bluuebunny/crossref_metadata_2025 huggingface dataset:
Child emotional abuse: The role of educational professionals
Authors: Doyle Celia
Published: January 2023

The paper examines the roles of schools and educational professionals in relation to children who have been emotionally abused by their parents where emotional abuse is the sole or main form of abuse. Information was gained from two contrasting studies. The first study provides an overview of school-age children in the emotional abuse category of local authority child protection registers in England. This study was based on telephone interviews with key workers in 112 cases from twelve local authorities representative of the different geographical and demographic areas of England. This study provided primarily quantitative data about procedural issues and education-related problems. The second study explores the role of educational professionals on the basis of information from in-depth interviews with 14 people who experienced substantial childhood emotional abuse and now define themselves as survivors of this form of abuse. The results show that schools were clearly involved in identifying and referring emotional abuse cases to social services. Furthermore, psychological maltreatment affects children’s schooling in a variety of ways. Finally, educational professionals, including educational psychologists, played a key role in enhancing the resilience of many of the survivors. In conclusion, they can provide support, role models and, in terms of Carl Rogers’s theories, unconditional positive regard. Generally, educational professionals have an essential role in working with children who have been emotionally abused.
Mediating knowledge construction: Towards a dynamic model of assessment and learning
Authors: Jensen Mogens R.
Published: January 2023

In the United States the extent of the need for new thinking and new approaches to all of education is underscored by the prevalence of inadequate student achievement and preparation across the nation. In the most recent National Assessment of Educational Progress (NAEP), 68 per cent of the nation’s 4th graders scored below proficient in reading (US Department of Education, 2001a) and 74 per cent scored below proficient in math (US Department of Education, 2001b) – with higher rates of failure among Latino and Black students, students in inner cities, and students living in poverty. In response to these kinds of results, and the emergence of a knowledge economy, the National Education Goals Panel (1991) have long called for ‘fundamental changes in our education system [to enable people] to think for a living, adapt to changing environments [and] continually learn and develop new skills’ (p.1). When fields are in crisis – as for many is the case with education – philosophers of science advocate an examination of their underlying paradigms. The aim is to rethink premises that may enable scientists and practitioners to ask new questions, construct new theories, design, implement and research new programmes, and achieve better results. This paper presents one attempt to do that in education. It draws principally on advances in the cognitive and learning sciences to secure a philosophical paradigm and a theoretical foundation to guide the efforts of programme developers, educators, parents, administrators and policy makers to help all students achieve higher academic standards while learning how to learn.
Mediating knowledge construction: Towards a dynamic model of assessment and learning
Authors: Jensen Mogens R.
Published: January 2023

This paper is designed to accomplish four principal goals. The first is to provide an overview of the applied programmes that have been developed with the help of the theory of mediated constructivism and its underlying change-model paradigm. The theory and the paradigm are described in the previous paper in this journal. Covering assessment, classroom learning, parent education/home learning, and leadership for school-community development, the applied programmes illustrate an attempt to create an integrated set of options for educational service delivery where each component assists and amplifies the benefits of the others. The second goal is to illustrate the scientific research programme that is being pursued to determine the treatment validity of the proposed model. This is a work in progress. The emphasis in this paper is upon the classroom-learning component and the results of a controlled investigation of upper elementary regular education students in 10 experimental and 10 control classrooms. The third goal is to enable classroom teachers to connect philosophical assumptions, theoretical concepts and scientific research via examples of classroom related activities. The text is reinforced here with two appendices. One focuses on the identification of knowledge construction functions within academic standards and the other focuses on a dialogue that teachers can use or adapt to introduce the knowledge construction function covered in the example. The fourth and final goal of the paper is to discuss the empirical evidence from the classroom research study and to integrate the scientific results with the theory and philosophy that produced them.
The relationship between working memory and early writing assessed at the word, sentence and text level
Authors: Bourke Lorna , Adams Anne-Marie
Published: January 2023

