bluuebunny/crossref_metadata_2025 huggingface dataset:
White Ribbon Scotland
Authors: Thompson Davy
Published: January 2023

Davy Thompson, Campaign Director at White Ribbon Scotland describes the worldwide campaign that aims to support a culture change away from gender inequality and violence against women, towards a truly equal society.
Delivery of interpersonal psychotherapy in Scotland: The Prospect Model
Authors: Graham Patricia
Published: January 2023

Delivery of interpersonal psychotherapy in Scotland: The Prospect ModelPatricia Graham, Linda Irvine Fitzpatrick, Debra Bowyer, Suzie Black, Suzy Cooke, Holly Wilson, andSiobhan Williamsdescribe the application oflnterpersonal Psychotherapy across a wide range of mental health settings, using the Prospect Model to guide creative adaptations.
Forensic Network Research Special Interest Group Annual Conference
Authors: Glanaghy Edel Mc
Published: January 2023

Lindsey Gilling Mcintosh, Acting Forensic Network Manager, shares a review of last year’s Forensic Network Annual Research Conference and details of how to get involved in this year!
’This really is the time for psychology!’
Authors: MP Lisa Cameron
Published: January 2023

In her regular column for the Review,Dr Lisa Cameron MPshares how now is an exciting time for psychology in Westminster ‒ and encourages us all to get involved with the influential APPG!
Interview with… Julie Metcalfe, Clinical Director CAMHS, NHS Greater Glasgow and Clyde
Authors: Metcalfe Julie
Published: January 2023

Our Interview series continues withJulie Metcalfewho told us about her journey into leadership and shared tips she’s learned along the way…
Baba Yangu Foundation mental health and wellness
Authors: Kabera Agatha
Published: January 2023

Agatha Kabera,co-founder of Baba Yangu Foundation writers about the vital work of her charity and how readers can get involved in supporting the mental health of black people living in Scotland. Baba Yangu Foundation is a registered charity that works in both Uganda and Scotland.
Ethnicity, stigma and the perinatal period
Authors: Shankland Marie Claire , Cronin Leah
Published: January 2023

Marie Claire Shankland & Leah Cronin(Principal Educators with NES Perinatal Mental Health) reflect on their work and developing a module on stigma.
Translating services: Reflections on the impact of race and racism in mental health care
Authors: Khan Amina
Published: January 2023

Amina Khanis a NHSGGC Non-Executive Director and the Board’s BAME Diversity Champion working with several stakeholders on issues of equality and race in health and social care, including mental health. Here she reflects on encounters she witnessed during her time as an interpreter.
Psychologists for Social Change Scotland
Authors: Jackson Jane-Louise
Published: January 2023

Jane-Louise Jacksonsummarises the work underway by Psychologists for Social Change and explains how you can get involved.
IAPT positive BAME guide
Authors: McGlanaghy Edel
Published: January 2023

Edel Mc Glanaghyprovides an introductory overview of the BAME Service User Positive Practice Guide and encourage all therapists, leaders and managers to use this practical guide.
Interview with an interesting psychologist: Dr Sejal Patel, Clinical Psychologist
Authors: Patel Sejal , Mc Glanaghy Edel
Published: January 2023

An interview withDr Sejal Patel, clinical psychologist for the West of Scotland Adult Cystic Fibrosis Service (WoSACFS) and member of the black, Asian and Minority Ethnic (BAME) network, NHS Greater Glasgow and Clyde.
May the formulation be with you: Using film as a learning tool in clinical psychology
Authors: Wells Laura Jean
Published: January 2023

Dr Laura Jean Wells,Clinical Psychologist shares a sample film formulation from her blog and explains the rationale for her approach. You can read more of her blog at Psyfictionblog.com
Getting to grips with digital delivery
Authors: Blackett Allison , Rice Niamh
Published: January 2023

Dr Allison BlackettandDr Niamh Rice, Consultant Clinical Psychologists/Team Leads, and Dr Hope Plastock, Principal Clinical Psychologist, NHS GG&C Psychological Therapies Groups Service share their reflections on the launching of a Psychological Therapies Groups Service in the context of the Covid-19 pandemic and the literature reviews on the topic.
A counselling service for parents and carers in an Educational Psychology Service
Authors: Clifford Miranda
Published: January 2023

The Parent and Carer Counselling Service (PCCS) is a free counselling service based in Camden Educational Psychology Service. I am a counselling psychologist co-ordinating this service; I manage a team of volunteer counsellors who provide counselling to parents and carers of children in Camden schools and children’s centres. This article aims to provide information about the service and how it operates. In this article the term ‘parent’ will be used to denote parents and carers.
Mind the gap: Where educational and clinical psychology meet!
Authors: Greene Jennifer
Published: January 2023

