bluuebunny/crossref_metadata_2025 huggingface dataset:
Transitions from school to work: Applying psychology to ‘NEET’
Authors: Arnold Christopher , Baker Tracey
Published: January 2023

Transitions from statutory education to education, training or employment have not attracted much attention from psychologists, yet there is considerable interest from Government and local authorities in tackling the phenomenon known as Not in Education, Employment or Training (NEET). One young person in 10 leaving statutory education at 16 falls into this category. The field is rich in information, covering the negative impact on health and other outcomes for young people in the NEET category as well as current thinking about the responsibility for young people undertaken by the state and the nature of employment in a post-modern context. The authors are a local authority educational psychologist and a Connexions personal advisor who have collaborated in developing a local screening tool to identify young people who might be at risk of entering the NEET category. The paper describes the rationale for such development and outlines the steps taken. The evaluation includes evidence for the validity and reliability of the screening tool. It further includes personal accounts of the benefits of early identification in safeguarding young people who do not meet the usual thresholds for intervention by external agencies. Overall, it can be concluded that the method offers a practical and useful way of identifying vulnerable young people and ways of improving outcomes.
Facing challenge: A phenomenological investigation into the educational experiences of academically gifted pupils
Authors: Morris Nicola
Published: January 2023

This paper reports an investigation into the educational experiences of six academically gifted pupils and their parents within one local authority. Phenomenological interviews and interpretative phenomenological analysis was used to gather and analyse the data. The literature review explores some of the debate regarding the definition and conceptualisation of giftedness. It also identifies some of the approaches being used both nationally and internationally in the education of gifted pupils. The findings indicated that most of the pupil participants perceived themselves to be strongly self-motivated and hard working. Although some schools were successfully meeting their needs, many of the pupil participants felt under-challenged and undervalued at school. Particular concerns were raised with regard to the first two years of secondary. The role of parents in providing early educational opportunities and stimulation was also highlighted. Many parents expressed concern that their children’s needs had not been adequately met. The paper highlights approaches which could be used. Suggested roles for educational psychologists are also highlighted. These include teacher training and supporting the transition of gifted pupils from primary to secondary.
Understanding and supporting the flourishing of the exceptional ability: A positive psychology approach to educational psychology practice
Authors: Norman Klair
Published: January 2023

Having completed the first decade of the new century, we have entered a time of increased global competition where other nations are becoming more ambitious about what they aim to achieve through education. This article aims to consider what contributions might be made by educational psychology research and practice towards understanding and supporting children and young people who demonstrate knowledge and skills in the upper echelons of the ability range. An argument is made that, within a positive psychology and interactive factors approach, there is much to be gleaned and shared about how to provide appropriate support for increased numbers young people to reach levels of impressive or exceptional performance. With the persuasive justification that ‘a rising tide raises all ships’, an optimistic, proactive and ecological approach to future educational psychology practice is advocated in order to mobilise the resources, qualities and structures which can optimise educational achievement for all (including the most able).
The voice of the ‘non-existent’: Greek talented students’ perceptions of the Greek school system and its practices
Authors: Zbainos Dimitrios , Kyritsi Anastasia
Published: January 2023

The present paper deals with an oxymoron. It presents the findings of an interview study which investigated Greek gifted students’ perceptions of the Greek educational system; a system that does not recognise their existence and provides no special treatment for them. In this sense, it presents the voice of a non-existent, non-recognised part of the educational reality. The sample of the present study consisted of 10 talented students (high school and university) who have won national or international competitions in certain talent fields. The interview analysis showed that Greek gifted students did not feel at all compatible with Greek schooling. Not only were they bored, but they felt frustrated by its practices. They criticised many faults of the Greek school system and its practices from their own perspective, but they appeared to do it impartially, considering the common good rather than their own interest.
Measuring metaphors: Concreteness and similarity in metaphor comprehension and gifted identification
Authors: Tan Mei , Barbot Baptiste , Mourgues Catalina , Grigorenko Elena L.
Published: January 2023

In this article, we present a subtest of the Aurora Battery,Metaphors, a new measure for the identification of gifted students.Metaphorsis an assessment of analytical thinking in the verbal domain with an open-ended response format, an alternative to the conventional achievement measures or analytical assessments in multiple-choice format often used for giftedness identification. The comprehension of metaphors requires a combination of comparative, categorical, and evaluative thinking, and an ability to map meanings – literal and figurative – from one word to another. In this article, we first show that performance onMetaphorscan contribute to the identification of giftedness, and we identify the items that seem to contribute to this discrimination most effectively (Study 1). Next, the comparative terms of each subtest item were characterised according to two key aspects – the concreteness and similarity of their comparative terms (Study 2). Results showed that gifted children may be better identified when these aspects are considered. New perspectives on metaphor processing in gifted students and premises for the identification of giftedness are then discussed.
Halfway between Cyril Burt and the present day: A lone educational psychologist in the late 1950s
Authors: Cashdan Asher
Published: January 2023