Working memory skills have been shown to be closely related to children’s spoken language skills. Specifically phonological memory is associated with the diversity of vocabulary and mean length of sentences measured in morphemes, while spoken language comprehension is related to central executive function. The present study aimed to investigate whether these components of working memory were associated with young children’s written language performance at comparable word, sentence and text levels, and also when the text was assessed using the National Curriculum guidelines. Sixty children aged between 6 and 7 years attending local education authority schools took part in the study. Tasks which measured the visuospatial, phonological and central executive components of Baddeley & Hitch’s (1974) working memory model were adopted. Children’s written texts were analysed in terms of diversity of vocabulary, mean length of the sentences in morphemes, and overall coherence. Children were also assigned an attainment level according to Key Stage 1 (KS1) guidelines. Hierarchical regressions revealed that individual differences in central executive functioning predicted vocabulary diversity, text coherence and KS1 attainment level. Individual differences in working memory capacity were associated with poorer quality texts. These findings support the characterisation of the writing task both in the educational literature and in investigations of the cognitive skills underpinning writing as a resource-demanding task which requires the writer to successfully manage a number of processes in order to achieve a well-written text.
Building fresh perceptions of a class: Turning ‘horrors into lovelies’
Authors: Cullen Kairen , Ramoutar Lata
Published: January 2023

This paper describes a uniquely designed intervention, carried out by two educational psychologists (EPs), for a large primary school in North London, to help with a problematic Year 4 class. The project involved the whole staff group, parents and pupils. It drew upon a reflexive, consultation-based model of EP practice which was based upon ideas from a social constructionist theoretical frameworks including systems theory, phenomenology, psychodynamic theory, solution-focused brief therapy, appreciative inquiry, personal construct psychology and family therapy. Its aims were to increase on-task and pro-social behaviour, to develop and improve classroom management structures through staff development and to raise levels of positive communication between home and school. The project resulted in staff, parents’ and pupils’ perceptions being more positive towards the class group. It also resulted in the formulation of a plan of action based upon clear objectives, strategies and arrangements for implementation, and evaluation measures. Some discussion of the model of EP work and the EPs’ role and function in ensuring school staff’s ownership of the process of change, through embedding the work within the practice of school-based staff, is also offered.
Positive exceptions: Learning from students who beat ‘the odds’
Authors: Rees Paul , Bailey Kathryn
Published: January 2023

This paper considers the experience of mainstream students who have succeeded in school ‘against the odds’. The paper is Phase Three of a longitudinal study into the affective characteristics and performance of mainstream students.

Phase One data (n = 327) revealed very strong relationships between students’ affective characteristics and their previously identified psycho-educational needs. Phase Two involved the tracking of the whole cohort over a four-year period in relation to key performance indicators. The data revealed strong relationships between the students’ affective profiles and their educational performance over time. (For an in-depth overview of Phases One and Two, see Rees & Rees, 2001.)

This paper, Phase Three, is focused on 10 case studies of students from the cohort who, on the basis of their affective profiles, were identified as ‘at risk of school failure’, but went on to succeed. ‘Success’ was measured by the students’ academic (SATs) performance, behavioural record, level of attendance and need for additional support. Following their success, these students were interviewed using a semi-structured schedule and assessed using measures of self-esteem, academic self-concept and locus of control. The students’ parents were also interviewed using a semi-structured interview schedule. Teachers completed a questionnaire on each student.

The case studies elicited within student, home, school, and community factors that may have contributed to the impressive success of these individuals. The paper discusses these factors and emerging themes.
Progressing in Tandem: A Sure Start initiative for enhancing the role of parents in children’s early education
Authors: Ford Ruth M. , Evans Daphne , McDougall Siné J. P.
Published: January 2023

The Tandem Project is an educational programme, targeting preschoolers, sponsored by the DfEE Sure Start initiative. It aims to encourage parents from low-SES backgrounds to take a greater role in preparing their children for school. Parents are given a series of games to play with their children designed to develop basic pre-reading and numerical skills. Pre-reading games include listening to stories, learning about the representational qualities of print, reciting nursery rhymes, recognising and discriminating shapes and letters, and analysing the sounds of words. Numerical games include learning about length, size, and quantity, linking concepts about quantity with the number system, counting, and recognising written numerals. A preliminary study found the programme was successful in developing children’s skills although outcomes were moderated by family socio-economic status. The implications for involving parents in the education of their preschool children are discussed.
The contribution of attachment theory to early and preventive intervention and to professional training
Authors: Ziegenhain Ute
Published: January 2023

Especially in the area of early and preventive intervention, attachment theory has proved its practical relevance. The applicability of attachment theory and research has been shown with respect to principles and research findings, as well as intervention programmes enhancing young children’s socio-emotional development. However, the process of translating knowledge on attachment into practice requires systematic strategies to ensure programmes are effective in service delivery. Attachment theory and research have informed the development of early intervention programmes.
Delivering educational psychology services to non-maintained early years settings: Inclusion ABC
Authors: Dennis Ruth
Published: January 2023

This paper describes a pilot project aimed at developing a cohesive service delivery model to the large numbers of non-maintained early years settings which may now in theory request the support of an educational psychologist. Based on an inclusive model, a cluster of SENCos met on a regular basis with an educational psychologist and were trained to audit their settings for inclusion. Once this basic training had been completed, regular consultation sessions were held, in order to help the SENCos develop inclusive solutions for all the children in their care.