Rebecca Ashton is Principal Educational Psychologist in Blackburn with Darwen and practising child neuropsychologist. She has recently won the Division of Neuropsychology award for ‘Outstanding Practice; Pre-Qualification’ (Qualification in Clinical Neuropsychology/QiCN). Rebecca balances her time between local authority work and private work as a Child Neuropsychologist for Recolo (Neuropsychological Rehabilitation Service for children, young people and their families). She also teaches on courses at UCL and Manchester University. Rebecca is extremely passionate about EPs becoming more involved in the area of neuropsychology. The following interview explores the relevance of neuropsychology to educational psychology practice and the routes into becoming a practitioner Child Neuropsychologist:
Imaginary companions created in childhood: What purposes do they serve? Experiences of children and parents
Authors: Majors Karen
Published: January 2023

This article is the follow-up to a successful application for the Sponsored Research grant offered annually by the DECP. Karen Majors has built on her Doctorate research and offered the further research supported by the grant, at the DECP Conference in 2013 and now through this article.
Splitting the acronym: Who supports young people with SEN when they leave education?
Authors: Howell Sophie
Published: January 2023

This article provides an overview of the differences in the current legislation supporting people with SEN and disabilities both in and out of education. Having worked in both educational settings and with adults with learning disabilities through the NHS, it became clear that one particular group of young people may become marginalised and placed at higher risk of social exclusion due to the differences in policy guidelines and criteria for support once they leave school: young people with SEN whose needs are not classed as a disability. I have included evidence from recent research which outlines the risks this group may face and demonstrates some of the changes that may be beneficial to ensuring this group have a successful future. Suggested actions include systemic working from an individual to a policy level, supported by the idea that educational psychologists as a profession are well-placed to advocate for policy change.
How effective is metacognitive instruction at improving the word problem-solving of children who are low-achievers in maths?
Authors: Redburn James
Published: January 2023

Metacognitive knowledge and skills are powerful predictors of academic outcomes (Wang et al., 1990) but are often lacking in children who are low-achievers in maths (Miller & Mercer, 1997). Metacognitive instruction seeks to address this deficit (Veenman, 2015). Interventions address strategy knowledge (plan-monitor-evaluate), task knowledge (when and why to apply strategies), and person knowledge (strengths, weaknesses, and motivation), and provide opportunity to practise (Flavell, 1979; Livingston, 1996; Pintrich, 2002). This review sought to evaluate the effect of metacognition interventions on mathematical word problem-solving. A systematic literature search was conducted, identifying seven studies for review. A meta-analysis showed a large combined effect size (g = 1.39) when comparing intervention to comparison participants. This, in combination with sufficient methodological quality among the reviewed studies, suggests metacognitive instruction can be recommended as evidence-based practice (Gersten et al., 2005). Recommendations for educational psychology practice, limitations of the review, and recommendations for future research are discussed.
Is androcentrism causing harm to autistic girls? – An ethical consideration for educational psychologists
Authors: Davies Eleri Nia
Published: January 2023

This paper explores androcentrism permeating theory and perception of Autism Spectrum Condition (ASC). The author adopts a social constructionist lens, arguing that this androcentrism may cause harm to autistic girls. This matter is considered in light of the ethical duties of educational psychologists (EPs) in the United Kingdom (UK), relating to the self-identities of autistic girls as well as recognition of, and provision for, this demographic. Suggestions for EPs are offered in responding to this ethical challenge.
How effective are utility-value interventions, aimed at improving the academic performance of STEM students aged 18 to 25, in higher education settings?
Authors: Oumar Zahra
Published: January 2023

Utility value interventions (UVIs) ask students to write short essays or letters about the personal relevance of course material to their lives or the lives of others; helping students to make meaningful real-life connections. UVIs are based on expectancy-value theory, which suggests that individuals pursue challenging tasks if they think they will succeed and if they find value in what they are learning (Eccles & Wigfield, 2002). This systematic literature review aims to examine how effective UVIs are at improving the academic performance of students aged 18 to 25, who are studying science, technology, engineering and maths (STEM) subjects in university. A systematic literature search was carried out on three databases and six studies met the inclusion criteria. One medium effect size was found, the rest were either small or negligible. As a result, the findings suggest that UVIs may have minimal impact on the academic performance of young people aged 18 to 25 who are studying STEM subjects in higher education settings. Future research should seek to address the limitations that were identified and investigate the effectiveness of UVIs for underperforming students.
Between a rock and a hard place: an Australian perspective on education of children with ADHD
Authors: Atkinson Ivan M. , Robinson Julie A. , Shute Rosalyn H.
Published: January 2023

