bluuebunny/crossref_metadata_2025 huggingface dataset:
Sexually harmful behaviour in adolescents in a context of gender and intellectual disability: Implications for child psychologists
Authors: Banks Nicholas
Published: January 2023

There is a high prevalence of adolescents presenting with sexually harmful behaviour, with studies identifying 20 per cent to 35 per cent of abuse against same age peers and younger children being committed by adolescents. In addition, there is a high prevalence of adolescents presenting with sexually harmful behaviours who have intellectual disabilities, with figures of 20 per cent to 44 per cent reported in the UK. One school-based UK study found 88 per cent of special schools had regular experience of pupil-related sexually abusive events. This paper will consider the evidence of gender differences in sexually harmful behaviour between adolescents with and without an intellectual disability. The development of sexuality is considered in the context of social understandings of what is seen as culturally normal and that which is seen as abusive behaviour. Suggestions for child psychologists supporting children and schools are provided.
A follow-up to the Incredible Years Parenting programme: The reflections of mothers one to two years later
Authors: Trotter Hazel , Rafferty Harry
Published: January 2023

Aim:The aim of the present research was to investigate mothers’ experiences from the perspective of one to two years after they had completed the Incredible Years Parenting programme (IYP).

Rationale/Method:A substantial body of research indicates that the IYP is an effective way of tackling behavioural problems in children. Outcomes for parents have been less thoroughly investigated. Individual, semi-structured interviews were conducted with parents (N=7), followed by thematic analysis of their responses.

Findings:Results indicated that the overarching theme was change in the mother. The other themes were change in the child, change in approach to parenting, change in relationships, and increased access to social support. This research indicates that the IYP can be a powerful intervention for parents. The mothers valued the social support provided by the IYP and there was some suggestion that the IYP helped mothers who were experiencing mental health difficulties. According to the mothers interviewed, the father-child relationship could be enhanced even when the father did not attend the IYP. The research found that in some circumstances implementation of the IYP could cause mother-partner friction as the maternal way of parenting began to change. It was also found that the participants disseminated information gathered from the IYP to their family and friends.

Conclusions:Evidence from the present study suggests that further changes to the delivery of the IYP and the support structures which are in place for participants, both during and following participation, could be considered, to further increase the effectiveness of the programme.
Introducing and piloting the KiVa bullying prevention programme in the UK
Authors: Hutchings Judy , Clarkson Susan
Published: January 2023

The history of bullying research is summarised and the KiVa bullying prevention programme described. KiVa is a whole-school programme with universal and indicated actions for children aged 7 to 15 years in the Finnish comprehensive school system. It was developed at Turku University, Finland, by social psychologist Christina Salmivalli and colleagues. It has demonstrated significant benefits in a large-scale randomised controlled trial and a subsequent roll-out of the programme to 90 per cent of schools in the Finnish comprehensive system (www.kivakoulu.fi/). KiVa is based on research showing the important role played by bystanders in the bullying process. The universal and indicated actions within the programme are described. The universal actions consist of class lessons, whole school actions and a parent website. Evidence from the Finnish trials is summarised.

The paper describes the introduction of the programme to the UK in 2012 and the results from the first, psychologist led, UK pilot trial of the programme are reported. Seventeen schools participated in the trial of Unit 2, at the time the only material available in English (for children aged 9 to 11 years), and delivered KiVa lessons to year 5 and/or year 6 pupils. Children completed the online KiVa survey prior to programme commencement and at the end of the school year. Significant reductions were reported in bullying and victimisation. Teachers reported high levels of pupil acceptance and engagement with lessons. The paper concludes with reflections on the role that educational and other applied psychologists can play in further disseminating this programme.
Promoting the inclusion of migrant children in a UK school
Authors: Gaulter Amanda , Green Robert
Published: January 2023

The expansion of the European Union has led to many Eastern European families migrating to the UK, which in turn has placed increasing pressures on schools to foster the inclusion of migrant children. This paper details research carried out with pupils from Slovakia and staff in an English primary school, which had seen a significant rise in the number of Slovakian pupils attending. Using an action research design, information about issues surrounding the inclusion of Slovakian pupils was gathered through the collaborative reflection of nine staff and the use of visual methods with five Slovakian children. Staff used the information gathered to devise actions that could promote inclusion. Thematic analysis of the children’s experiences indicated that they valued coming to school but experienced vulnerability. Data from staff indicated that both their perceptions of Slovakian culture and their self-efficacy towards promoting inclusion changed across the research. Findings raised implications for school staff and Educational Psychologists working in diverse communities and highlighted the value of action research in such contexts.
Addressing an imbalance? Educational Psychologists’ considerations of ethnic minority cultural factors in assessments for autistic spectrum condition
Authors: Rupasinha James
Published: January 2023

The global prevalence of autistic spectrum condition (ASC) is not thought to vary as a function of ethnicity. However, evidence suggests that the detection of ASC may be inconsistent across ethnic groups in the UK. In the UK educational psychologists (EPs) often play a key role in the ASC identification process. Given the believed value of accurate identification of ASC to a child’s education and the importance of providing minority ethnic groups with an equitable service, this study explored how EPs considered ethnic minority cultural factors (EMCF) within ASC assessments.