Cyril Burt became England’s first educational psychologist (EP) 100 years ago, in 1913. About halfway between that date and the current time, the author was appointed sole EP to a town in the north of England. This article gives an account of his training for the post, his experiences in the work and some brief reflections on practices then and now.
Educational psychology practice and training: The legacy of Burt’s appointment with the London County Council?
Authors: Maliphant Rodney , Cline Tony , Frederickson Norah
Published: January 2023

This paper reviews ways in which Cyril Burt’s thinking and planning during his pioneering period as the world’s first educational psychologist in a public service foreshadowed and influenced later developments in the work of the profession. It is necessary to recognise significant continuities and discontinuities in practice and training over the last century. Our analysis focuses on educational psychologists’ work in identifying and responding to individual needs and talents, their contribution to multi-disciplinary teams, their role as a scientist-practitioner, and the preparation and training of new members of the profession. A balanced view of the legacy of Burt’s appointment with the London County Council should take account of his influence in each of these areas.
From research to policy and practice: Perspectives from the UK and the US on psychologists as agents of change
Authors: Dunsmuir Sandra , Kratochwill Thomas R.
Published: January 2023

This paper considers the development of professional psychology in education over the past 100 years and reviews how changes to the social, economic, and legal backdrop have influenced the development of knowledge and practice in the UK and the US. Parallels with the professional issues that confronted Cyril Burt a century ago are drawn throughout. First, we review factors that affect the direction of social policy and reflect on the extent to which political decision making is informed by research. Next, the demand for evidence-based practice is considered and relationships between policy makers, researchers, and practitioners explored. The challenge for psychologists of navigating and interpreting the burgeoning evidence-base has led to the development of systems to establish consensus about quality standards for conducting critical reviews of the research literature. To understand and interpret the evidence in relation to assessment, intervention, and evaluation, psychologists need to engage with research agendas and ensure their knowledge and skills retain currency and relevance – such issues are explored in relation to training and professional development. Psychologists, past and present have sought to disseminate and translate key research for practitioners, adopting the role of knowledge transfer and change agents. However, real-life settings often vary from the controlled contexts in which experimental research is conducted and this can reduce effect sizes of interventions. There follows consideration of factors that influence the transportability of interventions to everyday contexts and the competences required by contemporary psychologists to bridge the gap between research, policy, and practice.
Exploring educational psychologist’s perceptions of the use and implications of standardised cognitive assessment and IQ
Authors: Sewell Alexandra , Ducksbury Lj
Published: January 2023

In May 1913, Cyril Burt was employed by London County Council to make use of standardised cognitive testing for the assessment of ‘Feeble minded’ children under the Mental Deficiency Act of the same year. One hundred years later educational psychologists still draw on standardised cognitive assessment and IQ as a tool for their applied psychology. Based on Moore’s (2005) proposed application of social constructionism as a meta-theory, enabling research into how other theories are developed and applied in EP practice, a discursive psychology method is employed to examine this use. First, the paper identifies and analyses various discourses, from a small group of educational psychologists working in the West Midlands, England, concerning the use of standardised cognitive assessment and IQ. It then seeks to look at how the participant’s perceptions of standardised cognitive assessment and IQ are constructed through this discourse, how these perceptions guide responses to the use of standardised cognitive assessment and IQ, and what options are generated for them as educational psychologists.
Measuring the effectiveness of a mindfulness-based intervention for children’s attentional functioning
Authors: Thomas George , Atkinson Cathy
Published: January 2023

Aim:

This study sought to evaluate the impact of a six-hour mindfulness programme (Paws .b) on mainstream primary school aged pupils’ suppressing and sustaining attention skills.

Method:

A randomised control trial (RCT) design with quasi-experimental intervention cross-lag was used with two classes of 8- to 9-year-olds. Pupils and class teachers were randomly assigned to the experimental or waitlist control group, with each receiving the intervention over six weeks. Teacher-reported and standardised attention measures were gathered at pre- and post-intervention, and at follow-up.

Findings:

Within-condition comparisons revealed several significant pre- vs. post-intervention effects, the majority of which were maintained at follow-up. Between-condition comparisons revealed some significant partial condition × time-point interactions.