This qualitative evaluation of the project describes its planning and implementation and will be of interest to any educational psychology service contemplating service delivery to this sector.
‘But it is also soul destroying…’ Parents’ views on how services can support them bringing up children in the inner city
Authors: Fox Mark
Published: January 2023

This paper summarises research on mothers’ views on the difficulties of bringing up young children in an inner city in the 21st century in England. For the purposes of this paper the LEA is called ‘Gromble’. The aim of the paper is to contribute a user perspective to the debate about ‘joining up’ children’s services and the place of EPs in such services. The research highlights how mothers see the difficulties their children experience as stemming from the context they are in – rather than intrinsic child-centred factors. Support is usually found from family and friends and professionals from universal services. The need for EPs to work collaboratively with other agencies on unbounded community projects is discussed.
Interventions with groups of bereaved pupils
Authors: Ross Denise , Hayes Ben
Published: January 2023

It is well established that loss through death can impact upon children’s psychological wellbeing affecting self-esteem, confidence, learning, social and emotional development. This article describes the techniques used in two interventions, one delivered by the first author in a primary school and a second delivered by both authors in a secondary school. The rationale for the specific techniques used in the interventions is given in terms of theoretical principles and practical guidelines for those directly supporting people following bereavement. Some outcome indicators are reported. The conclusions drawn from this small scale study, using 14 case studies (7 primary-school children and 7 secondary-school aged children) indicate that this sensitive area of work can lead to significant benefits for children, young people, their families and schools. It is suggested in the conclusion that applying the principles of support in the school community has particular benefits for continuity of support, and staff confidence and skills.
The home-school interface for behaviour: A conceptual framework for co-constructing reality
Authors: Roffey Sue
Published: January 2023

Partnership with parents in schools is increasingly recognised as contributing towards optimal outcomes for children. Parents/carers of children deemed to present a behavioural difficulty are, however, a marginalised group within the education system. These families are often the subject of discourses that seek to attribute a level of blame rather than identify complexities of need and potential resources for collaboration.

Parents and teachers have different constructs of their respective roles in school and of children and their behaviour. Discourse within schools and taken up by individual teachers determines how behaviour is interpreted and how children and their families are positioned within the power relations inherent in communications and decision-making.

This paper outlines a predominantly qualitative research project based in grounded theory and a constructivist epistemology, exploring the home-school interface for behaviour and in particular the school-based experiences of parents/carers. Data was gathered in two group interviews, 77 questionnaires, and 19 semi-structured interviews with families. The specific focus was on factors perceived as facilitating or inhibiting a collaborative ‘partnership’ and parents’ views on what was ‘supportive’ or not in their interactions with schools.

Differences were interactive, circular and accumulative. Differences for parents were the quality of relationships with both the school and their child, and feelings of confidence and efficacy in their parental role. For the student, differences included the parent-child relationship, attitude to school and the facilitation of learning. More positive outcomes were evident where teachers attempted to co-construct a shared reality with parents. The study has contributed to an analysis of the constituents of ‘partnership’ and the development of a theory-practice framework for home-school collaboration.
Treatment for substance use problems among young offenders: Difficulties and dilemmas for implementation and evaluation in the UK
Authors: Hammersley Richard , Reid Marie , Minkes John
Published: January 2023