A multiple embedded case study was conducted with three EPs. Each was highly proficient in ASC assessment and brought experiences from both different geographical areas and from service delivery through varied providers; a local authority (LA), a social enterprise and private practice. Participants’ responses in interviews were recorded and transcribed verbatim prior to thematic analysis. A documentary analysis of the three existing LA pathways for the assessment of ASC was complemented with a quantitative demographic analysis of data relating to the regions in which each participant worked.

Analysis and integration of findings revealed areas of commonality and difference in EPs appraisals of the impact of EMCF. Nonetheless, each participant’s examination of EMCF led them to make adjustments in their direct work with a child and in their consultation with parents. Participants’ considerations of EMCF were rarely systemic or evidence based but instead drew upon heuristics and idiographic knowledge. Implications are discussed.
What does belonging mean for young people who are International New Arrivals?
Authors: Cartmell Hannah , Bond Caroline
Published: January 2023

A sense of belonging is a complex process which can play a crucial part in the emotional well-being and academic success of young people. When pupils do not feel a sense of belonging at school, motivation, engagement, academic achievement and attendance are all at risk. International New Arrivals (INA) may find the process of adjusting to a new culture and developing a sense of belonging in school challenging. The current research sought to understand the development of belonging from the perspective of INA young people. Five INA pupils from two high schools participated in semi-structured interviews. The findings illustrate that asense of belonging involves a complex interaction between many factors. Some factors are intrinsic to the INA pupils, whereas others take place within the school environment. Several themes involve both internal and external factors, this mirrors the processes that are involved in more general enculturation and acculturation processes.This research highlights the important role that schools play in promoting a sense of belonging for INA pupils and how Bronfenbrenner’s Ecological Systems Model provides a useful framework to consider the range of factors that impact on INA pupils’ sense of belonging.
How should applied psychologists conceptualise an autism spectrum disorder diagnosis and its predictive validity?
Authors: Hassall Richard
Published: January 2023

Aim:

Many educational and clinical psychologists are involved in autism diagnosis services, yet there is no clarity about the nature of the disorder underlying what they believe they are diagnosing. This paper therefore aims to examine some typical assumptions about the implications of an autism spectrum disorder (ASD) diagnosis.

Rationale:

This conceptual review questions whether ASD represents a distinct kind of disorder, in view of the substantial changes in definitions of autism over the past 50 years. This is addressed from the perspective of philosophy of science by considering whether ASD constitutes a natural kind with explanatory and predictive value.

Findings:

Research studies have failed to identify any distinct cognitive abnormality which uniquely characterises autism. There are no interventions specifically for people with an ASD diagnosis which, when available, are not also effective for those with other conditions. Outcomes for those with the diagnosis may be more varied than hitherto supposed and may depend on other variables apart from the diagnosis itself.

Limitations:

It is impossible to cover all relevant research for a fully comprehensive overview of the field in a paper of this length. However, most of the research and review papers cited are of recent date.

Conclusions:

It is difficult to see ASD as a distinct natural kind of psychological disorder. The outlook for those diagnosed is often hard to predict. Psychologists therefore need to be cautious about the manner in which they communicate diagnoses to avoid overly gloomy prognostications.
Black boys’ experiences of exclusion and reintegration in mainstream secondary schools
Authors: Rebekah Boyd
Published: January 2023

Aim:The disproportionate exclusion of Black male pupils from secondary school has been a social justice issue for many decades. There is a greater risk of negative long term outcomes for pupils who are not reintegrated back into school. The aim of this research was to explore how Black male secondary school pupils perceive their experiences of exclusion and reintegration.

Method:An interpretive phenomenological analysis (IPA) was conducted of semi-structured individual interviews with six pupils. The pupils were male, secondary school aged and of African or African-Caribbean descent. They had all experienced an external exclusion followed by reintegration into mainstream school.

Findings:The interviews elicited six overarching themes, three of which have been selected for presentation in this paper. The three overarching themes are titled: Pupils’ positive & negative relationship with schools and teachers, Self-identity & managing adults’ perceptions of them and Inclusive environments.

