bluuebunny/crossref_metadata_2025 huggingface dataset:
Creating policy guidelines with young mothers in further education
Authors: Carter Jemma
Published: January 2023

Rationale

Support for young mothers who are within the UK education system has been found to be inconsistent and ineffective (Evans & Slowley, 2010; Austerberry & Wiggins, 2007; Bullen et al., 2000) with examples of discrimination and the perpetuation of stereotypes identified by previous researchers (Dawson et al, 2005; Vincent & Thomson, 2010). Despite this, researchers have found that having a child can lead to increased ambition in relation to education and employment, and the negative effects of becoming a parent in adolescence may be mitigated by education (Higginbottom et al., 2006; Smith & Wayman, 2009; Sullivan et al., 2011). This suggested importance of education for young mothers has been met with variability in the amount and quality of support.

Aim

The current research aimed to create participatory policy guidance, using the experiences of young mothers in further education to illuminate best practice in relation to their successful inclusion. A combined approach using Q methodology and narrative analysis was used with five young women engaged in the UK further education system. Participants individually ranked a set of 41 support strategies, from most useful to least useful. Data from these interviews were analysed for consensus statements and using narrative methods.

Findings

Consensus statements identified types of support the participants saw as being most useful, and a number of common themes were identified through conversations about their experiences, which placed emphasis on emotional and social support. This commonality was used as the basis for policy guidance, with supporting statements from the young mothers offered as direct evidence.

Limitations

Sample size was an issue in the current research, the local area seemed to present low numbers of young mothers accessing education. The guidelines are therefore intended for local recommendation, and wider local research would be beneficial.

Conclusion

The current research has offered one way to approach participatory policy making with a group of young people vulnerable to exclusion. It hopes to offer stimulus to consider other groups of young people, and to look towards how we can make policy creation more person-centred.
Applying nurture as a whole school approach
Authors: McNicol Stephanie , Reilly Laurence
Published: January 2023

Aims

Applying Nurture as a Whole School Approach (ANWSA) (Education Scotland, 2016a), supports practitioners to evaluate the implementation of whole establishment nurture. Closing the poverty related attainment gap is a central aim of Scottish Government policy. Educational Psychologists (EPs) with their expertise in health, wellbeing and attainment are key to progressing this goal.

Method

This initiative took place in a primary school within Inverclyde authority utilising the change methodologies of Implementation Science (IS) and collaborative action research. Impact data regarding Nurture Principle 4 (NP4), ‘Language is a vital means of communication’, was gathered collaboratively using mixed methods to triangulate and synthesise findings.

Findings

Data highlighted that a focus should be place on: peer-to-peer classroom coaching regarding applied approaches to nurture, tracking outcomes from restorative meetings, an early years language acquisition programme and a systematic approach to emotion check-in. A fidelity structure was created based on the dissemination of the project in year one, which will increase the initiative transportability into similar contexts.

Conclusion

Preliminary results indicate the positive impact of nurture interventions on health and wellbeing. Long-term implementation plans include dissemination of all six nurture principles in the school over four years. Data will continue to be gathered linking the gains of the project on academic attainment and wellbeing via a chain of impact.

Limitations

Collaborative action research projects involve data being gathered throughout. Impact data synthesised is already showing positive gains in terms of wellbeing, attainment and effective pedagogy. Full implementation of this project will take 4 years; as such finalised data will be available in 2021.
Educational psychology at the crossroads in South Africa
Authors: Strous Martin
Published: January 2023

Aims

This position paper aims to discuss the history of, and problems with, the Scope of Practice for educational psychologists in South Africa. It further aims to show that the Scope of Practice for educational psychologists must be reworked to allow for the delivery of contextually relevant services.

Method

The paper presents a conceptual argument and advocates for a scope of practice that more adequately defines the role and functions of South African educational psychologists.

Findings

The paper supports the Educational Psychology Association of South Africa’s insistence that official policy on the Scope of Practice for educational psychologists should be clear, relevant and rational. If necessary, legal action should be taken to accomplish this.

Limitations

The issues discussed are more pertinent to educational psychology in South Africa than internationally. Nevertheless, they have implications for the role of educational psychologists internationally.

Conclusions

South African psychologists have had to contend with narrow understandings, blanket statements about their competence and a callous approach to the disruption of psychology practices. There is a need to reconsider the boundaries and identity of educational psychology in South Africa. This could have ramifications for the character of educational psychology internationally.
Transition towards a psychological service
Authors: Bennison Judy , Cox Kathleen
Published: January 2023

By the late 1960s the balance between child guidance and educational psychology was beginning to change. The Child Guidance Clinic had changed to Child Guidance Centre, and although much of the work was still clinic based, the time spent by psychologists visiting schools had changed little from the 1950s - on average one day a week. However, pressures were increasing for a more school focused service. The Summerfield Report on the role of Educational Psychology was published in 1968. The profile of educational psychology was developing, and with the retirement in 1970 of Noel Whilde, the Principal Psychologist and head of the Child Guidance Service since 1940, the stage was set for major changes.