Youth offending is assumed in part to be caused by substance use problems, consequently policy and practice in youth justice emphasise their treatment. We review four types of difficulty for substance use treatment of the under-18s and of youth offending team clients, then consider what might work. (1) Working with children raises systemic and ethical issues that complicate intervention and evaluation. (2) Assessing or diagnosing substance use problems in this age group is inherently problematic and often neglects the systemic aspects of pathways to treatment. Ineffective treatment may seem effective because change has occurred naturally with time. (3) Defining realistic and acceptable long-term outcomes for substance use in this age group is problematic. In the early 21st century it is developmentally normative for substance use to increase between ages 10 and 20, so interventions should strictly aim for a reduced rate of increase, rather than decrease or abstinence. Separating drugs from alcohol and tobacco in policy, over-problematising youthful drug use and assuming that drugs simply cause crime have hindered the setting of realistic objectives. (4) Operating, auditing and evaluating a substance problems service for children requires flexibility and sensitivity of practice that can work against evaluation; firm recommendations about the effectiveness of specific treatment packages are as yet inappropriate. Systemic and cognitive-behavioural therapies have most evidence of efficacy, while humanistic advocacy counselling is widely used, but interventions developed for adults cannot be applied unmodified to younger clients.
Moving on from Young Offender Institutions: Young offenders’ adjustment to release
Authors: Champion Helen , Clare Linda
Published: January 2023

The challenge of coping with the transition of release from prison is likely to affect the mental health and well-being of young offenders. The current study aimed to investigate the expectations and experiences of young male offenders adjusting to release from custody in young offender institutions (YOIs), through semi-structured interviews exploring participants’ perceptions shortly prior and approximately two months subsequent to release. Qualitative analysis identified four overarching themes which appeared to characterise young offenders’ perceptions in relation to the process of adjusting to release: ‘reflecting and re-evaluating’, ‘reconnecting’, ‘changing’ and ‘locating the experience’. The findings, discussed in relation to literature pertaining to both offending and mental health, may have implications for criminal justice practice in YOIs and Youth Offending Teams.
Towards needs-based assessment: Bridging the gap between assessment and practice
Authors: Pameijer Noëlle
Published: January 2023

This paper presents a needs-based assessment (NBA) model for addressing children’s special educational needs. This model aims at increasing the clinical relevance of assessment data by translating the information into recommendations for intervention. The five principles and stages of this NBA-model will be described and illustrated with examples. Problems relating to this model will be discussed.
Difficulties and dilemmas in the assessment of special educational needs
Authors: Tymms Peter , Elliott Julian
Published: January 2023

This paper considers conceptual and methodological difficulties concerning the assessment of children’s special educational needs. It argues that the resurgence of the medical model of diagnosis and categorisation often offers little to those who seek to develop meaningful intervention programmes. Six specific difficulties in assessing special educational needs are identified and discussed. The paper concludes by offering a number of proposals which, it is argued, would add greater scientific rigour to this process.
New ways of working and new ways of being: Multi-agency working and professional identity
Authors: Leadbetter Jane
Published: January 2023

As professionals working within children’s services move towards more integrated networks and teams, they work alongside colleagues from different disciplines, professions and agencies. Although liaison and cooperative working have been in existence within localities throughout recent history, the new structures and reorganisations are requiring new ways of working with the aim of delivering better services for children, young people and their families. This paper considers some of the effects of the formation of new multi-agency teams upon the professional identities of the people involved. This is considered with reference to a national four-year research project concerned with learning in and for inter-agency work that uses activity theory as its organising theoretical and conceptual orientation. It is suggested that there is a need for greater understanding of the processes of team formation and membership, distribution of work and expertise, rule-bending and practitioner improvisation.
Effective multi-agency working: A grounded theory of ‘high profile’ casework that resulted in a positive outcome for a young person in public care
Authors: Dearden Jackie , Miller Andy
Published: January 2023

Effective multi-agency working is highlighted by the government as key to meeting the needs of vulnerable young people. Whereas existing research has tended to focus on impediments to effective working, this paper reports on successful collaboration between education, health and social services personnel that resulted in positive outcomes for a nine-year-old boy. Each agency had previously been reporting an inability to meet his needs. This study investigated the psychological processes responsible for this effective collaboration. Transcripts of semi-structured interviews with seven participants from health, education and social services with strategic or operational responsibilities in the particular case were analysed using grounded theory methodology. A grounded theory was developed around the central concept of conflicts of interest between and within the various agencies. Child and adult stress, dilemmas and ‘hard-to-solve’ problems served as triggers to conflict. Values and beliefs about child placement, a competitive blame culture, and a lack of knowledge about the work of other professionals were found to be barriers to successful negotiation. Six aspects of integrative negotiation are shown to be associated with the positive outcomes achieved in this case. Grounded theory has been described as ‘local theory’ and cannot necessarily be generalised to other cases and circumstances. However, given the increasing legislative pressure on agencies to work cooperatively, this case study has potential to serve as a guide, or even an exemplar, and to provide, particularly in the form of the examples of integrative negotiation, a framework for further training activities. In an era of increasing interest in ‘what works’ it will be essential if research findings are to be applied across complex professional contexts for there to also be an understanding of ‘why’ and ‘how’ things work – an understanding that can be greatly enhanced by the rigorous application of research methodologies such as grounded theory.
A behavioural intervention for selective mutism in an eight-year-old boy
Authors: Baskind Sue
Published: January 2023

