ABSTRACT Following legislative changes introduced under the Children and Families Act (2014), educational psychologists (EPs) now work to support the needs of children and young people up to the age of 25. While there is a small but emerging base of contemporary research exploring the role of the EP within the post-school sector, to date few studies have addressed student mental health. This is despite the prevalence and widespread implications of mental health difficulties and the promotion of positive mental health being framed as a multi-agency responsibility. In order to explore this research gap, an appreciative inquiry was conducted through a series of focus groups with six members of an educational psychology service (EPS) in order to explore how practice could be extended to support the mental health of young people in further education (FE). Data were contemporaneously produced and analysed through narrative discussions and Thematic Analysis. Key areas for EP support were highlighted in relation to transition, therapeutic group work and capacity building. Facilitators and barriers to the extension of EP support within FE are highlighted and contextualised. A tentative model for guiding future practice is proposed.

中文翻译：

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教育心理学家如何在继续教育中开展工作，以支持年轻人的心理健康？感激的询问

摘要根据《儿童和家庭法》（2014年）引入的法律变更之后，教育心理学家（EP）现在致力于满足25岁以下儿童和年轻人的需求。尽管当代研究的基础很小，但仍在不断涌现EP在学校后部门中的作用，迄今为止，很少有研究涉及学生的心理健康。尽管存在着精神卫生困难的普遍性和广泛影响，并且促进积极的精神卫生被视为多机构责任。为了探索这一研究差距，通过与教育心理学服务（EPS）的六个成员组成的一系列焦点小组进行了感激式调查，以探讨如何扩展实践以支持年轻人在继续教育（FE）中的心理健康。通过叙述性讨论和主题分析，同时生成和分析数据。突出强调了与过渡，治疗小组工作和能力建设有关的EP关键支持领域。强调并结合了在有限元内扩展EP支持的促进因素和障碍。提出了指导未来实践的初步模型。强调并结合了在有限元内扩展EP支持的促进因素和障碍。提出了指导未来实践的初步模型。强调并结合了在有限元内扩展EP支持的促进因素和障碍。提出了指导未来实践的初步模型。