Judy Bennison, who joined the service in 1967, and Kathleen Cox who joined in 1969 bridged the period of rapid change when David Loxley arrived as the new Principal Educational Psychologist in 1970. He had been appointed by the Chief Education Officer, Michael Harrison, to develop a broadly based Psychological Service, applying psychology not just to schools, but to the whole education department. This was a time of major upheavals in Sheffield schools as Sheffield became one of the first LEAs in the country to complete the move to a comprehensive secondary sector.

First, Judy Bennison recalls her time in Newbould Lane, and the pervasive influence of Jungian psychology with its emphasis on the spiritual rather than the material, with a disinterest in the immediate environment in terms of comfort and aesthetics. The goal of Jungian analysis was to reconcile personal experiences with the collective unconscious to attain wisdom.
The motivational interviewing practice of UK educational psychologists
Authors: George Thomas , Cathy Atkinson , Craig Allen
Published: January 2023

Aim:This paper sought to explore UK educational psychologists’ (EP) practice in relation to motivational interuiewing (MI), a counselling style for resolving ambivalence and supporting change.

Method:An online survey was circulated to practitioner EPs via professional fora containing questions about EPs’ knowledge and use of MI. One hundred and nineteen complete responses were received. Quantitative data were analysed using descriptive statistics and qualitative data via thematic analysis.

Findings:MI was used across a range of EP functions with d{[ferent client groups. Generally, the most experienced EPs reported greater confidence in their knowledge of MI, had received the most training and used it more in practice. EPs were cognisant with contemporary MI theory, surTOunding the key el,ements – the spirit, skills and processes. Active listening was central to practice. Barriers to using MI included the narrowing of sen,ice delivery through trading and statutory pressures.

Limitations:Respondents were selfsel,ecting and the number reporting recent use of MI (n = 60) was reasonably small. Using a mainly quantitative survey potentially limited the richness of data captured. EPs working in UK countries other than England were under 0 represented in the suruey.

Conclusions:EPs are demonstrating effective practice in MI, although this appears to be determined by opportunity and experience. Future consideration could be given to supporting MI development amongst less experienced EPs, maintaining MI delivery within the face of other pressures, and coordinating this at a more strategic or whole-sen Ji ce level.
Minority within a minority: Stakeholders’ perceptions of deaf education in Wales
Authors: Mitchell Siân , Higgins Andrea
Published: January 2023

Aim(s):The number of deaf children and young people (CYP) being educated in inclusive mainstream settings rather than special schools has grown over recent years, however, this has not been without its challenges. This qualitative study aims to address a gap in the research literature by investigating what stakeholders consider to be the implications for deaf CYP from Welsh-speaking homes when educated in English medium resource units.

Method:Eleven semi-structured interviews were conducted with a sample of stakeholders from five Local Authorities (LAs) across Wales. The stakeholders included one parent and a range of professionals: educational psychologists; teachers of the deaf (both peripatetic and based in specialist units) and a teaching assistant. Thematic Analysis was utilised to analyse the data following the guidelines of Braun and Clarke (2006).

Findings:The main themes constructed were: ‘Being deaf’, ‘Being Welsh’, ‘The need for English’ and ‘The emotional impact of deafness’. The research highlights the challenges that Welsh-speaking deaf CYP and their parents encounter and the impact of being a minority within a minority.

Limitations:This research was small scale, which may not be representative of a broader group. The views of the central stakeholders, that of the children and young people themselves, have not been included in this study

Conclusions:The findings from this research further contribute to the broader understanding of issues within deaf education across the UK, adds a unique perspective of the Welsh context and highlights the complex relationship between language choice and educational provision, particularly for those whom English is a second language. The current findings provide an insight into perceptions of stakeholders and thus will be able to inform EP practice through supporting the educational choice and experience of deaf CYP in Wales.
Building resilience during transition from primary to secondary school
Authors: Bogle Jennifer
Published: January 2023

Transition from primary school to secondary school represents a period of great change and uncertainty for young people and much research has been done on the importance of providing consistency of support during this time. This paper describes an intervention designed to promote resilience in a class of 24 Primary 7 pupils in preparation for their eventual transition to secondary school. Resilience is viewed not as a fixed concept but as dynamic and malleable, based on the idea that effective intervention can trigger resilient responses in children and young people.
’Do what is right for the kid, not what’s right for you’: An exploration of parents’ perceptions of their role in supporting their academically successful child
Authors: Bolton Elizabeth
Published: January 2023