Research, clinical experience, government statistics and policies provide the basis of a brief overview of ADHD in Australia, a description of the working context for teachers in South Australia and an outline of one current Australian research project. A general upsurge in the numbers of prescriptions for stimulant medication has generated concerns over current diagnostic and intervention practices, highlighted by recent media reports. Stress experienced by families is exacerbated by the inadequacy of services to accommodate the needs of children with ADHD. Teachers, operating in a demanding but under-resourced environment, are attempting to meet the expectations of parents and practitioners by addressing the learning and social difficulties of these children. Although research has generally conceptualized ADHD as a ‘medical’ problem, sociocultural and psychological factors must also be taken into account. One current research project conceptualizes ADHD within a systems/goodness-of-fit framework as a means of understanding the complexities of ADHD and as a basis for effective collaborative management.
Friendship and social development in children and adolescents: The impact of electronic technology
Authors: Griffiths Mark
Published: January 2023

It has been noted that friendships are more than just friendly interaction. Most importantly, friends form emotional ties with each other, and by the age of about seven years a child will spend as much social time with friends and peers as they do with adults. However, there has been much debate about the effects that electronic forms of entertainment (television, computer games, slot machines etc.) may have on a child’s or adolescent’s social development. This paper examines the impact of interactive electronic technology in the lives of children and adolescents and will also examine “electronic friendship”. By reviewing the relevant literature, a number of questions will be addressed (e.g. Can children use machines as “electronic friends”? What effect does interactive technology have on friendship and social development? What are the implications of children being able to access the Internet?).
Disabling children: Autism, the effect on families and professionals
Authors: Jones Glenys
Published: January 2023

The aim of this paper is to explore the impact of children with autism on their families and the professionals involved and to consider how this might be minimised. The paper considers issues involved in deciding upon appropriate interventions both for families and schools and considers the evaluation of different approaches. Ways of engaging or motivating other children appear not to have the same effect on children with autism, and parents and professionals can be concerned or confused about the ways in which children with autism spend their time.
Effective academic interventions in the United States: evaluating and enhancing the acquisition of early reading skills
Authors: Good Roland H. , Simmons Deborah C. , Smith Sylvia B.
Published: January 2023

The alignment of assessment, intervention, and meaningful student outcomes is arguably one of the most exciting developments in school psychology. This linkage is especially apparent in the areas of early literacy where the convergence of three areas of research and development form a dynamic process of information and feedback to enhance the effectiveness of interventions in preventing and remediating reading problems for children in early elementary grades. In this article, we develop the rationale for early and intensive literacy intervention, review the major implications of the converging evidence in early literacy and reading acquisition, and propose mechanisms to enhance early literacy development through the strategic and timely linkage of assessment and intervention. The major areas of convergence from research regarding what to teach and how to teach it are presented. The contributions and role of assessment information in developing and providing effective beginning reading and early literacy interventions are described.
Causal judgment and explanation
Authors: Hilton Denis J.
Published: January 2023

This article reviews the antecedents and consequents of causal judgments and explanations. We consider the situations in which causal explanations are produced, and the principles that underly the formation of causal impressions (contiguity, similarity and covariation). We also examine how causal explanations change as a function of the conversational context of the explanation. We show how these principles of judgment can lead to bias in causal judgment, and suggest some ways in which these tendencies can be debiased. The consequences of causal attributions for emotional reactions and motivation are also reviewed, as are the effects of accountability on judgment and choice.
Causal judgement and explanation: a practitioner response to Denis Hilton
Authors: Frederickson Norah
Published: January 2023

In his article on Causal Judgement and Explanation, Denis Hilton highlights facets of attribution theories and associated research findings which have important implications for practising educational psychologists. This paper will explore these implications at three different levels of practice: work with individual children, work with teachers and carers, and work focused on performance review and development within educational psychology services. Work with teachers and carers will be considered first, both because this level is usually the first point of contact with the educational psychologist and because Hilton’s article is particularly rich in practice relevant implications at this level.
Reading development and its difficulties
Authors: Snowling Margaret J.
Published: January 2023