Limitations:The findings may not be generalisable as they involved a small cohort of pupils. Pupils of parents who did not consent to the interviews could not take part, therefore their perspectives are not captured in this research and their experiences may differ from those interviewed.

Conclusion:The findings highlight the experiences of Black male pupils who have been further marginalised by and also integrated into the education system. The findings demonstrate the need for professionals to reflect on the practices of educational institutions and the attitudes of those in authority.
Psychosocial justice:Always morethan to consider
Authors: Corcoran Tim , Vassallo Stephen
Published: January 2023

Aim:Psychology can be implicated in the mitigation and exacerbation of injustice. Arguably, this results from conventional ways of knowing/being supported by long held distinctions between individual/community and psychology/sociality. The aim of this analysis is to offer a way to think about knowing, being, justice and relationships that transcend polemics to realise just practices in education. This orientation invites the pursuit of psychosocial justice.

Rationale:Psychology plays a contradictory and complicated role in the pursuit of social justice. Practitioners in educational settings may claim they are challenging equity and fairness through their application of psychological frameworks and methods yet do so employing reductionist and ableist models implicated in reproducing inequality. Examples are reflected in commitments to measure and cultivate characteristics such as grit, growth mindset, lifelong learning and emotion regulation.

Implications:Distinctions between research and applied psychologists are rendered redundant as historically separated actions and matters remerge. Resonant within and across all aspects of our work then is an ethic of relationality. There we recognise the consequence of theory in practice, the entangled nature of people and institutions and the continuing emergence of psychosocial life.

Conclusions:Thinking about relationality in this way fundamentally challenges and changes how psychology impacts the use of certain concepts and methods, as well as the formation of assumptions and conclusions about education. If committed to just practice educational psychologists cannot be given to finding finalised outcomes because there is and always will be morethan to consider.
The English Baccalaureate and devaluation of the arts in school: Students’ perceptions of subject value, and the psychological and social impact
Authors: Speed Emma , Thomas Miles , Bunn Helena
Published: January 2023

Aim:The article explores secondary school students’ perceptions of the ‘value’ of UK curriculum subjects; alongside what, how and why specific subject value attribution patterns are important for students, and the psychological impact of this on their wellbeing and academic self-efficacy beliefs (SEB).

Method/Rationale:A mixed-methods, sequential design was used. Stage 1 explored students’ value attribution for specific subjects; and relationships between attribution patterns, SEB and wellbeing. Stage 2 further explored and explained Stage 1 findings. In Stage 1, attainment data and questionnaires were collected from 38 Year 9 students. Thematic analysis explored students’ value attribution for subjects, while Mann-Whitney and t-tests explored the relationships between attribution patterns, SEB and wellbeing. In Stage 2, nine participants were interviewed, and relationships identified were thematically analysed.

Findings:Three superordinate themes (perceived usefulness, external factors and lessons’ characteristics) justified the subject attributed value, highly biased towards English Baccalaureate (EBacc) subjects. Students with strengths in non-EBacc subjects had significantly lower SEB than students with strengths in EBacc subjects; similar results were found for students with strengths in subjects they had not identified as ‘important’ versus students with strengths in subjects they had identified as ‘important’. Wellbeing measures did not yield statistical differences. Stage 2 findings suggested students with strengths in EBacc subjects felt cleverer, as their skills were respected by peers and appreciated by teachers; EBacc subjects were perceived as more ‘academic’ than non-EBacc subjects. The timetabling and the EBacc’s academic value were identified as adverse factors for non-EBacc subjects, alongside fewer opportunities to progress in and receive positive feedback for skills in non-EBacc subjects.

Conclusions:As previous literature indicates SEB relate to education and employment opportunities, the research suggests potential future educational and social inequalities for students with strengths in non-EBacc subjects, problematic for social justice.
‘There’s a school community but not everyone is happy about it’: Experiences of school as a community among Gypsy, Roma and Traveller children
Authors: Pollock Lucy , Barrow Wilma
Published: January 2023

Aims:The aim of this research was to use Psychological Sense of Community (PSOC) theory to explore Gypsy, Roma and Traveller (GRT) children’s experiences of school as community.

Rationale:This paper is based on conceptualisations of social justice which emphasise cultural recognition as involving the full and equal participation of all groups in society. The paper explores the experiences of GRT children in school using PSOC theory as a lens, to provide insights for practices which support cultural recognition of GRT pupils in schools.

Method:An interpretive methodology was adopted. Following a period of familiarisation with a local GRT community, semi-structured interviews were conducted with six individual children supported by a visual tool. These were analysed using deductive thematic analysis.