Limitations:

Quasi-experimental research within ecologically valid real-world settings is prone to the influence of confounding variables. In this case, a change of class teacher within the waitlist control group may have had a marked impact on the findings.

Conclusions:

The present study offers tentative evidence of the effectiveness of Paws .b in improving attentional functioning in primary-aged children. Findings are discussed relative to mindfulness and attention literature, and further implications for future research are outlined.
Interactive Specialisation Theory, typical numerical development and the case of dyscalculia
Authors: Stark Daniel , Eve Megan , Murphy Tara
Published: January 2023

Aim:

Adults are typically highly fluent with numerical processing and arithmetical skills. However, these abilities follow a protracted developmental trajectory, which is associated with differential changes in underpinning neural networks. However, approximately three to six per cent of children suffer difficulties with core numerical abilities and meet criteria for developmental dyscalculia (DD) (von Aster & Shalev, 2007). Recent advances in developmental cognitive neuroscience have required the need to integrate data from a variety of fields. The aim of the current article is to use Interactive Specialisation Theory (IST) as a framework to examine the typical development of number processing, before considering whether IST can be applied to brain-behaviour developmental trajectories implicated in developmental dyscalculia.

Method:

The article uses the IST framework to review the brain-behaviour data related to typical numeracy development, before considering comparable data related to DD. Finally, an overview of interventions for DD, and how these correspond to IST will be provided.

Findings:

IST emphasises that that DD is not a case of delayed development of numerical skills, but represents a different developmental trajectory. IST has the potential to inform future investigative studies into DD, but also highlights ways that existing interventions may be maximised.

Limitations:

Whilst DD has comparable prevalence rates to other specific learning disorders and is associated with significant long-term sequelae, it is substantially under-funded and under-researched. As such further data is required on the developmental trajectories involved in arithmetical skills.

Conclusions:

IST provides a useful explanatory framework which has the potential to inform future investigative studies and ultimately facilitate the development of new interventions to attenuate the negative sequelae associated with developmental dyscalculia. However, further research is required before IST can inform the development of evidence-based interventions for DD.
Self-harm training in secondary schools: An educational psychology intervention using interpretative phenomenological analysis
Authors: Lee Frances
Published: January 2023

Self-harm in adolescents is a major public health concern in the UK and affects at least one in 12 young people aged 11–25 years. In light of the recent government guidelines on Mental Health and Behaviour in Schools, it is timely for educational psychologists, equipped with applied psychology, research skills, training in therapeutic approaches, understanding of pedagogy and educational systems, proactively to claim their role in supporting schools in understanding and working with low risk self-harm at both a preventative and early intervention level.

This paper outlines a mixed methods research project which explored and evaluated the experiences of a group of 10 key pastoral support staff in a secondary school who attended a training workshop on adolescent self-harm. The aim of the project was to explore each participant’s experiences of the workshop in order to capture the meaning and psychological processes at work. The research design comprised qualitative (interpretative phenomenological analysis, IPA) and quantitative approaches (pre- and post-training rating scale questionnaires).

This was a small scale research project, therefore the key findings are limited to the specific school context and pastoral staff. However, the well-developed and overarching theme of ‘connectedness’ showed that the training provided a safe and shared reflective space for each participant to connect emotionally and psychologically with their anxieties and understanding around self-harm, which supported their change in attitude and beliefs around self-harm. The shared training experience created a peer support group resource for school based consultations.
Developing an intervention to improve reading comprehension for children and young people with autism spectrum disorders
Authors: Turner Horatio , Remington Anna , Hill Vivian
Published: January 2023

Aim:

A substantial proportion of children and young people with autism demonstrate accurate word reading but struggle to understand the content of what they are reading. There is an urgent need for further research in this area to enable educational professionals to implement evidence-based reading interventions.

Method/Rationale:

This study analyses the effectiveness of an intervention designed to improve the reading comprehension of young people with autism and reading comprehension difficulties (mean age 13 years, 6 months). The intervention was delivered twice a week over a period of six weeks.

Findings:

The results indicate that the intervention group (N=15) demonstrated a significantly greater increase in their reading comprehension than a ‘treatment as usual’ control group (N=14), showing an average of three years’ improvement in their reading comprehension. Semi-structured interviews with participants indicated that many demonstrated a shift in their approach to reading, with a greater focus on comprehension and an awareness of transferring the skills they had learnt to other areas of the curriculum. Participants also identified that the intervention supported their speaking and listening skills.