The process of learning to read extends over several years and involves the acquisition and coordination of a range of sub-skills. At basics, reading in an alphabetic system involves both building a sight vocabulary and developing decoding skills. The goal of reading, however, is not merely word-level decoding but comprehension which requires the integration of meaning across sentences and within texts, making appropriate use of contextual cues and inferences based on general knowledge. Put this way, learning to read represents a considerable challenge even for the child who comes to the task well-prepared in terms of their spoken language competencies. Theoretical models of reading development aim to capture the characteristics of reading behaviour as it changes over time, and also to elucidate individual differences in acquisition patterns. This review will focus on recent models of learning to read from the perspective of cognitive psychology, and consider how well such models can accommodate research findings from children who have reading difficulties.
How relevant is connectionist modelling of reading to educational practice? Some implications of Margaret Snowling’s article
Authors: Reason Rea
Published: January 2023

Why is it that we can read ‘gave’ and ‘have’ in quick succession without even noticing that the words have identical spelling patterns but different pronunciations? Why is it that we read ‘eat a mint’ and ‘drink a pint’ without any confusion about the pronunciations of mint/pint? Plaut, McClelland, Seidenberg & Patterson’s (1996) connectionist modelling of ‘parallel distributed processing networks’ provides an explanation which Margaret Snowling considers the most plausible metaphor in accounting for the cognitive research findings that she reviews. In commenting on Snowling’s article, I shall focus mainly on the practical implications of Plaut et al.’s model for the teaching of reading and for our understanding children with reading difficulties.
Learning to learn, phenomenography and children’s learning
Authors: Walker Chris
Published: January 2023

This paper explores phenomenography and its roots in phenomenology. The principles of a phenomenographical approach and how these can be applied to children’s learning are considered. The relevance of this approach for the educational psychologist as researcher is briefly examined.
Effective interaction in the classroom – towards a new viewpoint
Authors: Kaye Gillian , Forsyth Penny , Simpson Raymond
Published: January 2023

Video Interaction Guidance (VIG) provides a potentially important tool with which to develop and analyse effective teacher interaction. This case study explores its effect on teacher and pupil communication and perceptions in the primary classroom where challenging pupil behaviour is seen to be an issue. Results indicate that when considering their effectiveness, teachers become more aware of the value of communication and interpersonal skills and that video interaction guidance has a positive and empowering effect on teachers’ and pupils’ perceptions. It is argued that to support teacher development, video interaction guidance would be more effective than simply working on structure and organisation. Further development of the video analysis system is required to determine whether VIG changes the patterns of teacher interaction.
Elementary school teachers’ representations regarding school problem behaviour: ‘Problem children in talk’
Authors: Bibou-Nakou Ioanna
Published: January 2023

With a few exceptions (Mehan et al., 1986; Payne, 1982), little analytic attention has been paid to the process of creating joint understandings between teachers and psychologists in order to understand ‘deviance’ in schools. One of the continuing basic assumptions made by teachers appears to be the attribution of the problem in ‘problem children’ to individual factors and principally to innate ability (Edwards & Mercer, 1987). In this paper, we are interested in a categorisation membership analysis of elementary school teachers with regard to problem behaviour in school children. All the examples considered are taken from semi-structured group interviews conducted with elementary school teachers. Specifically, in the interview, the questions asked gave the respondents the task of accounting for or explaining the behaviour of ‘problem children’ in school.
The bullying of sexual minorities at school: Its nature and long-term correlates
Authors: Rivers Ian
Published: January 2023

Over the past 10 years, there has been a great deal of research activity exploring the nature and frequency of peer victimisation and bullying behaviour. This paper reports on a three-year study focusing upon the experiences of a sample of lesbians, gay men and bisexual men and women who were bullied at school, and the long-term impact it has had upon their lives. Data collection consisted of three elements: A survey of lesbian, gay, bisexual and transgendered adults’ experiences of bullying at school (N = 190); a survey of the psycho-social correlates and long-term effects of bullying with a sub-sample of 119 participants; and, finally, a small number of in-depth interviews with 16 participants. Participants’ experiences of bullying in school were long-term (mean: 5 years) systematic, and were perpetrated by groups of peers rather than by individuals. Participants were unlikely to report incidents of bullying either to teachers or to someone at home. In the survey of psychosocial correlates and long-term effects over 50 per cent of participants reported contemplating self-harming behaviour or suicide with 40 per cent making one or more attempts. As adults, they were found to exhibit some symptoms associated with negative affect when compared to controls. However, participants did not suffer from low self-esteem and had a positive attitude towards their own homosexuality/bisexuality and homosexuality/bisexuality generally.
Sexual identity, psychological well-being and suicide risk among lesbian and gay young people
Authors: Walker Peter Huw
Published: January 2023