Can parents really influence their child’s academic outcomes? Parental involvement in education, an improvement driver within Scottish Education (Scottish Government, 2016a), is key to ensuring academic success. This project, located within a Scottish local authority, explores the lived realities of three mothers with teenage daughters who are identified as academically successful, and determines if and how parents support their child. Interpretative Phenomenological Analysis (IPA) was selected as a research methodology as it allows in-depth exploration of individual experiences. Semi-structured interviews were used, the analysis of which led to five themes emerging: parental role; role of expectations; influence of others; self-concept/confidence, and the nature ofsuccess/intelligence. Interpretations suggest that parenting style and level of support varies depending on maternal employment and the child’s particular needs. All mothers highlighted the significance of open communication alongside the need to be both emotionally and physically available. Explicit and implicit values play a key role in the type of support offered and are linked to high parental and self-expectations. Comparison between peers and siblings is viewed as an effective tool in boosting the girls’ academic position, whilst also recognising the role of effort in their success. Implications for educational psychologists, such as increasing parents ‘ and teachers ’ understanding of the significance of raised expectations by all are noted.
Understanding primary school teacher wellbeing in Scotland through the lens of Self-Determination Theory
Authors: Buchan Kirsty , Cannon Paula , Howat Chloe , Paterson Lucy
Published: January 2023

Poor teacher wellbeing has been shown to be one of the leading factors behind rising levels of burnout and attrition within the teaching profession. Research suggests that teacher wellbeing can have a significant impact on pupil outcomes both academically and experientially in schools (Hoguland at al., 2015; White, 2020). This study provides an original contribution to the existing literature through its focus on exploring primary teacher wellbeing in Scotland through the lens of self-determination theory (SDT). SDT proposes that for individuals to feel a positive sense of wellbeing, three basic psychological conditions must be met – competence, autonomy and relatedness. Through exploring these factors, the researchers aimed to gain insight into the conditions which promote wellbeing and those which impinge on it. Semi-structured interviews were conducted with six primary school teachers using an online platform (Microsoft Teams). Data analysis was conducted according to the steps outlined by Braun and Clarke for Reflexive Thematic Analysis (2006, 2013, 2019). The main themes developed – competence, relatedness and autonomy – were extracted and discussed. An overarching theme, which arose as impacting on the satisfaction of these psychological needs is school management practices, in particular the extent to which reciprocal, responsive, trusting relationships with managers can be established. Reflections around researcher subjectivity and using an online platform are discussed. Suggested implications for practice include providing protected supervision times for teachers and more extensive teacher consultation in educational decision-making processes.
An exploration of the supports and barriers around addressing non-attendance at the secondary school-level within one Scottish authority
Authors: Cannon Paula
Published: January 2023

School plays a key role in the preparation of children and young people (CYP) for their transition into adulthood (Fredricks et al., 2019) and the benefits of attending school are longstanding. There is now a comprehensive body of research that highlights the detrimental impact of school non-attendance for individuals and society (Pellergrini, 2007). Following a gap in Scottish literature in this area, the current study aims to explore the supports and barriers around addressing non-attendance within the secondary school sector in Scotland. The views of seven Educational Professional (EdPs) from one local authority (LA) were gathered through semistructured interviews using the online platform Microsoft Teams. Data analysis was conducted according to the process outlined by Braun and Clarke for Reflexive Thematic Analysis (2019). In accordance with the steps listed, the main themes to emerge (relationships, resources, child and family, training and policy and context) were extracted and explored. The limitations of using an online platform and researcher subjectivity are discussed. The importance of multi-agency working and adopting an ecological approach to addressing school non-attendance are highlighted as implications for practice. In conjunction with this, the need for capacity building through training on the importance of nurturing approaches with professionals and parents are also discussed. Recommendations for future research include gathering the views of CYP (with non-attendance concerns) and their families on what they believe to be the supports and barriers to addressing this issue.
‘Care’ and ‘equity’ at the heart of inclusion: Using participatory methods to gather pupil views
Authors: Halavage Lucy , McGhie Sophie
Published: January 2023

Inclusion is an evolving process which requires establishments to address abstract barriers (‘environmental, structural or attitudinal’, Allan, 2010, p.2). The current study conducted qualitative research to explore the views of 21 pupils, with and without ASNs (additional support needs), across mainstream primary and secondary schools. The study aimed to increase meaningful consultation, whereby CYP were ‘co-researchers’ within the process (Lundy, 2014). Findings generated two themes of ‘care’ and ‘equity’. Pupils highlighted the centrality of nurturing relationships, respect, exposure to difference, peer collaboration and learner differentiation to positive inclusion experiences. Older pupils highlighted a connection between social difference (linked to ASNs) and social isolation. These findings are important when considering the wider impact of inclusion within education (e.g. increased tolerance and appreciation of diversity) and how this could be a catalyst for broader societal change. Limitations and possible routes for future research are discussed.
Supporting Primary 2 teachers through consultation and engagement with the CIRCLE framework for inclusive practice, in a post-Covid-19 context
Authors: Booth Sarah , Pope Helen , Hawthorne Katriona
Published: January 2023