Findings:The children’s experiences of school community varied. Some enjoyed positive peer relationships and recognition in school and appeared to have some sense of membership, influence and shared emotional connection in school. Others experienced emotional connection with GRT peers but felt disconnected from the wider school. The role of teachers was highlighted as important in signalling GRT children’s status to peers. Children had mixed views about influencing the community by increasing others’ awareness of GRT culture. The findings also suggested that the children’s experience of learning did not support the integration and fulfilment of need element of PSOC.

Conclusions:The findings present a complex picture challenging EPs to consider their understanding of community in order to support practices which recognise minority groups and their varied experiences. They suggest risks involved in activities highlighting GRT identity without attending to issues of status in the school community. There are implications for how schools can support GRT children to realise their aspirations within the context of their own cultural practices. There is also recognition that in supporting practices which recognise GRT pupils, EPs and schools need to work closely with Traveller Education Support Services who may provide boundary crossing role.

Keywords:Community; participation; recognition; inclusion; Gypsy Roma and Traveller.
Educational psychologists creating a Reach-Out webinar series during the time of the Covid-19 pandemic
Authors: Sivers Sarah , Schnackenberg Nicole
Published: January 2023

Aim:To give an overview of why and how Educational Psychology (EP) Reach-Out, an online webinar series, was set up to reach out to children, young people, families and professionals in response to the Covid-19 pandemic; and to enable and inspire others to consider innovative ways of working. An evaluation of both the experience of watching and presenting is also provided to demonstrate the value of the project.

Rationale:Covid-19 changed the way educational psychologists (EPs) work and connect with others. It seemed important for EPs to feel a sense of purpose embedded in psychological principles in response to the pandemic. This was actualised through the use of technology, application of psychology and an endeavour to reach-out.

Findings:A webinar series can bring information, joy, hope and a sense of community; it is possible to continue to connect, learn and share while being physically distant.

Limitations:The running of the project was achievable only through access to technology, in addition to the time afforded by working from home. The project also relied on attendees and presenters having the appropriate technology. This may have prevented some people from engaging in the project, i.e. because of digital poverty.

Conclusion:The co-creators of the project, the presenters and the attendees experienced a sense of purpose and connection from EP Reach-Out. This project demonstrated how educational psychology practice can be innovative, collaborative and generate hope.
Using Digital Stories for assessments and transition planning for autistic pre-school children
Authors: Wood-Downie Henry , Ward Verity , Ivil Kathryn , Kovshoff Hanna , Parsons Sarah
Published: January 2023

Aims:‘I am…’ Digital Stories are short videos designed to provide a holistic, strengths-based representation of the child through enabling them to contribute their perspectives to transition planning. Digital Stories have potential during periods in which professionals are unable to physically visit settings or spend time getting to know a child. This paper describes the use of Digital Stories in two contexts: (1) being shown at the beginning of person-centred planning meetings focusing on the transition to primary school; and (2) as a tool to support educational psychologists conducting Education, Health, and Care Needs Assessments for preschool children during Covid-19.

Method:Data was collected via seven semi-structured interviews, 15 feedback forms, and videos of four meetings. Participants comprised six parents/carers, five nursery practitioners, three school staff members, and six educational psychologists. Thematic analysis resulted in five main themes: thinking differently; a wider conversation; more than words; seeing what they see; and potential barriers to making Digital Stories.

Limitations:Children were not able to make their own Digital Stories, which could have influenced their representation within the videos, transition meetings and assessments. However, children’s body worn camera footage was included, enabling a perspective on their interactions and preferences that was closer to the child’s worldview than other observational methods.

Conclusions:Digital Stories have a variety of benefits to practice, including being useful to educational psychologists during assessments, and have the potential to facilitate successful transitions from nursery to primary school.
Colonisation in Aotearoa/New Zealand: Navigating two cultures of psychological being, education and wellness in educational psychology
Authors: Escott Sharnee , Abraham Quentin
Published: January 2023

This paper offers a first person account of an indigenous person navigating the education system to become an educational psychologist. The writing is unashamedly personal, includes cultural references, words from the first language of our country, feelings and reflections. The second author has contextualised these observations in the literary style required of a professional journal, making the structural racism and the need for decolonisation in Aotearoa/New Zealand more explicit. Up until 1968 psychologists in this country were a branch of the British Psychological Society. As such this writing is an echo from the reaches of the former empire. As psychologists, these global connections are a source of mutual shame but also one of solidarity with those who challenge colonisation. The re-posting of an account by a UK-based black trainee educational psychologist, led to a discussion about the training programmes in our country. This created the space for the authors to write this paper. Young people tell us that the relationships and the way in which educational professionals engage make a difference to their learning at school. We need a diverse, culturally equipped educational psychology workforce that is knowledgeable and willing to challenge the inequities in our education and health systems. A glossary of Māori words is provided at the end of this paper to assist the reader.
A mixed-methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls
Authors: Austin Sarah , Lee Frances
Published: January 2023

Background:The self-esteem and school experiences of mixed-race adolescents in the United Kingdom is overlooked in research, despite studies showing mixed-race adolescents may have poorer mental health outcomes than their monoracial peers (e.g. Wong et al., 2012).