Limitations:

The small size of the sample in this study limits the generalisation of the findings. The robustness of the findings would be increased by including long-term outcome measures.

Conclusions:

These findings present important implications for professionals working with young people and suggest that school-based reading interventions may be effective at developing the reading comprehension of individuals with autism.
Investigating the significance of social justice in educational psychology practice – A systematic literature review
Authors: Schulze Joanne , Winter Laura Anne , Woods Kevin , Tyldesley Kath
Published: January 2023

The Aim:

This article aimed to investigate the empirical evidence for the significance of social justice in educational psychology practice.

Method/Rationale:

The social justice agenda is at the forefront of present political consciousness. The concept of ‘social justice’ has entered the discipline of psychology, in particular counselling (Winter, 2015) and community psychology (Fondacaro & Weinberg, 2002), and its relevance to psychology is debated (Arfken & Yen, 2014). Educational psychologists are situated in a prime position to promote social justice through their work with children, young people, parents and professionals. A rigorous systematic literature review was undertaken to find and synthesise empirical research relevant to the question: ‘what is the significance of social justice in educational psychology practice?’

Findings:

The research base gives positive support to the significance of the concept of social justice in educational/school psychology practice, highlighting themes of: advocacy, equity, inclusivity, opportunity and resources.

Limitations:

The studies included investigated the views, in relation to social justice, of trainee and qualified school psychologists; however, all included studies were located in the USA.

Conclusions:

Future research should extend to exploring the significance of social justice to psychologists working in educational systems in different countries and social contexts.
An exploration of the factors that lead to the successful progression of students in alternative provision
Authors: Hamilton Pamela , Morgan Gavin
Published: January 2023

Aims

The progression of students within Alternative Provision (AP) who have social, emotional and behavioural difficulties (SEBD) has frequently been identified as an area of concern. A qualitative study was conducted to explore the factors that lead to the successful progression of students in a Further Education (FE) AP. The study’s strengths and limitations are discussed as well as the implications for practice development and growth.

Method

Eight semi-structured interviews were conducted with students between the ages of 16–18 who had progressed from FE AP into mainstream college. Interview transcripts were analysed and coded using thematic analysis.

Findings

The main organising themes identified were: full, accessible and diverse curriculum; positive and holistic learning environment; student motivation; staff understanding of social, emotional and behavioural difficulties; and adult environment. Through reflecting on the organising themes the global theme of supportive and personalised learning experience was identified. The young people interviewed greatly valued education being tailored to meet their needs through informed, personalised and well-delivered behaviour management strategies implemented by staff. High-level facilities and resources combined with the above provided a holistic educational experience that promoted the learners’ academic and social enhancement and motivation. It also appears that through being in an adult environment the social and emotional development of these younger learners was enhanced.

Conclusion

To assist the outcomes of young people who enter into a FE AP it appears that there is a need to develop a diverse and creative educational experience which has been created to meet each young person’s individual needs. This research suggests that highly skilled, supportive, understanding and available staff enhance this learning experience. The above seems to be facilitated by students having an ‘Aha’ moment when they spontaneously decide to change their less favourable behaviours. It is possible that experiencing a combining sense of autonomy, competence and relatedness, which are important factors in motivation, facilitate this moment of realisation.
The Sheffield Psychological Service in the new ERA
Authors: Lindsay Geoff
Published: January 2023

In this final chapter I consider the period of the early 1990s, during my period as Principal Educational Psychologist (PEP) from 1991, up to the time I left the service, after 23 years, in 1995. At this pointI took up the inaugural chair in Educational Psychology and Special Needs Education at the University of Warwick. I shall address the development of an explicitly determined ‘quality psychological service’ and reflections on the period from the 1970s on which this development was founded.
A narrative exploration of the impact of belonging on the educational experiences of teenage fathers
Authors: Whiteway Sarah
Published: January 2023

Aim

This study was an exploration into the experiences and perspectives of teenage fathers regarding their education. It aimed to unpick the role belonging played in their time in school.

Method

Six men who had fathered a child before they were twenty years old participated in a narrative interview, during which they were encouraged to speak about their life history and experiences of education. Interviews were analysed using a combination of: ‘rough verse’; key narratives; canons; and personal narratives.

Findings

The findings suggest that these young fathers initially had positive experiences of school, but a lack of belonging was a crucial factor in determining their success in education. Primary schools were presented as containing places, counteracting a lack of belonging at home. In contrast, the fathers’ experiences at secondary school often mirrored the sense of isolation and social exclusion that they felt within their families. Some fathers experienced fatherhood as a positive turning point in their lives and found a sense of belonging in their new families.