Five lesbians and nine gay men participated in a semi-structured interview study looking at psychological well-being within the context of developing a lesbian or gay identity. Particular attention was paid to suicidal ideas and parasuicide. Data were analysed using Interpretative Phenomenological Analysis (Smith, 1996a) which revealed 10 main themes, of which two are highlighted as being relevant to providers of services for young lesbians and gay men, namely, coping strategies for dealing with negative reactions to disclosure and feelings of isolation. Recommendations are made regarding the provision of services to support and develop the psychological well-being of lesbian and gay young people.
Children with autism: Supporting the transition to adulthood
Authors: Moxon Lynne , Gates Darren
Published: January 2023

Autism forms one of the best validated child psychiatric disorders: the genetic influences, cognitive and linguistic deficits, neurobiological abnormalities and social and adaptive functioning continue to be researched, and practice over the last decade has brought together differing expertise to focus on the child. However, children with autistic spectrum disorders grow up. Once they reach the age of 18 much of the support melts away. Recent research indicates a high degree of emotional distress and behavioural disturbance even among the most able group of young adults with an autistic spectrum disorder and points to the need for continuing education, ‘the treatment of choice’. Outcome studies indicate that the transition from childhood to adulthood needs as much, if not more, multidisciplinary support to span continuing education, training for employment, developing independence and social relationships as well as help for behaviour and mental health issues. This paper combines a review of recent relevant research with illustrations from casework and the personal observations of a service user.
How disciplinary and institutional orientation influences professionals’ decision-making about early childhood disability
Authors: Bartolo Paul A.
Published: January 2023

This study describes how professionals’ training and work setting influences their assessment of children with developmental disability suspected to lie within the autistic spectrum. Data consisted of the assessment discussion protocols about four pre-school children by two multiprofessional groups in London: a paediatrician, psychologist and speech therapist in a hospital; and educational psychologists, a psychotherapist and educational personnel in a school. Verbal protocol and thematic analysis revealed the application of three approaches – organic, behavioural and psychodynamic. Each approach provided different explanations of the problem, but all highlighted an individual disorder within the child. The potential impact of family and school contexts were more characteristic of the psychodynamic approach.
Building an inclusive education and training system. What is next for educational psychologists in South Africa?
Authors: Muthukrishna Nithi , Baez Maria
Published: January 2023

This paper discusses new policy and legislation in South Africa with regard to inclusive education, and the emerging new role for educational psychologists as opposed to the traditional ‘within-child’ deficit approach. The first part of this paper centres on the historical context in which policy emerged, and why the need for change was so critical. The second part examines a recent policy initiative,White Paper 6(Department of Education, July 2001) that signifies a shift to a more systemic approach to education support services, educational psychology and a focus on barriers to learning and participation experienced by learners. Finally, the paper presents a discussion of the challenges and implications of policy for the changing role of educational psychologists in South Africa.
The roles of the educational psychologist in inclusion in Australia
Authors: van Kraayenoord Christina E.
Published: January 2023

Students with disabilities and learning difficulties in Australia are part of a school system that is becoming increasingly inclusive. Within this system, the educational psychologist plays several different roles as a participant in ascertaining the students and in determining their level of support. Increasingly, the educational psychologist is also associated with planning and making suggestions related to the teaching and evaluation of the students’ programmes. The challenges faced by the educational psychologist are linked to concerns of the parents and teachers. Solutions to challenges in two areas, assessment and collaboration, are considered in this article.
Evidence-based practice and educational psychology
Authors: Frederickson Norah
Published: January 2023

Following its development in health contexts the move towards evidence-based practice has gathered momentum over the last five to ten years across all areas of social policy, including education. Key elements of evidence-based practice are described and critically evaluated. Implications for the practice of educational psychology are discussed and directions for future development identified. Attention is given to three areas in particular: the competencies needed for using research in evidence-based practice, the contributions educational psychologists can make to developing the research evidence on intervention efficacy and effectiveness, and the new emphasis on monitoring and evaluating outcomes for individual pupils. The second of these areas is illustrated with reference to research undertaken by educational psychologists on the circle of friends intervention approach. In the third of these areas a description is offered of the goal attainment scaling approach which supports the monitoring and evaluation of pupil progress as required by the newCode of practiceon special educational needs. Ways in which the opportunities offered by extended initial training and continuing professional doctorates in educational psychology might be utilised in developing the research basis for practice are suggested.
Community, cohesion and inclusive education
Authors: Hayes Ben
Published: January 2023