The Covid-19 pandemic created many challenges for teachers who had to adapt their practice to fit new online teaching models. Since this period of disruption has come to an end, there has been little research on how teachers are being supported as they return to the physical classroom. This research explores collaborative work between three trainee educational psychologists (TEPs) and two primary teachers, using the consultation model (Wagner, 1995) and the Child Inclusion Research into Curriculum Learning Education (CIRCLE) framework for inclusive practice (Maciver et al, 2021) to produce strategies to support the needs of the children in their classrooms. Teacher self-efficacy (Tschannen-Moran et al., 1998) was examined in relation to inclusive classroom practice and the consultation process. This article is an abridged version of the original report and focuses on three of the themes identified in relation to educational psychology practice; ‘Solution focused language and problem solving’; ‘Collaboration’, and ‘Time’. Findings suggest that using the CIRCLE framework in conjunction with consultation supports Teacher self-efficacy (TSE) and inclusive classroom practice.
Are CTPLDs effective? An evaluation of outcome after multidisciplinary interventions in Community Teams for People with Learning Disabilities using the HoNOS-LD and LEC
Authors: Skelly Allan , Delicata Joanne , D’Antonio Lieu
Published: January 2023

Evaluation of multidisciplinary outcome following referrals to and within Community Teams for People with Learning Disabilities has received little study. This study applied the Health of the Nation Outcome Scales (Learning Disability; HoNOS-LD) and the Life Experiences Checklist (LEC) to 155 sequential referrals made to the six teams in Berkshire, using a mixed design of three groups (those made to wait for the duration of the study, those made to wait and then seen after a short delay, and those seen immediately). Measures were taken at time of referral, at assessment, at three months/closure, and six months/closure, with the first and last scores being compared (T1 versus T2). An interaction of time and intervention was detected on the HoNOS-LD; further analysis demonstrated significant improvement for the groups receiving intervention, but not for people who remained on the waiting list. Clients improved between T1 and T2 on the LEC, although the groups did not differ significantly in the amount of change observed. Visual inspection of results suggested a trend whereby clients with initially better LEC scores were more likely to be made to wait for more than three months.
Issues of service user involvement in learning disability services
Authors: Laxton-Kane Martha , Smith Angela
Published: January 2023

A paper was presented at the Trent SIG Group for Learning Disabilities, in June, 2006. Below, the paper has been expanded upon and takes into account the feedback provided from the psychologists present.
Clinical Psychology: Learning Disabilities Workforce Development Group (London) – March, 2007
Authors: Baum Sandra , Burns Jan , Foyle Jim , Joyce Theresa , Sklavounos Dimitri , Turk Vicky
Published: January 2023

There has been awareness for some time of the difficulties of recruiting clinical psychologists into learning disabilities posts, and there is variation across the London boroughs in relation to the number of posts, their banding and the number that are filled. Recently local senior clinicians were reporting that the difficulties were increasing as posts were frozen/cut in the context of the workforce failing to have expanded in recent years, relative to other care groups. The current working group was set up to examine these issues, including the variation across London. We have endeavoured to explain the main causes of the local variations in the workforce and why this might have occurred by focusing on at the historical, policy and clinical contexts. We have also considered recruitment issues by looking at the training context both nationally and in particular six clinical programmes in the London region. Finally we have made recommendations regarding future development of clinical psychology posts in learning disabilities in London.
The Friendship Group: A social skills group for people with learning disabilities
Authors: Alberton Federica , Langford Sophie
Published: January 2023

This paper presents a summary and evaluation of a social skills group for people with learning disabilities. Participants were asked to rate their social skills using an accessible questionnaire before and after attending the group and also to provide feedback on the group. Reflections on group members’ participation and the group process are also discussed.
Development, process and practicalities of providing a Women’s Sexuality and Relationship Group within a Community Learning Disability Team
Authors: Cawley Mandy , Cotterill Emma , Liddiard Heather
Published: January 2023

This article describes the development, content and practicalities of providing a Women’s Psychoeducational Sexuality and Relationship Group for women with a learning disability within a community Learning Disability Service.
People with profound and multiple learning disabilities: Who are the ‘silent minority’, and are services meeting their needs?
Authors: Theodore Kate , Duff Alexa , Raczka Roman
Published: January 2023