Limitations

The narrative nature of the study meant that findings cannot be extrapolated from the small number of participants and that some avenues of interest were left unexplored.

Conclusion

A profound lack of belonging was present in many aspects of the fathers’ lives and could be considered to have impacted on their educational outcomes.
‘How do I know that I belong?’ Exploring secondary aged pupils’ views on what it means to belong to their school
Authors: Shaw Elaine
Published: January 2023

Aim(s)

To explore secondary aged pupils’ perceptions of school belonging across the age range using a mixed-methods, quantitative and qualitative approach, with emphasis on the latter.

Rationale

Much research has been from adults’ construction of sense of school belonging, rather than pupils’ perspectives. The intention of this research was to address that gap.

Method

Pupils’ views were obtained through the Psychological Sense of School Membership (PSSM) Scale and semi-structured interviews in small, tutor-based groups. Thematic analysis was applied to the group interview data, and information from the PSSM was analysed to look for patterns across year groups and across two schools.

Findings

The average PSSM scores were surprisingly homogeneous (between 3.7 and 4.0) within the statistical limits. A thematic analysis of the semi-structured interviews revealed themes of familiarity, identification with others and with the school, and reciprocity of relationships. While definitions of school belonging appeared to be homogeneous, across the year groups, there were slight differences in focus on what it meant to belong.

Limitations

The study was relatively small, cross sectional rather than longitudinal, and the data collection process meant that thematic analysis was only possible on transcripts from the larger school.

Conclusions

The findings generally aligned with the existing literature on school belonging, highlighted the similarities in definitions across year groups, and reaffirmed the value of listening to young people’s views. Because of the numbers, any quantitative differences between pupil responses are at the margins of statistical viability. However, slight qualitative differences in focus from year to year were in evidence.
An exploration of the aspirations and future orientation of adolescents from low-income families
Authors: Fehily Orla , Schlösser Annette
Published: January 2023

Aim:Literature suggests that young people living in low-income households are likely to have lower aspirations than their peers. Facilitating aspirations has been suggested as a possible means of preventing intergenerational cycles of low attainment and subsequent disadvantage. This research explored how a group of young people from low-income families perceived their aspirations to have been informed and influenced.

Method:This study used Interpretative Phenomenological Analysis. Ten young people were recruited from a local secondary school. Self-driven photo elicitation was used with the resulting images providing the basis for semi-structured interviews.

Findings:Three super-ordinate themes and eight sub-themes emerged from the data. Themes describe narratives, interests and talents informing aspirations, support of others and expectations of success.

Limitations:Difficulties in finding a school from which to recruit and subsequent negotiations with the participating school led to a student administrator being present for the interviews. The implications of this on the results is discussed.

Conclusions:Results suggested that participants had concrete and realistic ideas about what they wanted to do in the future and were hopeful about their ability to achieve those aspirations.
Literacy difficulties in higher education: Identifying students’ needs with a hybrid model
Authors: Niolaki Georgia , Taylor Laura Marie , Terzopoulos Aris , Davies Rachael
Published: January 2023

Aims

Aims Studies on literacy difficulties have mainly focused on children or adults who have a diagnosis of dyslexia. Some students enter university without such a diagnosis, but with literacy difficulties, and this may impact their ability to become independent learners and achieve academically. This exploratory study aims to employ a hybrid model for developing profiles for such individuals. The hybrid model encompasses the causal modelling framework (CMF; Morton & Frith, 1993), the proximal and distal causes of literacy difficulties (Jackson & Coltheart, 2001) and the conceptual framework for identification of dyslexia (Reid & Came, 2009).

Method

In this multiple case study design, three young adults with literacy difficulties were interviewed. Using narrative analysis, we compared the cases’ responses with the responses of a matched control student without literacy difficulties.

Findings

The main findings of the comparison suggested that the proposed hybrid model could be an effective way to highlighting potential obstacles to learning in those with literacy difficulties and would, therefore, be an invaluable tool for educational psychologists who work in adult educational settings.

Limitations

This is an exploratory study based on multiple case studies. A group study with more individuals should be conducted in order to further validate the proposed hybrid model.

Conclusions

The current study highlights the importance of understanding the psychosocial, as well as the cognitive and biological aspects of literacy difficulties, without claiming generalisability.
Making meaning from experience: Collaborative assessment with young adults who have mental health needs and social communication differences
Authors: Kennedy Emma-Kate , Blyth Fiona , Sakata Ellie , Yahyaoui Leila , Canagaratnam Myooran , Nijabat Kiran
Published: January 2023

Aims

As the number of people aged 16–25 referred to mental health services rises, the increasing complexity of their presenting needs is apparent. For those with additional communication and interaction differences, psychological assessment may be especially challenging. They often have long-standing histories of interpersonal challenge, do not find making relationships with others easy and can find conventional information-gathering assessments difficult and at times, even unhelpful.