Aims:This study explored if and how the school experiences and self-esteem of mixed-race girls differed from monoracial peers, and potential mechanisms accounting for differences in self-esteem.

Sample:Quantitative questionnaires (Phase 1) sampled 109 girls (Mage=13.9 years). Interviews (Phase 2) sampled 12 mixed-race girls (Mage=14.3 years).

Methods:This study used a mixed-methods design. Phase 1 examined self-esteem scores, prevalence of peer-based discrimination, and related support factors (ethnic identity exploration and affirmation, peer support and friendship diversity). Phase 2 involved semi-structured interviews.

Results:Mixed-race girls reported lower self-esteem than monoracial peers from Black and Minority Ethnic (BME) backgrounds. Friendship support predicted mixed-race girls’ self-esteem. Interview data showed that microaggressions (i.e. everyday comments communicating hostile racial messages), family racial socialisation practices (i.e. how youth learn about their own ethnicity and navigating racism) and school diversity were important in understanding the self-esteem of mixed-race girls.

Conclusions:This study provides insight into adolescent mixed-race girls’ school experiences and self-esteem, with implications for practitioners and families. We discuss areas for further research.
An exploration of the influences on work with minority cultural and linguistic communities within the practice of educational psychology in the United Kingdom
Authors: Ratheram Elaine , Kelly Catherine
Published: January 2023

Aim(s):This review aims to explore influences on educational psychology (EP) practice in the United Kingdom (UK) with children, young people (CYP) and families from minority cultural and linguistic (C&L) backgrounds, as presented in the literature (2006–2020).

Method/Rationale:Educational psychologists (EPs) have a professional imperative to promote inclusion and equity, and work for the benefit of all service users. This includes CYP from minority C&L backgrounds who still experience disproportionality in special educational needs and exclusion statistics, and may lag behind their white British peers’ educational outcomes. This literature review identified 11 England-based and peer reviewed studies that explored EP practice with CYP and families from minority C&L backgrounds, or the views of EPs and service users of EP practice. Garrard’s (2016) Matrix Method was employed to analyse the studies, using a conceptual framework of influences refined in consultation with practising EPs.

Findings:Significant influences identified included the practitioner’s understanding of others’ and their own cultural values; access to services through language; policies, systems and practices of the educational setting, educational psychology service (EPS) and local authority; national agendas and discourses.

Limitations:Garrard’s (2016) Matrix Method is relatively new and open to methodological interpretation, potentially impacting reliability and validity of findings.

Conclusions:This review identified a need for EPs to develop cultural self-awareness, facilitate participation through language and inclusive policies and practices, and to challenge ‘one size fits all’ approaches. It suggests a role for the EP as scientist-practitioner-advocate in this development.
Living your truth: Views and experiences of transgender young people in secondary education
Authors: McGowan Annie , Wright Sarah , Sargeant Cora
Published: January 2023

Aim

With the visibility of transgender individuals increasing, together with the awareness of associated challenges, it is important that research looks to understand the experiences of this population. This study explores the views and experiences of transgender pupils attending secondary school, with a focus on the factors participants report to support or hinder overall positive school experiences.

Method

Semi-structured interviews were conducted with 10 transgender participants aged 11–16 years and data was analysed using reflexive thematic analysis.

Findings

The overarching theme ‘acceptance and validation’ was developed as the central thread to all participants’ views and experiences. Five main themes were also created: seeking acceptance and validation; receiving acceptance and validation; active rejection and invalidation; passive rejection and invalidation; and consequences of rejection and invalidation.

Limitations

The sample includes a low representation of lower secondary school aged youth and trans females, and participants who were receiving charitable support.