People with PMLD have been described as the ‘silent minority’, with services largely failing to meet their needs. This paper describes a service review which aimed to identify the local PMLD population, and to understand from their families’/carers’ perspectives their experiences of services.
Outcomes measurement in routine practice for learning disability psychology services
Authors: Skelly Allan
Published: January 2023

In this article I support the development of tools like the RROM (Clinical Psychology & People with Learning Disabilities, 9(2/3)) to routinely measure outcome in clinical practice, while arguing against the ditching of standardised measurement tools such as the HoNOS-LD in the absence of scientific reasons to do so.
Facilitated group supervision of Trainee Clinical Psychologists on core learning disability placement
Authors: Coles Sarah , Caird Helen , Stacey James
Published: January 2023

This paper describes a supervision group for two cohorts of second year Trainee Clinical Psychologists on their core learning disability placement. The group was facilitated by the authors (three qualified Clinical Psychologists). The authors begin by describing their working context. They then discuss the theoretical models and practical considerations involved in planning the supervision group, before describing trainees’ and their own experiences of the group.
Learning disability and dementia: Audit of staff training pilot
Authors: Houton Paula , McNally Paddy , Scanlon Moira
Published: January 2023

This paper reports on a one-day training programme developed to support staff working with people who have a learning disability and dementia across two different Social Education Centres. Participants were asked to complete an evaluation at the end of training to reflect on what they had learned; the usefulness of the training; and the most beneficial aspects of the training. The programme was initially designed in response to clinical demand but it serves as a pilot highlighting the need for training staff and how this should be considered as part of the wider care pathway for adults who have a Learning Disability and
The psychoanalytic process: An objective methodology for tracing change during a one-year psychotherapy group for people with intellectual disabilities
Authors: Skelly Allan
Published: January 2023

The process of psychoanalytic change can seem intangible. One way that psychoanalytic therapists from the Object-Relations school conceptualise the desired change in therapy is a change from the predomination of the infantile Paranoid-Schizoid Position to the predomination of the Depressive Position in the thoughts and feelings of their client. We used the Personal Relatedness Profile (Hobson et al., 1998) to rate whether six people with mild to moderate intellectual disabilities presented with lower ratings of paranoid-schizoid functioning over the course of their treatment. We found that the ratings for co-therapists were surprisingly reliable, with a measureable and significant reduction in ‘paranoid-schizoid’ functioning observed across the year of therapy. We contend that psychoanalytic processes are quantifiable and central to lasting personal change for the better.
‘Dealing with Difficult Feelings’ – reflections on process issues in CBT group therapy
Authors: Donnachie Madeline , Taylor Frances , Kroese Biza Stenfert , Thompson Dean
Published: January 2023

Two qualified and one assistant clinical psychologist delivered a modified version of Willner and Tomlinson’s (2004) CBT manual in a community setting. Service users’ reported experiences of the group and facilitators’ considerations are presented to identify process issues, both positive and negative, in order to inform future interventions. The findings are discussed in the context of the application of CBT to adults with learning disabilities after which recommendations for future group work are made. They include suggestions for: engaging support staff; enforcing agreed group rules; introducing cognitive skills; addressing community as well as individual issues; and follow-up.
Guidance on the assessment and diagnosis of intellectual disabilities in adulthood: Getting there but still some way to go
Authors: Whitaker Simon
Published: January 2023

The newBPS Guidance on the Assessment and Diagnosis of Intellectual Disabilities in Adulthoodis reviewed. It is argued that the continued use of IQ cut-off points and the introduction of adaptive behaviour cut-off points is not justified if current research on our ability to measure these two variables is properly considered. The greater emphasis on clinical judgment is welcomed.
The assessment of intellectual disability: ‘Looking at your assessments we think you have an intellectual disability’ – What does this mean?
Authors: Kavanagh Ellen , Walton Rachel , Oakes Peter
Published: January 2023

This article describes the development of an informative booklet designed to provide information and support to individuals recently assessed and told that they have an intellectual disability. The booklet uses the term ‘learning disability’ as this terminology is more widely used within the Rotherham, Doncaster and South Humberside NHS Foundation Trust. However, the text within this article tends to refer to ‘intellectual disability’ as this is consistent with the term used by the FPID Bulletin.
Changing students’ attitudes to people with intellectual disabilities: Findings from a natural experiment
Authors: Totsika Vasiliki , Jones Robert S.P.
Published: January 2023