Although the prevalence of selective mutism is low it is nevertheless likely that most educational psychologists will encounter it from time to time in school or other settings. This paper presents an overview of selective mutism and describes an individual case study with an eight-year-old boy of normal intelligence. A behavioural programme carried out within school addressed his difficulties. The intervention was partially successful, although there were problems operating the programme with other family members, thereby limiting its successful generalisation across all settings. The complexities of family dynamics that may arise in cases of this kind and that may impede the complete resolution of the difficulties are discussed.
Educational psychologists assessment of children’s arithmetic skills
Authors: Mackenzie Susie
Published: January 2023

This paper explores a range of tools and approaches available to Educational Psychologists asked to assess mathematical skills and understanding. The main assessment tools and techniques commonly used by EPs are standardised tests, curriculum based assessment, observation and dynamic assessment. Compared with assessment of reading skills there are fewer standardised tests available for the assessment of mathematical skills and the validity of these is questioned. It is suggested that when an EP has a good understanding of how mathematical skills develop and of the key cognitive skills, social experiences, attitudes and strategies that underpin progress then an interactive assessment style can emerge. I describe how observation combined with interactive questioning using a detailed guide developed in Leeds provides a useful and flexible adjunct to standardised tests and curriculum based assessment. This more wide ranging approach may be more time consuming but can give a better understanding of the gaps in the pupil’s understanding, the strategies they bring to mathematical tasks and how they may, or may not, be able to use these skills in everyday life.
Bullying in young people with a history of specific language impairment (SLI)
Authors: Knox Emma , Conti-Ramsden Gina
Published: January 2023

The study investigated the bullying experiences of a population of 139 young people with specific language impairment (SLI) and a comparison group of 124 typically developing (TD) young people, both currently at 16 years and retrospectively. The majority of young people in each participant group did not report being teased or bullied currently, but the incidence of teasing or bullying was around 10 per cent higher in the SLI group (17.3 per cent) as compared to the TD group (7.2 per cent). Almost half (44.2 per cent) of the SLI group recall being teased or bullied when they were younger, compared with under a quarter (22.6 per cent) of the TD group and 13 per cent of the SLI group were found to have experienced persisting bullying across time. Behavioural/social-emotional problems were found to predict the likelihood of young people with SLI being bullied, while measures of IQ, language, literacy, friendship and prosocial ability were found to have no significant predictive effect. Current bullying in the SLI group was found to be significantly correlated with anxiety and depression symptoms. The fact that young people with SLI experience an increased vulnerability of being bullied is discussed, together with the implications for their mental health.
Differential teacher positive and negative interactions with male and female pupils in the primary school setting
Authors: Davies Jo
Published: January 2023

This paper outlines the process of designing, carrying out and analysising structured observations within an educational setting. A purpose was to develop and evaluate a research tool. In doing this, it is, however, hoped that the research, though limited, may also contribute to existing research findings in relation to the use and effects of differential praise. The discussion includes highlighted learning points and implications for future structured observations.
A positive psychology approach to tackling bullying in secondary schools: A comparative evaluation
Authors: Richards Andrew , Rivers Ian , Akhurst Jacqui
Published: January 2023

Anti-bullying interventions in schools favour approaches that practically tackle the problems in the classroom as well as the playground. However, the effectiveness of curriculum-based interventions is often context specific. A Positive Psychology (PP) approach to tackle bullying focuses upon the individual strengths of pupils rather than behaviours. It foregrounds the greater involvement of pupils in problem-solving the issue of bullying, and promotes development of personal qualities that are valued both socially and individually. In this study, a positive psychology intervention programme was designed for implementation in a school’s year seven Personal, Social & Health Education (PSHE) lessons, with a control group recruited from another school. The effectiveness of the programme was measured both pre- and post-intervention using self-report questionnaires which included items on bullying behaviour, general well-being and mental health. Results indicated that, among those pupils who experienced the PP intervention programme, levels of bullying reduced and they scored marginally better in terms of general well-being but not mental health. Further developments in the programme are underway.
Visual factors in reading
Authors: Singleton Chris
Published: January 2023

