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Challenging expectations for every child through innovation, regeneration and reinvention

2006; British Psychological Society; Volume: 23; Issue: 1 Linguagem: Inglês

10.53841/bpsecp.2006.23.1.80

2396-8702

Brian Davis, Sharon Cahill,

Early Childhood Education and Development

This article is set against a backdrop of the British government’s children’s strategy initiatives, where the educational psychology service (EPS) in Barking and Dagenham is reviewing its role and function so as to respond effectively. Additionally, the EPS is drawing upon perspectives offered by theory and practice in community psychology and critical psychology. The link between the development of sustainable communities and positive outcomes for children is acknowledged. In Barking and Dagenham, an area of relatively high socio-economic disadvantage, if genuine progress is to be made to meeting the five outcomes for children set by Every child matters , there is a particular need to find innovative ways to mobilise community resources. The EPS is benefiting from a partnership between Barking and Dagenham’s Department of Education and Libraries and the University of East London, which includes work related to the regeneration of the Thames Gateway. The article sets out the way in which the EPS is considering an extension of its role, first in contributing to the development of sustainable communities, based on positive psychology and a preventive approach and second, providing a community psychology service, linked to the development of good quality targeted and specialist activity and universal services for children and families.