Conclusions

Participants appeared willing to risk what belonging they have experienced trying to ‘fit in’ and conform to cisnormative expectations, taking the journey to embody their authentic selves in the hope of finding genuine belonging in a typically cisnormative world. It is important that youth across the gender spectrum find belonging in truly inclusive school environments; implications for policy makers, schools, and educational psychologists are discussed.
A systematic literature review exploring the role of the educational psychologist in supporting youth justice services
Authors: Howarth-Lees Danielle , Woods Kevin
Published: January 2023

This systematic literature review (SLR) aims to explore the current role and functions of educational psychologist (EP) practice within youth justice work. The Crime and Disorder Act (1998) requires all local authorities (LAs) to have a multi-agency team (incorporating health, education, care, police and probation agencies) whose role is to support children and young people known to the Youth Justice System, with the aim of tackling the multi-faceted risk factors linked with youth offending. However, a review of the Youth Justice System by Charlie Taylor (2016) highlighted that there was often little knowledge about education and learning development amongst youth justice professionals (YJPs), and that emotional and mental health needs of those within the system were rising. This, along with the government proposal to develop child psychology knowledge amongst YJPs (Ministry of Justice, 2016a), suggests there is place for EP involvement. Searches of six databases and reference harvesting yielded 10 studies which met eligibility criteria. These were assessed for methodological quality and appropriateness of focus. Though the small number may be viewed as a limitation, it highlights the need for research within this area. The findings of this SLR contribute to the understanding of how the functions of the EP role can be utilised in supporting youth justice services. It concludes with exemplifying how the functions enable EPs to work as scientist-practitioners within complex, real-world contexts, such as youth justice work.
Educational psychologists’ use of cognitive behavioural therapy in professional practice
Authors: Rutter Sarah , Atkinson Cathy
Published: January 2023

Aim

There is increasing recognition of the centrality schools have in supporting children and young people’s mental health and wellbeing, and the role of educational psychologists (EPs) in supporting this. Cognitive behavioural therapy (CBT) is a frequently-used, evidence-based approach for supporting a range of outcomes. The purpose of this study is to explore how EPs are operationalising CBT in their practice, and which therapeutic competencies are demonstrated.

Method

Semi-structured interviews were completed with a self-selecting sample of eight EPs reporting to be knowledgeable about CBT and to regularly use it in their practice. Transcribed data were analysed using inductive and deductive thematic analysis.

Findings

Key themes related to CBT in applied practice, the EP role, drawing on other psychological approaches, ethical practice, external influences and having a holistic view of the child. EPs were using CBT across a continuum of formality in therapeutic work and multi-faceted casework. A range of CBT competencies was demonstrated in practice with children and young people, and adults.

Limitations

As an exploratory research study the sample size was very small. The self-selecting sample does not claim to be representative of the wider EP population. The extent to which findings enable an understanding of the effectiveness of CBT within wider EP practice is extremely limited.

Conclusions

The flexibility of CBT as a therapeutic modality gives insight into its potential wider contribution across EP practice. Potential implications for EP professional training and practice are considered.
School-wide interventions for reducing disciplinary exclusion from mainstream secondary schools: A systematic review
Authors: Dean Rebecca
Published: January 2023

Aim

This systematic literature review aims to explore the effectiveness of school-wide interventions in reducing disciplinary exclusion from mainstream secondary schools.

Rationale

In England, head teachers have government support to use exclusion as a disciplinary sanction if deemed necessary (Department for Education, 2017a). Research has suggested that disciplinary exclusion is associated with an array of negative long-term outcomes; despite this, the latest statistics indicate that the rate of fixed period exclusions are increasing in England.

Method

The seven-stage systematic review process described by Petticrew and Roberts (2006) was employed. A database search, grey literature search, hand search and reference harvesting were carried out, yielding five studies forin depth review. The EPPI Centre Weight of Evidencetool(Gough, 2007) was used to assess study quality.

Findings

All studies were conducted in the USA; four studies implemented School-Wide Positive Behaviour Intervention and Supports, and the remaining study implemented a restorative approach. Most studies reported a small effect of the intervention on reducing exclusions.

Limitations

All studies were conducted in the USA and differed considerably, possibly compromising the generalisability of the findings and making reliable comparisons difficult.

Conclusions

School-wide interventions may contribute to a reduction in exclusions in mainstream secondary schools, however the evidence is not clear. Further research is needed before firm conclusions can be drawn regarding what type of intervention should be implemented.
Video Interaction Guidance: Practitioners’ perspectives on longer-term outcomes
Authors: Dodsworth Emily , Bond Caroline , Kelly Catherine
Published: January 2023

Aim

There is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. However, its longer-term outcomes are unclear. This paper explores practitioners’ views and experiences in relation to VIG’s longer-term outcomes.

Method

Findings from studies that evaluate VIG’s effectiveness were discussed in a focus group of 11 VIG practitioners in the context of their views and experiences. Key concepts were identified through thematic analysis and used to devise a questionnaire, which was completed by 26 VIG-trained Educational Psychologists (EPs); responses were categorised using content analysis.

