GROSS understaffing of the schools' psychological service means that the majority of Irish school children have limited - if any - access to psychological services.

That's according to a new report produced by the union IMPACT, which represents psychologists working in the Department of Education. The union is calling for a fivefold increase in staffing and a re organisation of management structures. The report, based on feedback from psychologists working in the Department, will be launched this evening.

Eighty per cent of primary school children have no contact whatsoever with educational psychologists; at post primary level the situation is a little better, with a ratio of one psychologist per 18,000 pupils, according to the report.

"This often means that children with difficulties are not identified early enough and, as their problems develop, they become demotivated and demoralised. Some of these children are lost to the system by post primary school age.

Set up over 30 years ago, the schools' psychological service operated until 1990 with never more than 26 psychologists employed at any one time. These worked almost exclusively in post primary schools.

In 1990, a pilot project for primary schools was introduced in south Tipperary and west Dublin. An additional four psychologists were recruited. Following the completion of the pilot project, 10 more psychologists were recruited to work at primary level; 20 per cent of primary schools, mainly designated disadvantaged, now have access to a service, with a ratio of one psychologist to 7,500 pupils - in areas feature served.

"Most psychologists have approximately 40 schools allocated to them, and in rural areas they have the additional difficulty of covering large geographical areas. In comparison to this, in Scotland (frequently cited by the Department of Education as an example of good practice in education) a ratio of one psychologist to 3,000 children can be found."

IMPACT says that a comprehensive psychological service would require a total of 215 psychologists, excluding management grades, as opposed to the present figure of 37. This figure is based on a ratio of one psychologist to 5,000 pupils, with a lower ratio - one to 3,000 - in disadvantaged areas. If the service is to cover pre school children and young people who are out of school, further staff would be needed.

The report suggests that, with demographic decline, surplus teachers could be usefully redeployed as psychologists. A significant number of teachers at primary and post primary level are also qualified as psychologists, having various diplomas or master's degrees in psychology.

Peter McLoone, general secretary of IMPACT, says that they are calling for the "reinforcement of the service on a phased basis to help with the social and emotional development of all children, in co operation with parents and teachers.

"The positive thing," McLoone says, "is that demographic trends could enable this to done without massive additional cost by transferring appropriately qualified teachers into the psychological service."

A new structure is urgently required at management level, according to the IMPACT report. Just three senior psychologists' (two in Dublin and one in Galway) manage the entire service. There is no chief psychologist or director of service responsible for the development of good professional practice and standards, according to the report.

"Also, the absence of a chief psychologist at the higher levels of management within the Department significantly reduces the contribution which the service, with its particular experience and expertise, can make to the determination of policy and the development of new programmes and initiatives."

A director of psychological services based in the Department of Education should be assisted by not less than 10 regional principal psychologists, who would manage the service at regional level as well as having broader input, IMPACT says.

"The aim of a psychological service to schools is to contribute, through its special expertise in learning, development and behaviour, to the fullest possible development of every child - in the system. To fulfil this aim, psychologists should work in close co operation with parents and teachers." A high quality psychological service must include casework, consultation, in service training, project work and research, the report adds. IMPACT also emphasises the importance of prevention and development work, which is preferable to crisis intervention and far more cost effective.

What is required now, the report says, is a commitment from the Minister and the Government to make the necessary resources available.