This thesis considers Educational Psychologists' (EPs) views of references to therapy in A review of the functions and contribution of educational psychologists in England and Wales in light of "Every Child Matters: Change for Children" (Farrell et al, 2006). A grounded theory methodological approach was undertaken, contributing three core categories to existing theoretical knowledge about EPs and therapeutic interventions: seeking demystification and clarity in relation to the language of therapy and therapeutic interventions and the appropriateness for EPs; a changing future for EPs; a frustrated conditional desire for therapeutic work. These core categories will be discussed in the context of existing literature. Associated recommendations have been made for the EP profession, Local Authorities, Educational Psychology Services (EPSs) and individual EPs.