The review team report following the 2001 race riots,Community cohesion, is not only an important reference for racial and cultural issues in schools and the communities they serve, but also contains a valuable framework for working with ‘communities’ of different sizes that could be utilised by educational psychologists to help develop inclusive learning environments. Eight ‘domains of social capital’ used by the Cantle review team are examined and interpreted in relation to a number of areas of psychological theory and practice. Applications within the work of the educational psychologist are considered.
Conceptualising risk in relational terms:Associations among the quality of child–adult relationships prior to school entry and children’s developmental outcomes in first grade
Authors: Pianta Robert C. , Stuhlman Megan W.
Published: January 2023

Children’s ability to acquire skills necessary for school success, and thus avoid being ‘at risk’, is believed to vary as a function of the regulatory processes provided in the context of adult–child relationships. As adult–child dyads are exposed to greater levels of socio-economic risk, the association between relational risk and child outcomes is hypothesised to grow stronger. Three questions were posed to address this relationship-based conceptualisation of risk and to examine how associations between early adult–child relationships and children’s developmental outcomes at first grade vary as a function of level of socio-economic risk. First, differences in levels of relational risk with mothers and caregivers were examined as a function of socio-economic risk. Second, maternal risk and caregiver risk were associated with children’s acquisition of skills necessary for success at first grade. Finally, the predictive power of risk in the mother–child relationship was compared to that of risk in the caregiver–child relationships. Results indicate that (1) relational risk varies as a function of socioeconomic risk, particularly with regard to risk in the mother–child relationship, (2) indicators of relational risk, particularly maternal risk, are robust predictors of children’s social and academic development, and (3) relational risk is most closely associated with first-grade outcomes among children in poverty. Ways that findings may guide intervention efforts are discussed.
Children with learning disabilities and bereavement:A review of the literature and its implications
Authors: Everatt Anna , Gale Ian
Published: January 2023

Bereavement and loss are common experiences. Two groups frequently neglected at such times are children and people with learning disabilities. This paper considers those falling in both these groups – children with learning disabilities. There is little direct evidence on how to help children with learning disabilities with grief. A brief review of the literature on bereavement in children is followed by a consideration of what this means for people with learning disabilities. Emphasis is placed on the behavioural indicators that a child is not coping; preparing a child for loss; and supporting a child with learning difficulties to cope with grief.
A sociocultural perspective on an inclusive framework for the assessment of children with an autistic spectrum disorder within mainstream settings
Authors: Flynn Stephen A.
Published: January 2023

This article takes a sociocultural and ‘activity theory’ perspective on the social development of children with autistic spectrum disorders in mainstream schools, in order to provide an analysis of possible barriers to inclusion and therefore a starting point for the development of effective individual education plans. The process of situated dynamic assessment is proposed as a model for adoption by educational psychologists and other support professionals to systematically investigate how likely difficulties associated with autistic spectrum disorders are affecting levels of inclusion in school curriculum and community, and as a protocol for collaboratively setting objectives for intervention.
Determining medication treatment effects using teacher ratings and classroom observations of children with ADHD: Does neuropsychological impairment matter?
Authors: Hale James B. , Fiorello Catherine A. , Brown Lucy L.
Published: January 2023

Children with attention deficit hyperactivity disorder (ADHD) often experience significant academic and behavioural problems in the classroom and other settings, but clinicians often rely on qualitative judgements and informant reports to formulate diagnostic impressions and make treatment recommendations rather than on direct measurement of child performance or behaviour. Although there is mounting evidence for a neuropsychological model of ADHD, the disorder remains largely a behavioural one, which could limit diagnostic accuracy and intervention efficacy, especially for academic problems in the classroom. In this study of 49 children diagnosed with ADHD, robust medication treatment effects were observed, with increasing dose resulting in better teacher ratings and direct observations of classroom academic performance and behaviour. However, when participants were classified according to level of neuropsychological impairment, only those children who showed significant deficits in executive function and self-regulation responded to medication, according to teacher report. Children who showed minimal or no response were more likely to be classified with the inattentive type of ADHD, but those who showed dramatic medication effects were more likely to be diagnosed with the combined type ADHD. Results suggest that neuropsychological impairment, but not baseline teacher ratings or classroom observations, can help clinicians determine the likelihood of medication response in children with ADHD. Implications for classroom academic performance and behaviour are addressed.
An exploratory evaluation of two early intervention programmes for young children with autism
Authors: Farrell Peter , Trigonaki Nassia , Webster David
Published: January 2023

This article discusses the impact of two contrasting early intervention programmes for a small number of young children with autism that were funded by Lancashire LEA. One of these, referred to as ABA/Lovaas (nine children), was based on the application of applied behavioural analysis techniques mainly in the home setting by therapists appointed by the parents and supported by a supervisor. The other programme, the Lancashire Under Fives Autism Project (LUFAP) – eight children – was developed by a team of teachers, therapists and educational psychologists in Lancashire and was delivered in mainstream preschool settings with the support of a Special Support Assistant (SSA), a visiting teacher and a speech and language therapist.

