bluuebunny/crossref_metadata_2025 huggingface dataset:
Phenotypic Variability and Resource Allocation in Kashmir Sage (Phlomis cashmeriana Royle ex Benth.) in relation to Different Habitats and Altitudes
Authors: Roof Ul Qadir  , Hanan Javid  , Gowhar A. Shapoo  , Bilal A. Wani  , Junaid A. Magray  , Irshad A. Nawchoo  , Shabana Gulzar
Published: January 2023

Phlomis cashmeriana Royle ex Benth. commonly known as Kashmir sage is a rare and important medicinal plant growing in Kashmir Himalaya. The current study is the first of its kind, carried out to find the impingement on growth dynamics of the plant under study along various altitudinal inclines and habitats. Extensive field surveys were   conducted during the years 2020-2021 to assess the distribution and phenotypic attributes of Phlomis cashmeriana. Three natural sites viz, Jawahar tunnel, Hillar naar, Daksum and one control population at KUBG were selected for the present work. Morphological characteristics of species were noticed to be varying extensively under different scopes  of environment. Plants thriving at lower altitudes (KUBG) were found to be growing vigorously and taller. However, the opposite scenario was observed in plants growing at higher altitudes (Jawahar tunnel). KUBG and Daksum were reasonably found to be better habitats for the growth of Phlomis cashmeriana as revealed by principal component analysis (PCA). Majority of resources were attributed towards the growth of rhizomes followed by leaf, stem, and inflorescences respectively. Variation in reproductive success was also observed along different altitudes ranging from 63.94 % to 53.40 %. The total resource budget per plant also varied among different populations with a maximum in populations growing at low altitude, KUBG (23.73±6.63) and least in populations growing at high altitude J. tunnel (12.94±7.67). We hypothesize that a heterogeneous environment is the primary cause of phenotypic variability across different altitudes, however, the role of other environmental factors should also be taken into consideration.
Assessing the radiological risks associated with primarily natural radioactivities of coastal seawater in northen Vietnam using the Erica software
Authors: Vo Thi Mong Tham , Nguyen Trong Ngo , Tran Quang Thien , Le Xuan Thang , Nguyen Minh Dao , Phan Quang Trung , Nguyen Thi Huong Lan , Bui Ngoc Thien
Published: January 2023

The activity concentrations of naturally occurring radionuclides 226Ra, 232Th, and 238U were determined in marine sediments, seawaters and seafood along the Gulf of Vietnam to establish baseline data for future environmental monitoring at a surface water depth of 0–3 cm. The concentration of uranium, thorium and radium were determined using a low background gamma spectrum as well as activity ofy of 238U(214Bi), 232Th(228Ac) and 226Ra. The mean radioactivity concentrations of 226Ra, 232Th, and 238U were found to be 8.59 ± 0.54, 1.31 ± 0.15, and 6.91 ± 0.64 Bq m−3, respectively, in seawater samples and 32.96 ± 1.90, 37.64 ± 1.91, and 39.28 ± 1.96 Bq kg−1, respectively, in marine sediments, 0.21 ± 0.03, 0.69 ± 0.11, and 0.19 ± 0.03 Bq kg−1, respectively, in fish samples and 0.23 ± 0.041, 0.41 ± 0.06, and 0.31 ± 0.06 Bq kg−1, respectively, in clam samples. The radioactivity concentrations in seawater are higher than those in sediment and compared with those reported in other countries. The mean values of distribution coefficient (L/kg) is 0.53, 0.13, and 0.23, respectively, in fish samples and 0.19, 0.16 and 0.13, respectively, in clam samples at Hai Phong, Quang Ninh and Ha Tinh. Moreover, the ecological dose at Hai Phong, Quang Ninh and Ha Tinh are 0.03, 0.02 and 0.02 µGy h−1, respectively, in fish and 0.02, 0.03, and 0.03 µGy h−1, respectively, in clams and the mean human’s seafood consumers dose rate is 1.13×10-6 Sv/yrs. Results were discussed and compared with those reported in similar studies and with internationally recommended values within limits recommended by UNSCEAR.
Early Herrera. The first egalitarian tribal society of the cundiboyacense altiplano, Colombia
Authors: Rodríguez Carlos Armando
Published: January 2023

In this article, the categories of increasing complexity (CC) and threshold are used for the study of the ancient history of the Altiplano Cundiboyacense, between the years 20,000 B.C. and 1550 AD, where we can differentiate four different levels of CC: 1) hunter-gatherers; 2) early hunter-food producers; 3) agro-pottery societies, and 4) hierarchical cacical-type societies. The complexity of the Early Herrera egalitarian tribal society was determined, based on the following variables: 1) settlement patterns, 2) primary economic activities, 3) secondary craft-type activities, 4) architectural structures in the villages, 5) The exchange of raw materials and manufactured goods and, 6) funeral customs.
Consecuencias agroambientales y socioeconómicas ante el niño muy fuerte: alternativas de adaptación y mitigación de familias agricultoras de maíz (zea mays l.) de decano en Ciudad Darío
Authors: Barrios Bell William A. , Rodríguez Espinoza Carola de Jesús , Vega Ruíz Janieska M. , Salazar Centeno Dennis J.
Published: January 2023