Clinical psychologists are often involved in attempts to change attitudes towards people with intellectual disabilities. Sometimes this is with groups of carers and staff and sometimes with students (trainees or undergraduates). This study examined whether exposure to publicly available videos can change students’ attitudes towards people with intellectual disabilities (ID), and whether the content of videos (positive or negative) was associated with differential attitude change. Overall, 153 psychology undergraduates participated in the study, with 102 watching a negative content video (Winterbourne View) and 51 watching a positive content video. A quasi-experimental design compared two equal-sized groups matched on initial levels of attitudes (N = 29 in each group). Results indicated that the content of each video was associated with a different course of change: the positive video related to improvement in empowerment, similarity and proximal living attitudes, while the negative was associated with a worsening in attitudes. These findings are directly relevant to the training environments familiar to clinical psychologists. Videos can be useful means of changing attitudes where direct contact with people with ID is not possible. To achieve positive change in attitudes, videos need to bring out the strengths of people with ID by emphasising their achievements.
Training high-secure hospital staff in good practice when working with adults with autism spectrum conditions
Authors: Howarth-Beal Jodie , Annesley Phyllis
Published: January 2023

This paper describes the development, delivery and evaluation of a short training session on good practice when working with adults with autism spectrum conditions. The training session incorporated the use of a DVD on good practice for supporting adults on the spectrum, group discussions focussed around each section of the DVD and on key questions related to participants’ clinical practice within the high-secure hospital environment, and post training evaluation. Recommendations are made for future delivery of this training.
A pilot study to explore the adaptation of a Dialectical Behaviour Therapy pathway for use with adults with intellectual disabilities within a community service
Authors: Kavanagh Ellen , Lewis Hannah
Published: January 2023

There is a lack of evidence to support the use of Dialectical Behaviour Therapy (DBT) for people with intellectual disabilities (ID) living in the community with no history of forensic involvement. This study evaluates a DBT pilot programme for those with ID within a community setting. Four participants took part over a period of six months. The research focuses on ways in which a DBT programme can be adapted for this population and discusses the suitability of outcome measures used to evaluate the intervention (Cognitive and Affective Mindfulness Scale-Revised, Difficulties in Emotional Regulation Scale and Health of the Nation Outcome Scales for People with Learning Disabilities). All four participants completed the pilot programme. Results were not found to be significant. However, there is evidence of small improvement on the HoNOS-LD measure. The findings support the need for larger scale studies and outcome measures appropriate for use for those with ID.
Trauma exposure and the importance of attachment in people with intellectual disabilities
Authors: Skelly Allan
Published: January 2023

‘There is no greater agony than bearing an untold story inside you’ (Maya Angelou)

This brief paper considers how trauma and attachment can be present in the lives of people with intellectual disabilities (ID). Trauma of a serious nature in childhood is both a heightened likelihood, and strong predictor, of negative outcomes for people with ID. However, it can also be addressed through psychological assessment and interventions, and is mediated through attachment bonds with others.
How are psychological therapies being offered by telephone or video call to people with learning disabilities and autism in the context of Covid-19 restrictions?
Authors: Theodore Kate , Green Ghiselle , Johnson Tumu , Tupper Max , Bower Megan , Kock Lizzie , Healey Louise , Rose Lexy , Raczka Roman
Published: January 2023

We asked psychologists how they were using telephone and video calls to support people with learning disabilities and autism, since the Covid-19 lockdown. In all, 95 psychologists answered our questions. Most (80 per cent) psychologists were using telephone to offer support. A little more than half (58 per cent) were using video calls to offer support. Psychologists talked about some problems offering support using video calls, like problems with computers and internet, service users finding it hard to use the video calls, and making sure people felt comfortable talking over video. Psychologists said that using video calls can help to keep in touch and offer support to people with learning disabilities and autism when we cannot meet face to face.
CBT treatment of depression and low self-esteem in an individual with a mild learning disability
Authors: Wheeler Miranda , Price Alessia
Published: January 2023

▪ This article will describe an approach to therapy that helped improve low mood and self-esteem in an adult with a learning disability.

▪ The therapy was based on a cognitive behavioural therapy model.

▪ The article will explain how a cognitive behavioural approach can be helpful and meaningful for people with learning disabilities.

▪ This article also explains what the person with a learning disability found helpful about therapy.
LD Professional Senate Briefing
Authors: Dodd Karen
Published: January 2023

The Senate met on 7 September via Teams in a shortened meeting.
A reflective account on starting to deliver therapy as an assistant psychologist in an adult intellectual disability service
Authors: Yates Luke
Published: January 2023

Easy read summary

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This paper highlights the experience of an Assistant Psychologist, learning how to conduct individual psychotherapy with clients with a learning disability.

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Many challenges were faced when starting to conduct therapy and a lot was learnt from the experience.

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Suggestions are offered on how to support people with learning disabilities to access Cognitive Behavioural Therapy.