Method/rationale

Educational psychologists (EPs) can make a distinctive contribution in this area because of: (i) their knowledge of adolescent and young adult development; (ii) their skills in relational connection in time-limited assessment contexts; and (iii) the value they place on person-centred approaches. This paper outlines one approach to psychological assessment that prioritises collaboration with clients aged 16–25 and emphasises understanding the meaning they make of their subjective experience of the world.

Findings/implications

The use of projective techniques, where a free-flowing response to a stimulus was used as the basis of a dialogue with the client, is described in the broader context of collaborative assessment. Illustrative case studies that serve as the basis for reflection on experience are explored, with common themes identified. The benefits of the approach, especially in terms of supporting clients and for practitioner learning, are highlighted.

Limitations

This approach, whilst facilitated by qualified and trainee EPs, has been developed in a specialist mul-tidisciplinary clinical context. Challenges in using projective techniques as part of collaborative assessments, as well as capacity concerns as regards ongoing training and supervisory requirements, are examined.

Conclusions

There are opportunities for the future development of EP practice in this area, as well as promising lines of practice-based research inquiry.
Child-led research investigating social, emotional and mental health and wellbeing aspects of playtime
Authors: Bristow Siân , Atkinson Cathy
Published: January 2023

Aim

This study aimed to investigate social, emotional and mental health and wellbeing aspects of playtime through child-led participatory action research in one school.

Method

A stakeholder group involving the project facilitator (first researcher), school staff and four trained child co-researchers (aged 9 to 10) was established to facilitate the research. The co-researchers were supported to design and facilitate data collection and collaborative thematic data analysis.

Findings

Five main themes emerged from analysis: the availability and nature of games, having someone to play with, how people treat each other, the importance of playtimes and views of the playtime rules. This research highlights interactions between the themes as important to children’s social and emotional development, and mental health and wellbeing when accessing their right to play during playtime.

Limitations

Research was completed on a single site. Repeating the design at another school might yield different results. While steps were taken to minimise power imbalances between the child participants and the project facilitator, it is acknowledged that these are difficult to overcome fully.

Conclusions

This study highlights the importance of holistic playtime provision that acknowledges the interactions between themes in supporting children’s wellbeing and social and emotional development.

It illustrates that with appropriate training and support, children were able to effectively engage in research investigating playtime.
Thingymibob Group: Staff experiences of implementing a play-based therapy group in an adolescent secure hospital
Authors: Thorpe Alexandra H. , Willbourne Joe A. , Burdock Matthew J.
Published: January 2023

Aims

This article explores the experience of a team of staff from psychology, occupational therapy and educational backgrounds in setting up a play-based therapy group in a secure hospital for adolescents. This is a specialised environment for adolescents with complex presentations, who have often experienced early relational trauma and have a variety of emotional and developmental difficulties which have impacted on their access to play earlier in childhood.

Method

Thematic analysis was conducted on interviews with the staff facilitating the group.

Findings

The staff team reflected on the group’s aims of building confidence, improving social skills, enhancing relationships between young people and staff and regulating arousal. Emerging themes illustrated the benefits of a more permissive forum, characterised by ‘less correction, more connection,’ within an environment requiring extensive risk management. Deeper connections with others were felt to allow the young people to feel ‘safe to explore’ and become ‘disarmed.’

Limitations

Whilst this study offers a rich description of the group within the service context and the perceived benefits, further research is required to draw statistical conclusions about the benefits to the individuals attending.

Conclusions

Piloting the group demonstrated feasibility and a variety of potential benefits to the adolescents involved. The group was relatively easy to implement and could be of interest to child and educational psychologists in a variety of settings.
Using Appreciative Inquiry to explore approaches towards mental health in a Scottish secondary school
Authors: Seaton Fiona S.
Published: January 2023

Rationale:In Scotland, two-thirds of children have faced at least one adverse childhood experience. Research demonstrates a graded relationship between adversity and mental health outcomes. As adolescents spend a large amount of time in school, it is no surprise that schools are vital when supporting and delivering mental health interventions.

Aim:The research aims were two-fold: to gather a clear understanding of mental health and wellbeing supports within a secondary school in Scotland; and to explore the use of Appreciative Inquiry as an approach for organisational change.