Visual factors are often ignored in theoretical accounts of reading and overlooked in the classroom. This article reviews recent research on the role of vision in reading, focusing mainly on cognitive processes involved in word recognition and scanning text, the impact of anomalies of the visual system, and the identification and treatment of visual stress in reading. These different lines of research all converge on the key role of practice in text reading, which is essential to discipline eye movements, to attain fluency in decoding and to provide a sound basis for competent reading comprehension. Visual factors that can disrupt such practice will inevitably hinder the development of skilled reading and consequently vigilance by teachers and educational psychologists is necessary to spot visual problems and initiate effective solutions.
Can music make a difference? A small scale longitudinal study into the effects of music instruction in nursery on later reading ability
Authors: Myant Maureen , Armstrong Wendy , Healy Nicola
Published: January 2023

These three small-scale studies investigated the effects of Kodály music teaching at nursery school on phonological awareness and later reading ability in an experimental group matched with a control group.

In study 1, phonological awareness skills were assessed near the beginning of the academic year and then again seven months later. The children in the experimental group showed a significant improvement in all four areas assessed while the control group only improved significantly on one measure. However the differences between the groups were not significant.

Study 2 followed both groups into school and their reading ability was assessed at the end of Primary 1, using a standardised test. Reading ages in the experimental group were significantly higher than those of the control group.

Study 3 assessed the same group of children at the end of primary 7. They were reassessed on a battery of standardised tests involving reading and phonological awareness. Word Reading ages in the experimental group were significantly better than those of the control group. Differences in the other measures did not reach significance.
Educational psychology: What future?
Authors: Dessent Tony
Published: January 2023

This write-up was produced by Derek Indoe and Ingrid Lunt from notes taken at the talk and checked by the author.
Gendered discourses and practices in role play activities: A case study of young children in the English Foundation Stage
Authors: Wood Elizabeth , Cook Joanna
Published: January 2023

This paper draws on contemporary feminist post-structural theories to explore gendered discourses and practices in role play, in a small-scale case study of four children (age 4–5 years) in the English Foundation Stage. Non-participant observations of classroom-based role play activities were carried out over four months, with an original focus on progression and continuity in play (Cook, 2003). This was followed by a reflective re-viewing and analysis of the data by the two authors in order to provoke critical engagement with the gendered relationships and meanings in children’s play (Cook & Wood, 2006). The findings reveal the ways in which role play provides flexible contexts for children to explore and take up gender identities, and the social competences and power dynamics used to sustain or disrupt play.

The findings confirm that children’s gendered identities are related to their emerging understandings of femininities and masculinities, and the complex ways in which these are represented and performed in their social and cultural worlds. Power and identity are established through dynamic social actions and interactions, humour, teasing, language and symbolic transformations, as children weave across real/not real boundaries. Re-viewing the data through feminist post-structural theories challenges established free play/free choice pedagogical approaches in relation to diversity and equity.
Playing with blocks or with the computer? Solving complex visual-spatial reasoning tasks: Comparing children’s performance on tangible and virtual puzzles
Authors: Verhaegh Janneke , Resing Wilma C.M. , Jacobs Aljosja P.A. , Fontijn Willem F.J.
Published: January 2023

This study examined the solving of a visual-spatial reasoning puzzle task by children. The goal of the experiment was to measure how the physical form in which an educational task was presented influenced children’s task performance. All children were administered two sets of randomly chosen puzzle tasks. The order in which the task format was presented differed: children in condition one were presented tangible puzzle tasks first; in the second condition tasks in a virtual format were presented first. We compared the task performances of 26 children aged 5–7 in both conditions. The results show that, independent of the order of the task format, task completion times for the tangible version were significantly shorter than those for the virtual version. In addition, we found that children engaged in far more overt problem solving behaviour when using the tangible version; this most likely helped them to find the correct solution quicker. These findings support our hypothesis that tangible interfaces are more appropriate for training visual-spatial reasoning in this age group than are their screen-based virtual counterparts. The latter may require additional, underlying skills to operate the interface. Indeed, the results suggest that, for the virtual format, the variations in the task completion times between task types can be attributed to the number of puzzle piece rotations required.
An integration of theory, science and reflective clinical practice in the care and management of attachment-disordered children: A Triple-A approach
Authors: Pearce Colby
Published: January 2023