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Having an assistant psychologist conduct psychotherapy, under supervision, had several benefits and provided many insights into becoming a therapist.

Cognitive behavioural therapy (CBT) has been shown to be an effective treatment for psychological issues with adults with intellectual disabilities (ID). To utilise service resources efficiently, assistant psychologists (APs) were taught the basics of CBT to allow them to work with appropriate clients under clinical supervision. This paper reflects upon my experience as an AP in learning how to conduct individual psychotherapy with clients with an ID. Comments are made on the many challenges I faced during the therapy sessions and on supporting people with ID in general. The benefits of having an AP conducting individual therapy are also discussed.
‘Make them stop, Mummy’: A family’s experience of restrictive practice
Authors: Cavanagh Dawn
Published: January 2023

In response to the Faculty’s request for papers on the topic of reducing restrictive practice, we received the following article written by a mother whose son has experienced restrictive practice. Dawn has just completed a PhD which concerns annual health checks for people with learning disabilities. Before that, she studied psychology and then clinical and abnormal psychology. Dawn is autistic and has a history of activism around learning disability/autism rights.
Using the power threat meaning framework for a racialised individual labelled with intellectual disability, schizophrenia and autism: A case study
Authors: Beckles Morgan , Bush Alick
Published: January 2023

This article describes the application of the Power Threat Meaning Framework (PTMF) in the formulation of ‘Samuel’, a client within a community intellectual disability service. A formulation was composed based on the review of historical mental health service admissions, results of quality-of-life assessments, and observations of Samuel during psychology sessions. Using the PTMF, Samuel could be perceived as a racialised man who is ‘surviving social exclusion, shame and coercive power’ rather than ‘schizophrenic’ as he had previously been labelled within a biomedical model. Recommendations based on this formulation and suggestions for future directions are provided.

Easy read summary

The Power Threat Meaning Framework is an empathic way of understanding behaviour.

This is the first known case study describing it’s use with a black man with an intellectual disability.

Interventions are suggested to support the reduction of the client’s distress and behaviours that have challenged his family and services.

Suggestions for making the Power Threat Meaning Framework more accessible are provided.
The effectiveness of systemic psychological interventions for young people with intellectual disabilities and behavioural problems: A systematic review
Authors: McKennan Abbie , Theodore Kate , Fox Simone , Reynolds Philip
Published: January 2023

Antisocial behaviour in young people is a widespread issue. Young people with borderlinemild Intellectual Disabilities (ID) are often not recognised or provided with support for their learning and are more likely to engage in antisocial behaviour than young people without ID (Hall, 2000). Research has indicated that these young people benefit from systemic psychological interventions which target the systems around them (Tausendfreund et al., 2016). Whilst the literature base for interventions that reduce behaviour problems is vast, there has been limited research for young people with borderline-mild ID and there have been no previous systematic reviews focused on this group. The objective was to discover which systemic psychological interventions are effective for young people with borderline-mild ID and significant behaviour problems. PsychINFO and Web of Science databases were searched and after duplicates removal, 4018 articles were screened via titles and abstracts. 3862 records were excluded at that stage, and a further 150 were excluded at the full text screening stage. One additional paper was identified, resulting in seven studies included in this review. The Quality Appraisal Checklist for Quantitative Intervention Studies (QACQIS) (NICE, 2012) was used to analyse methodological quality. Methodological quality varied in accordance with study design. Six different systemic psychological interventions were identified, and even though the research indicated positive results for all interventions, it was concluded that Parent Management Training, Mindfulness Based Positive Behaviour Support, Non-Violent Resistance-Intellectual Disabilities, and Multisystemic Therapy-ID showed most promise as equitable systemic psychological interventions for reducing behaviour problems in young people with borderline-mild ID. It was difficult to draw direct comparisons between studies due to variation in study design and outcome measurements. Multi-site, multi-informant randomised research should be carried out in the future.
Who is seen by a community learning disability psychology service? Learning and future directions
Authors: Atkin Charlotte , Laute Vicky , Collins Kirsten
Published: January 2023

It is well documented that access to mental health services is obstructed by several barriers for certain people, that in turn perpetuate individual distress and future support-seeking. Awareness is continuing to grow, exacerbated by accounts of oppression and marginalisation of certain populations, and the health inequalities exhibited through the Covid-19 pandemic. Unfortunately, people with learning disabilities are often subject to ‘double discrimination’ if identifying with a marginalised group, making access to services even more difficult. Thus, it is imperative that learning disability teams are aware of current barriers, so widening access initiatives can be explored. This article highlights some of the research found regarding the inequalities faced for people with learning disabilities accessing psychology provision, as well as documenting our service evaluation project, to consider what can be done to create a more equitable service for our clients.