Method:Semi-structured interviews were conducted, using an Appreciative Inquiry approach. A purposive sampling method was employed to select 55 secondary school stakeholders.

Findings:Results highlighted several targeted supports in place within the secondary school, with the adoption of more consistent and visible universal systems needed. Key themes identified included: the importance of relationships, ensuring mental health literacy is core to the curriculum and encouraging an open conversation about mental health. The use of Appreciate Inquiry led to a clear action plan for the secondary school, building upon strengths already identified within the organisation.

Limitations:One secondary school took part in this research, therefore, results cannot be generalised. Participants were school-based, future research should consider the role of external agencies.

Conclusions:This research provides an insight into the current mechanisms in place within a secondary school in Scotland to support mental health and wellbeing. The use of Appreciative Inquiry was an effective approach for creating a plan intended to impact organisational change.
The Child Attachment Style Interview (Child-ASI) and depression: Preliminary findings
Authors: Bifulco Antonia , Jacobs C. , Oskis A. , Bunn A. , Spence R.
Published: January 2023

Background:Childhood familial trauma is a major contributor to psychological disorder. One of its key impacts is insecure attachment style, which impedes the development of close relationships. Trauma-related vulnerability is important to assess in primary school but there is a gap in age-appropriate measurement tools. This paper outlines the development of the Child Attachment Style Interview (Child-ASI) suitable for 6 to 11-year olds. This can be utilised on-site to identify damaging effects of trauma experience at an early stage.

Method:The Child-ASI was developed from an existing adolescent/adult measure and tested on a sample of children in primary school (N=42) together with a subsample of those in care (N=20). A checklist of life events and the Mood and Feeling Questionnaire (MFQ) for depression was also administered.

Results:Acceptable inter-rater reliability was found (K=0.84 for overall attachment style). A factor analysis of subscales produced the expected five factors for classification. Rates of insecure styles (38 per cent in school and 90 per cent in care) were consistent with other studies and related to separation from parent and depression. Logistic regression showed insecure attachment style and negative life events provided the best model for depression.

Conclusion:Preliminary findings indicate the Child-ASI provides an effective way of assessing attachment style in children. Its use is for more intensive investigation of trauma-related interpersonal problems, administered by trained teachers. It is less intrusive than direct trauma assessments and fits with the policy need to identify vulnerability for mental health issues in schools.
Towards a co-ordinated framework for critical incident response in school communities: A review of current evidence
Authors: Beeke Matt
Published: January 2023

Aims:This paper synthesises current evidence from trauma studies with a model emerging from a recent large-scale study of the responses of educational psychologists to critical incidents (CIs). It explores how evidence in providing psychological support in the immediate period after a traumatic event can be applied within a framework for consultation to organise and co-ordinate multi-agency support for individuals and school communities.

Rationale:Recent large-scale traumatic events affecting schools and wider communities such as the Grenfell Tower fire in 2017 have highlighted the need for co-ordinated support for schools from various agencies following traumatic events. This paper distils evidence-based principles from relevant studies relating to immediate post-trauma support in helping the school system to remain functioning and maximising the wellbeing of members of the school community following a CI.

Findings:A consultation model (COPE) is proposed as a framework for professionals supporting school communities in the immediate period after a CI that employs the five evidence-based principles. Suggestions are also made about longer-term support for schools following traumatic events.

Limitations:The heterogeneity of traumatic events, school contexts, definitions of CIs and the available wider support for schools is acknowledged as a feature of CI work, limiting the applicability of any framework. Opportunities and constraints that arise from synthesising different theoretical approaches to trauma are also discussed, including tensions between mental health and wellbeing perspectives.

Conclusions:The paper highlights the need for a co-ordinated professional response in supporting schools after traumatic events that makes use of evidence-based principles within a consultation framework. In the context of increased mental health support in schools, the need to ensure that a range of professionals with different perspectives work together to support the mental health and well-being of school communities in the immediate period after a CI is highlighted.
Post School Psychological Services (PSPS) – present and future
Authors: Hellier Cyril , Crichton Ron
Published: January 2023

Following a three-year development phase, in which three part-time National Development Officers undertook a feasibility study, piloted services to key stakeholders and made recommendations, since approved at Ministerial level, a new phase of developing services to the post school sector is underway. This involves the creation of 12 Pathfinder Services along with two Strategic Officers; the latter necessitates the setting up of specific stakeholder groups, to monitor and advise on an unfolding strategy. This reduced paper (see full article on PSPS website below) provides background and update on current developments at April 2005.
Impact of doctoral research on local authority policy and practice
Authors: Colville Tracey , Gorton Heather
Published: January 2023