The formation of functional attachments is a critical developmental task of infancy and early childhood. Attachments play a significant role in the development of a child’s enduring beliefs about self, other and world (Attachment Representations). Infants become attached to the people who provide physical and emotional care on a continuous and consistent basis. Quality of care and the infant’s early experiences influence the type of attachment the infant develops. When care is grossly deficient and early experiences are characterised by physical and emotional distress, the infant’s attachment to its caregiver is also disturbed. Children who display markedly disturbed and developmentally inappropriate social relatedness in most contexts, and who have experienced grossly deficient care, might accurately be diagnosed with Reactive Attachment Disorder (RAD) or Disinhibited Attachment Disorder (DAD). Attachment-disordered children pose a substantial care and management challenge to all who care for and work with them in the home and educational contexts. Successful management of these children and the remediation of their attachment difficulties are predicated on understanding what function their apparently antisocial and defensive tendencies serve and approaches that support the development of functional attachments. Key roles are attributed to cortical arousal, attachment representations and beliefs about accessibility to needs provision in the diagnosis and remediation of attachment disorders. Drawing from observations of caregiving practices that promote functional attachments in infancy, strategies are presented for the home and classroom that address elevated cortical arousal levels, promote secure attachment representations and reassure the child regarding accessibility to needs provision.
Living psychology: The ‘emotional warmth’ dimension of professional childcare
Authors: Cameron R.J. (Seán) , Maginn Colin
Published: January 2023

Children and young people in public care are arguably the most vulnerable group in our society and, despite considerable support and financial expenditure, the outcomes for these children have remained stubbornly poor. While the worthy intentions of government initiatives over recent years are not in question, it is clear that there is a need for a new theory-led, evidence-based model of professional care and support. This paper presents a psychological perspective which links early childhood experiences with restricted life outcomes. It argues that it is parental rejection (sometimes accompanied by abuse and neglect) which is a major mediating factor in the often-restricted life outcomes for many of these children.

The ‘emotional warmth’ approach to professional childcare enables a visiting applied psychologist to empower residential and foster carers to provide high quality parenting, sensitive support for post-trauma stress and a deeper understanding of the (often hidden) signature strengths of these children and young people. The inclusion of these three components in a support plan is likely to promote positive emotional, social and academic development of children in public care. The major role of the applied psychologist consultant in the emotional warmth model is discussed and appropriate outcome measures for this approach to childcare are considered.

‘Foster and residential care is a complex activity.’(National Institute for Health and Clinical Excellence/Social Care Institute for Excellence, 2010, p.9)

‘We believe that the greatest gains in reforming our care system are to be made in identifying and removing whatever barriers are obstructing the development of good personal relationships, and putting in place all possible means of supporting such relationships where they occur.’(House of Commons, 2009, p.27, para. 29)
The needs of looked after children: A rapid response when school placement may be in jeopardy
Authors: Peake Anne
Published: January 2023

This paper describes the factors that make looked after children vulnerable, including early experiences of disadvantage or abuse, the process of coming into care and difficulties in school arising from lack of support, changes of schools and specific difficulties. A description is given of a systemic response by an educational psychology service which seeks to provide a rapid response when school placement may be in jeopardy, resulting in perceived advantages for the schools, for the work of professional agencies and for educational provision.
Young people (13 to 21) with disabilities in transition from childhood to adulthood: An exploratory, qualitative study of their developmental experiences and health care needs
Authors: Dovey-Pearce Gail , Price Christine , Wood Helen , Scott Tracy , Cookson Jennifer , Corbett Sally
Published: January 2023

Young people develop self-identity by trying roles and experiences, setting goals and peer comparison. With support and participatory experiences, they can develop strong self-concepts, resilience and goal-oriented behaviours. These developments underpin self-care. Young people’s health care needs should be understood within this context. However, the experience of young people with disabilities, who are major health care users, is understudied and relies on indirect report.

The primary aims of this study were, first, to begin to understand some factors of significance to young people with disabilities, in development from childhood to adulthood and, second, within this context, explore their health care requirements at this age. A secondary aim was to learn more about the process of enabling young people with complex needs to participate in qualitative research.