Easy read summary

Research shows that some people struggle more than others to be seen by learning disability teams.

We looked at who was reaching the psychology team in our service. We found that we are reaching men and women equally. But we might not be reaching as many older adults. We also might not be reaching as many people from Asian ethnic backgrounds.

We also looked at if the type of support we give people is equal. We found that there may be some differences in the care offered, dependent on gender, age, or ethnicity.

It is important that we understand what stops people reaching learning disability teams, so that we can solve any problems. This will help as many people as possible get the care and support they might need.
I am angry with Primo Levi
Authors: Duckett Stéphane
Published: January 2023

Although we may think of suicide as an intensely private act, its consequences are often anything but, and nowhere is this more true than for public figures. I reflect on the impact that Primo Levi’s death has had for some of my holocaust surviving clients.
Guidance on submitting exemplars for chartership
Authors: Scowcroft Ellen , Skean-Gillies Jenny
Published: January 2023

The purpose of this article is to provide peer guidance to other forensic psychologists in Training on submitting exemplars for chartership. In preparing this article we will draw on our own experiences in submitting exemplars and receiving feedback from exemplar assessors.
Investigating stranger rape
Authors: Greenall Paul V. , West Adrian G.
Published: January 2023

Stranger rape is a crime that women fear more than any other. However, although more likely to be reported to the police, most stranger rapes remain undetected. Sex offenders are diverse, but only a minority are detained under the Mental Health Act. Consequently, research into mentally disordered sex offenders remains limited. We attempted to address these issues by examining a sample of stranger rapists from England’s three high security hospitals.This paper summarises their findings.
Polygraph testing of internet offenders
Authors: Wilcox Daniel T , Buschman Jos
Published: January 2023

This article is based on a paper presented by the first author at the Division of Forensic Psychology’s Annual Conference in Preston on 23 June 2009. It describes research conducted in the Netherlands and led by the second author, Jos Buschman, psychologist and polygraph examiner (Buschman, Bogaerts et al., 2009; Buschman, 2008).
A literature review of psychological interventions with violent offenders with intellectual difficulties
Authors: Bond Natalie
Published: January 2023

There is a clear gap in provision for violent offender with intellectual difficulties to actively address their offending behaviour as most are screened out of existing offending behaviour programmes. This is particularly important for life-sentenced prisoners who must show a reduction in risk of re-offending to secure release. There is growing evidence for the effectiveness of Cognitive Behavioural Therapy (CBT) methods to treat anger and aggressive behaviour in individuals with intellectual deficits. Research has shown reduced rates of re-conviction among individuals with intellectual difficulties with violent offending histories (Taylor, 2002). It is the responsibility of the prison service to provide equal opportunity to offenders to reduce their risk of re-offending. The literature reviewed showed empirical support to implement adapted CBT methods with violent offenders with intellectual deficits.
Psychopathy and one-to-one CBT: A feasibility study
Authors: Farr Catherine , Priestley Philip , Utton Caroline
Published: January 2023

The authors tested the feasibility of using a manualised cognitive-behavioural programme with a high risk, high need psychopathic in-patient.

ONE-TO-ONE (OTO) (Priestley, 1990) is a cognitive-behavioural offending behaviour programme accredited by the UK Ministry of Justice which has been widely used in probation services in England and Wales, but not previously applied to a high risk psychiatric population.

The patient completed all sessions, engaged with the materials and completed between-session tasks as specified in the programme. Some improvements in cognitive skills and modification of offence supportive beliefs were evidenced, together with some limited behavioural change. These results are explored in terms of risk, need and responsivity (Andrews & Bonta, 1998) and the implications for the appropriate dosage of treatment in such cases are considered. The utility of OTO for a psychopathic population is discussed, and suggestions are made regarding how the programme can be applied in an appropriate and optimal way.
Division of Forensic Psychology Annual Conference 2012Keynote PresentationsMotivating offenders with personality disorders to engage in treatmentFalse confessions and correcting injustices. What have we learned during the last 30 years?Advances in aggression research and application to forensic practice: Re-inventing a new wheel
Authors: Bunton Jenny
Published: January 2023

The Division of Forensic Psychology Annual Conference 2012 was held at Cardiff Metropolitan University (UWIC) from the 26–28 June. There now follows a series of presentation reviews, written by DFP members who secured a bursary to attend the conference.
Do we think enough about families? An audit of family interventions in a forensic service
Authors: Smith Rachel , Bickerdike Alison , Forsyth Kirsty
Published: January 2023

We describe an audit investigating the implementation of family interventions across a regional medium secure forensic service with reference to the recommendations made in the NICE guidelines (2009) for schizophrenia. Barriers and challenges to offering family interventions are considered along with recommendations for developing family work in this setting.