Findings

Practitioners propose several factors that might contribute to maintenance or decay of outcomes. Findings suggest there is variation in practice relating to longer-term outcomes. Opportunities for development are discussed in relation to research, training and practice.

Limitations

The main phase of this research focused on VIG practice in educational psychology, potentially limiting transferability to other contexts.

Conclusions

A model is proposed for the delivery of VIG, based on EP practitioners’ suggestions for enhancing maintenance of outcomes beyond the end of the intervention. Implications for training and research are also discussed.
Exploring the use and delivery of school-based mindfulness programmes for young children
Authors: Holt Stephanie , Atkinson Cathy
Published: January 2023

Aims

This systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old.

Method

School-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal principles and practical components of the school-based mindfulness interventions were analysed.

Findings

The results revealed vast heterogeneity across programme design and delivery. The majority of programmes used mindful movement, visuals/props, sensory activities, reflection on experiences and the use of metaphorical language to teach young children mindfulness. There appeared to be greater precedence for experiential practices than instructional practices such as attitudinal features. Mindfulness has been used mainly to support cognitive functioning, particularly attentional and executive functioning.

Limitations

The Covid-19 pandemic has delayed submission of this article, meaning that the most recent research findings might not be documented. The heterogeneity of the studies made drawing conclusions difficult.

Conclusions

Implications for educational psychology practice and areas for future research are considered, particularly in relation to how educational psychologists can work with teachers to deliver effective and sustainable mindfulness interventions.
A Personal Construct Psychology exploration of dementia caregiving
Authors: Bingham Amanda
Published: January 2023

This article provides a brief overview of Personal Construct Psychology (PCP; Kelly, 1955) and elaborates its potential application to carers of people with dementia. A study was undertaken to explore carers’ construing and its relationship with psychological adjustment (Bingham, 2006). The study used standardised questionnaires and repertory grids. A case study will be presented here in order to illustrate how an individual carer construed their situation and to highlight the implications for intervention from the perspective of Personal Construct Psychotherapy.
An investigation into carer experiences of a Memory Clinic service: Satisfaction and identified needs
Authors: Coyle Joanna
Published: January 2023

This study aimed to investigate carers’ experience of a memory clinic service. Sixty-three carers completed a questionnaire concerning their experiences of: (1) the overall service; (2) the assessment procedure; (3) the diagnostic feedback; and (4) staff manner. Resulting quantitative and qualitative data were analysed to identify areas of dissatisfaction or unmet need in current service provision. Findings and emerging recommendations are subsequently discussed.
Befriending and Costs of Caring (BECCA): Does service use by carers differ across two areas of England?
Authors: Tzimoula Xanthippe , Bartlett Amy , Charlesworth Georgina
Published: January 2023

In this paper we consider service use by carers of people with dementia. We present baseline measures for participants in the HTA funded ‘Befriending and Costs of Caring’ (BECCA) cost-effectiveness trial of befriending for carers. We recruited initially from the East Anglian counties of Norfolk and Suffolk, but needed to increase recruitment numbers. We, therefore, took an opportunity to extend recruitment into the London Borough of Havering, but had a concern that participants’ service use may systematically differ due to variances in service configuration
Maintaining affectional bonds: The significance and meaning of companion animals for pet owners living in homes for older people
Authors: Pooley Susan
Published: January 2023

Companion animals have been found to promote well-being in older people by an increasing number of researchers. However, few and limited theoretical explanations for why and how these benefits occur have been developed. By investigating the significance and meaning of companion animals for pet owners living in homes for older people the aim of this research was to explore the consequences for pet owners of living with companion animals in homes for older people and develop a theoretical model to explain the role of the human-animal bond in a specific context. An initial theoretical model describing how this context shapes the significance and meaning of the human-animal relationship was developed using a grounded theory approach. Data from nine interviews with pet owners, seven interviews with managers and observations showed that companion animals help to ameliorate the losses associated with living in homes for older people by enabling their owners to maintain affectional bonds. Pet owners’ understanding of the relative importance of animals, pet characteristics and features of human-animal relationships influenced the degree to which companion animals could enable their owners to maintain affectional bonds. These results are discussed in relation to theoretical understandings of the human-animal bond.
The impact of conjugal bereavement on older men’s identities
Authors: Wendon-Blixrud Paul
Published: January 2023