Participants were recruited from a school for people with disabilities and a life-skills course at a higher education college. They participated in a focus group (N=29) or interview (N=5). Some required additional communication support. Robust qualitative methods were used to thematically analyse the data.

The findings suggest how positive experiences in one area of life can support participation in other domains. We conclude that achieving closer inter-agency working is essential and requires not just good communication between systems (such as health, school and home), but a shared understanding and vision of how to promote the personal development of young people.
Exploring school experiences of young people who have self-harmed: How can schools help?
Authors: Reichardt Jane
Published: January 2023

Aims:

This study aimed to explore the school experiences of adolescents who have self-harmed and consider how schools could support them.

Method:

Five young people (four female; one male) aged between 15 and 17 years old were recruited from a Child and Adolescent Mental Health Service (CAMHS) in an outer London borough, all undergoing treatment related to self-harm. A qualitative methodology was used taking a psychosocial approach. Semi-structured interviews were conducted using Free-Association Narrative Interview (FANI) method (Hollway & Jefferson, 2000). Participants were interviewed on two occasions. Interview transcripts and researcher’s field notes were analysed using thematic analysis (Braun & Clark, 2006). Initial codes were allocated to data extracts and clustered into subthemes and themes.

Findings:

Three main themes emerged and are considered in depth: ‘pursuing the narrative of identity’; ‘pain and the mind-body dichotomy’ and ‘relationship to help’.

Limitations:

The findings of this study are limited by the small sample size. As all participants were engaging with clinical help, further studies including young people who have not yet engaged with treatment may develop understanding of barriers to help.

Conclusions:

Implications for school staff are suggested, including developing clear procedures for dealing with disclosures in school and the importance of whole school systems for wellbeing. The potential role for educational psychologists in consultation, intervention and evaluation is discussed. The importance of improving adult and young people’s understanding of issues related to self-harm in the adolescent group is suggested.
Whose problem? Everyone’s solution: A case study of a systemic and solution-focused approach to therapeutic intervention in a secondary school
Authors: Cane Fiona
Published: January 2023

Aim:

This paper offers reflections upon a systemic and solution-focused approach to supporting a 12-year-old boy presenting with externalising behavioural difficulties, using a combination of individual Solution-Focused Brief Therapeutic (SFBT) individual intervention and on-going solution-focused consultation with school staff.

Rationale:

The paper provides an overview of the history and development of SFBT, and describes its philosophy, principles and techniques. Literature describing its application in schools and evidence about its effectiveness with young people is critically evaluated.

Methods:

This case study approach highlights multiple issues in therapeutic work for educational psychologists (EPs), including debates about evidence-based practice (and practice-based evidence), the role of assessment and formulation, ethical considerations, intervention fidelity, and ways to assess outcomes and evaluate the impact of EP involvement.

Conclusions:

With reference to its title, this case study emphasises the value of systemic approaches in educational psychology casework; it highlights the role of school stakeholders in promoting and enhancing positive change when SFBT is undertaken with students.
The re-alignment of educational psychologists in supporting primary schools to enhance provision for children with speech, language and communication needs
Authors: Vivash Joanna , Dockrell Julie , Lee Frances
Published: January 2023

Aims

The role of educational psychologists (EPs) in relation to Speech, Language and Communication Needs (SLCN) has been relatively unexplored and when studies have targeted the role of EPs, their role has been at best peripheral. This paper aims to show how the re-alignment of EP practice could be made through exploring the different perspectives of how SLCN can be supported in schools, and to see where gaps and opportunities may exist between these perceptions and practice.

Method

Three focus groups with professionals (EPs, Speech and Language Therapists (SLTs) and Specialist Teachers (STT)) were conducted and analysed using thematic analysis. 12 observations of Key Stage 1 classrooms using the Communication Supporting Classroom Observation Tool, and questionnaires with school staff (N = 40) were carried out and analysed using descriptive statistics.

Findings

There was variability of perceptions and inconsistency of practice around strategies and approaches for supporting SLCN, such as the use of evidence-based interventions, adult talk and opportunities to develop emerging literacy skills.

Conclusions

There are challenges in delivering provision for children with SLCN, confounded by an apparent discrepancy within and between professionals’ and schools’ views as to how such provision should be delivered. EPs are uniquely positioned to support schools in overcoming these challenges, particularly through joint problem solving and resolving tensions which may exist between services, and supporting schools to translate research into effective practice.