinking using PCP to help students develop a deeper and better understanding of themselves, leading to more accurate co-constructed development plans and support for students. |
|
|
6th Mar |
Case Analysis from a Psychiatric Perspective to support Students in Schools Day 1: FC (Psychiatrist) Harley Street, 9am to 5pm. |
|
|
Application in schools |
APs will work with a psychiatrist to look at a complex psychiatric case in parts to develop thinking and hypotheses. APs will need to read core parts of DSM V in advance and APs will look at risk factors, case analysis and support networks, recommendations and signposting for students with complex psychiatric needs in schools. This will link to ongoing case analysis and support work with clinical and counselling psychologists in the company. |
|
|
20th Mar |
Developing Authentic Flow in the Classroom to Promote, Engagement, Motivation, Purpose and School Attendance in students: Session 4. JH (EP), NM (EP) and AH (TCP). Harley Street, 9am – 5pm. |
Developing Mediation Skills in EP casework and practice (session 2): GM (EP), online 9am – 5pm. |
|
Application in schools |
From this session we will look at additional methods and techniques that APs can apply in their sessions with students to help students engage better and further access the curriculum. |
In this session we will:
|
|
17th Apr |
Using Counselling Psychology questions with students. AB (TCP) and AH (TCP), Harley Street, 9am – 5pm. |
EP Case Analysis Day. We will look at an EP case in parts, and gradually develop our EP case analysis and thinking, questioning and hypotheses to better understand and support a student with complex educational, ASD and language needs using a combination of practice based evidence and evidence based practice which we can then apply in schools. GM (EP), Harley Street, 9am-5pm. |
|
Application in schools |
This session build on previous counselling psychology sessions so that APs can:
|
Many of our clients now present with a range of language and social and communication needs. In this session we will develop EP case analysis further, and look at how language and social and communication skills recommendations can be used in generalisation meetings to help the school support far more students than those simply on the EdPsychs caseload. ; |
|
8thMay |
Coaching for Connection, Change and Impact 3: KM (EP), Harley Street, 9am – 5pm. |
|
|
Application in schools |
We will work in coaching triads to reflect on our work in schools so far, refine and improve on our current practice, introduce the final set of coaching models and techniques and reflect on the most impactful sessions we have had with clients this year. |
|
|
22nd May |
Developing Authentic Flow in the Classroom to Promote, Engagement, Motivation, Purpose and School Attendance in students: Session 5. JH (EP), NM (EP) and AH (TCP). Harley Street, 9am – 5pm. |
EP Case Analysis Day. We will look at our final (more complex) EP case in parts, and gradually develop our EP case analysis and thinking, questioning and hypotheses to better understand and support a student with a more complex presentation of need. GM (EP), Harley Street, 9am-5pm. |
|
Application in schools |
What were the most effective strategies and training each AP used to improve engagement, motivation, purpose and school attendance with their personal 1-1 and small group work and in their support of teachers? How can we improve our practice next year? |
Looking especially at our more complex students in primary, secondary and specialist provisions, how can these recommendations be generalised into our schools? What have been the most impactful EP interventions and training this year, and why? |
|
19th June |
Case Analysis from a Psychiatric Perspective to support Students in Schools Day 2: FC (Psychiatrist) Harley Street, 9am to 5pm. |
|
|
Application in schools |
APs will work with a psychiatrist to look at another complex psychiatric case in parts to develop thinking and hypotheses. APs will again need to read new parts of DSM V in advance and APs will look at additional risk factors, case analysis, support networks, recommendations and signposting for students with complex psychiatric needs in schools. This will again link to ongoing case analysis and support work with clinical and counselling psychologists in the company. |
|
|
10th July |
End of year dinner |
|
Clinical Group Supervision Days
The aim of these days is to bring your school-based work to clinical group supervision, and to look at whether we need to add, adapt or change our psychological approach and interventions for the children and students you support. These sessions also let you see how clinical psychologists approach their casework, and lets you hear about the work that other APs are doing in their schools. You can then suggest similar approaches to your SENCos and link psychologists. It also brings a broader perspective to our overall work so that we are practicing as applied, holistic, impactful, client centred and evidence-based psychologists. You need to complete a clinical supervision record for each session to show your personal thinking and development curve.
All sessions are completed online during your school day.
selling Psychologists’ Wellbeing Groups
The aim of these sessions is to look at your own wellbeing as an AP, and to bring wellbeing activities into your own work with clients and schools. Sessions are run by AH (TCP) and AB (TCP) online in one-hour sessions in your school day.
MP (TCP) will also start running additional sessions later in the year.
APs will discuss their own wellbeing, work together to develop collective wellbeing and consider what wellbeing activities can be brought into their own work within schools to support overall school wellbeing. AH (TCP) and AB (TCP) will provide times and dates of sessions to APs across the year to integrate with her own placement days and responsibilities.