There is a relative lack of research regarding older men and conjugal bereavement. This paper reviews the existing literature on identity to produce a conceptual model of the processes involved, which is then explored in a group of older men following the loss of their wives. Seven bereaved men were interviewed twice (initial interview and a respondent validation interview) to obtain narratives regarding their life before their wives’ illness, during the illness, and after the loss. The analysis is based on Stevens and Doerr’s (1997) multistaged narrative analysis, supplemented where necessary. The results of the study supported the conceptual model, highlighting the benefits of congruence between people’s behaviours/environments and their narratives/identities. Common identity processes were noted across the sample as well as differences in their experiences of bereavement, how they managed/used these processes (and influences on the processes) and their differing abilities to achieve congruence. The findings highlight the impact of conjugal bereavement on the identity processes of older men and the potential difficulties they face. The findings are discussed in relation to existing literature, future research, and clinical practice.
Burnout amongst care staff for older adults with dementia – the role of reciprocity, self-efficacy and organisational factors
Authors: Duffy Brigid , Oyebode Jan , Allen Jo
Published: January 2023

This paper is an adapted version of the ‘public domain’ briefing paper produced for a Clinical Psychology Doctorate. It describes a study which examines factors that contribute to burn-out amongst staff caring for people with dementia.
Just how challenging can older people be? Part 1: Selecting the appropriate tool for measuring aggression within services
Authors: Johnson Chrissie , Knight Caroline , Stewart Inga
Published: January 2023

Background:Over the last 15 years, a growing focus on psychosocial and behavioural outcomes of dementia has resulted in the development of a wide range of tools for recording challenging behaviours. The link between aggression and dementia is well documented, and the prevalence of this behaviour, in combination with the potential severity of its consequences, has led to the development of a number of specific tools to record levels of aggression amongst older adults. These are imperative for clinicians and researchers to accurately explore identified behaviour in more depth, to drive treatment approaches and for evaluation. However, professionals are now faced with a confusing and often disparate array of tools for measuring aggressive behaviour in older adults. As such, instruments may be selected on the basis of familiarity, rather than matching the exact needs of the investigator.

Objective:This paper aims to provide professionals with a consolidated review of the tools that exist for measuring aggression in older adult services, and to assist in the selection of an appropriate tool to meet their service needs.

Conclusion:A framework of issues and considerations pertinent to choosing a recording tool is provided and a comparison between tools offered based on these criteria.
Involving older people in training clinical psychology trainees
Authors: Dalby Padmaphrabha , Lee Kristina
Published: January 2023

This article describes a teaching session for clinical psychology trainees that focused on diverse experiences of normal ageing, bringing older people and trainees together in discussion. The trainees’ reflections on the session are offered and recommendations are made for organising similar sessions.
Using holistic assessments in neuropsychological testing
Authors: Shirley Louisa J. , Yates Kevin M. , Diggle Tim
Published: January 2023

The paper examines the benefits of approaching neuropsychological assessments in a more holistic manner, (i.e. examining the processes and mechanisms involved in the performance of the tests). While it is widely recognised that an analysis of process features is helpful clinically, in most situations the features tend not to be analysed systematically. This paper presents two pilot studies conducted by clinical psychology trainees at the University of Newcastle as part fulfilment of their doctoral degrees (Yates, 2000; Diggle, 2005). Both trainees were interested in looking behind the standard quantitative scoring procedures in order to obtain a better appreciation of the difficulties experienced by their patients. The first pilot study examined temporal features of the Clock Drawing Task (CDT). Anecdotal evidence, supported by theory, suggested that people with Dementia with Lewy Bodies performed the CDT slower than those with Alzheimer’s disease; this hypothesis was supported. The second study examined the reasoning of patients with respect to their responses on the Cognitive Estimates Test; a test used to assess executive dysfunction. It was evident that asking patients to explain how they arrived at their answers to such questions as ‘How fast do racehorses gallop?’ helped the tester gain a better conceptual view of patients’ strengths and needs.
Mindfulness-based cognitive therapy in Lancashire
Authors: Smith Alistair
Published: January 2023

For our purposes, we’ll define mindfulness conventionally asPaying attention, deliberately, in the present moment, and non-judgementally. It has multi-faceted clinical relevance.
Developing a new service provision for challenging behaviour in older people’s care settings
Authors: Shirley Louisa J.
Published: January 2023

At the Nottingham 2007 conference, members of the Newcastle and Northumberland County Challenging Behaviour Services presented a number of papers which described various aspects of the teams’ research including a debate around the telling of lies to people with dementia, the impact of care staff’s emotional reactions to episodes of challenging behaviour on their care giving behaviour, the use of psychotropic medication in dementia care and an overview of the development of the three challenging behaviour teams using the ‘Colombo’ approach. There was clear interest from the attendees regarding the process by which the teams were developed. As a result of this interest, a full-day workshop was held at the York 2008 PSIGE conference. This paper is a brief description of the development of the Northumberland County Challenging Behaviour Service. The service uses psychological models and is embedded in an Older People’s Psychology Service.