This article follows on from a workshop at the SDEP Annual Conference during which the authors gave an overview of their respective doctoral research projects. They then focused on the impact of this work on their own local authority and described their personal experiences of completing a doctorate. In this way they were able to describe the role of the educational psychologist as a research practitioner and reflect on the benefits and challenges of doctoral study.
Dyslexia friendly schools project, South Ayrshire Council
Authors: Crankshaw Margaret
Published: January 2023

A self-evaluated dyslexia friendly school model has been developing in South Ayrshire since 2010. Emerging from existing South Ayrshire Council (SAC) guidelines and principles on dyslexia identification and intervention, and strongly influenced by Neil MacKay, schools were invited to opt in to this approach. The response from SAC schools has been overwhelming, with all primary schools and currently 75 per cent of secondary schools embarked on a ‘dyslexia friendly school learning journey’. Initial evaluation has been highly positive, particularly in relation to pupil empowerment and attitudinal change.
Sensitive guidance to encourage shared ‘zest for learning’
Authors: Trevarthen Colwyn
Published: January 2023

The paradox which wrecks so many promising theories of education is that the training which produces skill is so very apt to stifle imaginative zest. Skill demands repetition, and imaginative zest is tinged with impulse. Up to a certain point each gain in skill opens new paths for imagination. But in each individual formal training has its limits of usefulness. Beyond that limit there is degeneration: ‘The lilies of the field toil not, neither do they spin.’(Whitehead, 1929, p.338)

Human sense is understanding how to live in the human and physical worlds that children normally develop in the first few years of life. It is learned spontaneously in direct encounters with these worlds that arise unavoidably everywhere, transcending cultural differences. The learning is always informed and guided by emotion – that is, by feelings of significance, of value, of what matters. And it is highly stable and enduring, once established. It is the foundation on which all that follows must build.(Donaldson, 1978)

…it is surely the case that schooling is only one small part of how a culture inducts the young into its canonical ways. Indeed schooling may even be at odds with a culture’s other ways of inducting the young into the requirements of communal living.(Bruner, 1996, Preface, p.ix)
The Baby Project: A test of change using Video Interaction Guidance with new mothers and babies
Authors: Sked Heather , McClatchey Kirstie
Published: January 2023

Inspired by presentations at the VIG International Research Conference in Dundee in 2009, the VIG Development Group, within Highland Council Educational Psychology Service, embarked upon a small-scale research project using VIG with potentially vulnerable new mothers and their babies in their local area. This article describes the project and the positive outcomes for the mothers, both in meeting targets they had set for themselves around aspects of interaction with their babies and also self-reported developments in other aspects of their lives. The findings of this project formed a cornerstone in a subsequent proposal to managers in Highland Council to develop VIG more widely across the council, as part of Early Years Collaborative developments. It is suggested that this confirms the value of the research role of educational psychologists in providing a local evidence base for interventions (tests of change) in order to influence decisions about local developments which dovetail with national priorities.
Glasgow Bethlehem Twinning Project: Health and Wellbeing
Authors: Hannah Beth , Doherty Fergal
Published: January 2023

This article describes the involvement of two educational psychologists in a health and wellbeing initiative carried out under the auspices of a twinning arrangement between the cities of Glasgow and Bethlehem. It focuses on their participation in a six-day visit to Bethlehem in December 2015 as members of a six-person multi-disciplinary, multi-agency delegation. Relevant background information is outlined. This includes the basis for the visit; the nature of the partnership; and the context for the planned work. The aims and purpose of the visit and the type of information gathered are considered from an educational psychology perspective. In considering the wide range of experiences during an intensive visit programme, the authors offer their personal recollections and provide two vignettes. Possible developments and next steps on the path of collaboration and partnership between the professionals are outlined.
A study into the wellbeing of secondary pupils in Highland
Authors: McClatchey Louise , Shepherd Vicky , Templeton Jenny , Morrison Victoria , O’Donohue Helen
Published: January 2023

To gain a measure of young people’s subjective wellbeing, research was carried out in Highland prior to the development of theWays to Student Wellbeinghandbook for secondary schools. This research follows previous work aimed at supporting the wellbeing of staff.
Perceptions of the Learning Disability speciality
Authors: Mason Paul , Coates Emma , Elsworth Julie
Published: January 2023

This study explored trainee and qualified clinical psychologists’ perceptions of the Learning Disability speciality. Positive and negative perceptions are identified and some indicators of potential opportunities to increase the appeal of the speciality.