In general terms the findings suggest that all key stakeholders – parents, teachers, therapists and EPs, were positive about the impact of both programmes. The parents felt supported and were pleased with the progress that their children were making. Mainstream teachers, especially those linked to the LUFAP programme, were positive about having a child with autism in their school and valued the support of the SSA and visiting teacher. Some of the parents in the ABA/Lovaas group had formed an informal support group and this proved to be mutually beneficial. Data from a reduced sample indicated that all the children made progress as measured on the Vineland and the Bayley scales although the rate of progress made by those on the LUFAP programme was more encouraging than those on the ABA/Lovaas programmes although this may be attributable to initial group differences.
Working memory abilities in children with special educational needs
Authors: Alloway Tracy Packiam , Gathercole Susan Elizabeth , Adams Anne-Marie , Willis Catherine
Published: January 2023

This study investigates the distinctive working memory profiles of children with learning difficulties. A sample of 64 children aged 7 to 11 years with recognised special educational needs at varying stages participated in this study. They were tested on measures of the central executive, phonological loop and visuospatial skills. The children in all three special needs subgroups performed below the expected attainment levels for their age in central executive and visuo-spatial tasks, but not in measures of the phonological loop. Very low levels of working memory performance were many times more common in the special needs sample than in a large sample of children without special educational needs. Deficits in working memory performance were more marked in children with statements of special needs than those at earlier stages of recognition of the need for educational support, particularly in measures of the central executive. These children struggle to meet the demands of complex tasks that require them to process, maintain, and store information simultaneously. It is suggested that this difficulty may underpin their failures to make normal educational progress.
TOM goes to school: Theory of mind understanding and its link to schooling
Authors: Binnie Lynne M.
Published: January 2023

At present there is little doubt that research regarding the development of children’s understanding of the mind has motivated some of the most exciting research in the field of child development. However, there is very little empirical work on the relationship between theory of mind (TOM) abilities and schooling despite many classroom activities encapsulating an understanding of the mind. As a result this paper has two aims. First and foremost consideration will be given to the development and content of children’s TOM understanding. This paper will explain that children’s TOM understanding arises from a relationship between specific cognitive mechanisms and environmental stimuli and is generally in place by the age of four-years. Following this, attention will be directed towards the methods of assessing whether an individual can be considered as having a TOM. Considerable focus will be given to the false belief task since this is one of the classic methods used within this body of literature. The second aim is to consider the relationship between an understanding of the mind and factors impacting on school performance. This relationship has been investigated most notably with respect to children’s peer relationships and an overview of this work will be given. Finally, recommendations for future directions in research will be made.
Every child’s parent matters: Community educational psychology and the Plymouth Parent Partnership Service
Authors: Jones Peter
Published: January 2023

This article considers the relevance of community educational psychology for the changing landscape of children’s services. It makes particular reference to the identified role of parents inEvery child mattersand the Children Act (2004). The article sets out some of the narratives for understanding a community educational psychology, including some of the tensions arising in pursuing a community orientation. The practice context of the Plymouth Psychology Services is outlined. The Plymouth Parent Partnership Service is one of the Plymouth Psychology Services. It is being managed and developed as a comprehensive information exchange service for all parents in the city. That development has used principles from community educational psychology to conceptualise what constitutes best quality in information exchange. The work of parent partnership services is contextualised within the broad field of information, education and support for parents. There is a need to establish best ways of exchanging information with parents about how they can fulfil their roles as set out inEvery child matters, what support services are available to help them, and how to plan and develop integrated children’s services. Some parents need direct support in meetings or in contacts with agencies to ensure effective information exchange. The article discusses the development of a service beyond the usual parameters of a parent partnership service. The article concludes by considering the roles of applied psychologists for integrated children’s services.
Multi-agency teams: Whyshouldworking together make everything better?
Authors: Hughes Martin
Published: January 2023

With the advent ofEvery Child Matters(ECM) and the move towards joint children’s services, those involved with these changes, including educational psychologists, have become increasingly interested in multi-agency work. It is unlikely that an understanding of multi-agency work is shared across different agencies. Some of the terms, such as partnership, collaboration and joint work, are explored so as to investigate the meaning of multi-agency work. Many documents post-ECM appear to regard multi-agency work unquestioningly as ‘a good thing’. Wanting to sign up to the multi-agency agenda and work well with other professionals should not prevent us from exploring ideas which help to critically consider the purpose of multi-agency work and question the assumption that working together will make everything better. A discourse is emerging which makes it increasingly difficult to challenge the accepted orthodoxy of multi-agency working.
Supporting children with gaps in their mathematical understanding: The impact of the National Numeracy Strategy (NNS) on children who find mathematics difficult
Authors: Gross Jean
Published: January 2023

This paper outlines and evaluates developments within the NNS that have addressed the needs of lower attaining pupils. Data is presented to show that these pupils have not benefited from the NNS as much as other pupils. The rationale and form of the additional Wave 3 intervention materials are then described. Evaluation of impact has so far been qualitative, involving comments made by teachers and the children themselves. Quantitative information is still awaited and will include statistics of on the number of pupils continuing to attain below National Curriculum Level 3 at the end of Key Stage 2 (at the age of 11 years). Implications for the term ‘dyscalculia’ are discussed. It is concluded that there is an opportunity, in the relatively new field of mathematical difficulties, to develop from the start effective teaching strategies that work for all rather than distinct routes based on diagnostic categories.
Post-school transitions: Exploring practice in one local authority
Authors: Craig Lesley J.
Published: January 2023

Following a social constructionist perspective, descriptions were generated of practice within schools, a further education (FE) college and other agencies involved in planning young people’s transitions from secondary school. The literature relating to the national context of transitions and a needs analysis in one authority suggested that lack of information from schools about young people’s support needs being provided in a timely fashion was an issue. Two research questions were identified in relation to describing current practice in the authority and the use of a transition form.

The views of young people were sought using person-centred planning style interviews, analysed by thematic analysis. Questionnaire responses from staff in schools, FE college and Careers Scotland were collated into vignettes. The resulting descriptions revealed that advocacy from adults, good peer relationships and familiarisation with intended destinations all assisted young people’s confidence during transitions. It was also found that practice around information gathering and transfer varied widely across the authority, with irregular use of the transition form. Recommendations were made in relation to the practice of educational psychology services and other agencies.
Observed classroom interaction processes between pre-school teachers and children: Results of a video study during free-play time in German pre-schools
Authors: König Anke
Published: January 2023

This paper presents research results from a video study on play and structured activities in German preschools. The research provides an analysis of how individual teachers interact with children, both alone and in groups. This video study is orientated on social constructivist theories and rooted in empirical research results. The focus lies on constructs of quality in preschools using teacher–pupil interaction as a starting point for conceptualising a stimulating learning environment. Video data of teachers (N=61) was gathered in this field study. Each teacher was filmed for 60 minutes. The complex teacher–pupil interactions captured on film were subsequently analysed using microanalysis techniques. The study shows that the aims of social constructivist approaches were rarely observed in German pre-school activities (N=149). The results suggest that the pre-school teachers have a poorly developed understanding of how children can be engaged in a stimulating educational setting. The findings also show how play and structured activities are offered to the children in pre-school. Further research may examine how intervention programmes might lead to more sophisticated and meaningful interaction processes between a pre-school teacher and the children. Therefore, we have to analyse how children engage in interaction processes and how they use initiations from teachers for their development.
Improvement of analogical reasoning and academic achievements by the Analogical Reasoning Programme (ARP)
Authors: Tzuriel David , George Tami
Published: January 2023

The objectives of this study were to investigate the effects of Analogical Reasoning Programme (ARP) on improvement of analogical reasoning processes and academic achievements in math and reading comprehension. The ARP is based on the Analogies subscale of theCognitive Modifiability Battery (CMB): Assessment and Intervention.A sample of 53 children in Grade 2 were randomly assigned to an experimental (N = 27) and control (N = 26) groups. The experimental group received the ARP whereas the control group received a substitute programme of educational games. Both groups received dynamic assessment and achievement tests representing near-, medium- and far-transfer measures. All participants were administered theChildren’s Analogical Cognitive Modifiability(CATM) and achievement tests in math and reading comprehension before and after the intervention and theChildren’s Conceptual and Perceptual Analogical Modifiability(CCPAM) test at the end of the intervention. The findings showed that the experimental group achieved significantly higher scores on the CATM and CCPAM tests at the end of the programme and higher pre- to post-intervention improvement on the CATM than the control group. The experimental group received significantly higher math scores after the programme as compared with the control group but not on reading comprehension. The research findings are discussed in relation to development of analogical reasoning strategies and their effects on academic achievements.