El Niño muy fuerte afecta drásticamente a las familias campesinas que cultivan maíz. Esta investigación se enfoca en una estimación de las consecuencias agroambientales y socioeconómicas de la producción de maíz durante El Niño muy fuerte que contribuya a proponer tecnologías y prácticas agroecológicas para el rediseño de agroecosistemas del municipio de Ciudad Darío. Se determinó el efecto de las necesidades hídricas sobre las fases fenológicas de la variedad de maíz NB-S, en la época de primera (1982, 1983 y 1997) y postrera (1982 y 1997). Se realizó un análisis documental para la valoración de las consecuencias agroambientales y socioeconómicas, y para proponer tecnologías y prácticas agroecológicas. El déficit hídrico provocado por la sequía de El Niño muy fuerte en 1982-1983 y 1997-1998 afectó el rendimiento y la producción de maíz, que implica más empobrecimiento, inseguridad alimentaria, deterioro de la salud, la reducción de la disponibilidad de agua de pozo durante el periodo seco, la degradación de los suelos, afectaciones a la calidad del paisaje y la biodiversidad de los agroecosistemas Se proponen 37 tecnologías y prácticas agroecológicas para transformar paulatinamente los agroecosistemas de Ciudad Darío, en los que se cultiva maíz de secano.
Investigating the critical characteristics of an inspirational leader
Authors: Potter Amanda
Published: January 2023

Digested key message

What are the critical components of Inspirational Leadership and Executive Presence? These are two ambiguous concepts that are both hard to define and difficult to achieve within business. There is a wealth of research pertaining to the strengths and characteristics of leaders. However, the distinct qualities exuded by those leaders identified as Inspirational, and what it means to have Executive Presence, remain relatively unexamined.

In this research we attempted to identify those qualities and explore the differences in concept of both terms. We also looked at the perceived value of having leaders with these qualities in an organisation. We found that although there are four main qualities of Executive Presence such as Gravitas and Confidence, Inspirational Leadership actually consists of intrapersonal (Emotional) qualities (e.g. Integrity, Vision and Charisma) as well as interpersonal (Social) qualities (e.g. Inspiring and Engaging).
The development and evaluation of a prison clinical psychology service
Authors: Sarkissian Natasha , Bryan Catherine , Withers Sarah
Published: January 2023

This article describes the development and evaluation of group and individual therapies provided to male offenders detained in a large remand prison.
How to prevent burn out and restore resilience in therapists: The ARR practice
Authors: Mills Nigel
Published: January 2023

The article describes a three phase self-help strategy, Acknowledge, Release and Restore (ARR), incorporating strategies from mindfulness, eye movement desensitisation and reprocessing (EMDR) and tai chi/qigong that can be used by therapists to increase psychological resilience and reduce the effects of vicarious trauma.
Developing trauma-informed care and adapted pathways using the Power, Threat, Meaning framework (Part 1: Being heard and understood differently)
Authors: Bostock Jan , Armstrong Nicola
Published: January 2023

Trauma-informed care for people seeking help with complex experiences of adversity and trauma needs to enable people to be genuinely heard, meaningfully understood, and offered attuned help. We consider how the Power Threat Meaning framework (PTMF; Johnstone et al., 2018) can be applied to understand a person’s history and current experience, and we describe how we are adapting pathways of care within mental health services in order that people are helped more effectively.
Exploring perceptions of how partnership working between CAMHS and schools can be improved
Authors: Vickers Gemma
Published: January 2023

The importance of effective partnership working between Child and Adolescent Mental Health Services (CAMHS) and schools has received much attention. This paper outlines how schools and CAMHS staff within North Staffordshire believe that joint working can be improved.
Attended sessions and client complexity in a learning disability CAMHS service with reference to the Choice and Partnership Approach
Authors: Cooney Gayle , Howison Jacqui , McCluskey Judith
Published: January 2023

This brief paper is an audit exploring the relationship between level of client complexity and number of sessions attended in a learning disability child and adolescent mental health service (LD CAMHS).
Theoretical Paper - The Elephant in the Room: Implications of the on-going conflict between religion and science, and what pluralism offers working with the (in)visible
Authors: Ersahin Zehra
Published: January 2023

Content & Focus

Client religiosity proves one of the diversity issues in the therapy room which, until recent years, has remained unattended and strongly prejudiced. Since science and religion were drawn into war on the grounds of rational versus irrational, observable versus untouchable truths, major school of therapies either ignored or pathologised religiosity to a great extent. In this paper, I aim to consider the major drawbacks of this old debate and call for attention to the existing regulatory ethical codes. I would emphasise the importance of the issue to counselling psychologists, given the fact that the profession’s roots are embedded in humanistic and progressive philosophy alongside its scientific base.

Conclusion

Following the literature on secular and religious-accommodative approaches, I discuss a possible resolution of scientific and subjective perspectives of client religiosity by means of using the pluralistic approach to counselling, proposed by Cooper and McLeod (2007). Finally, I also consider the implications of the discussion for practitioner training settings.
Theoretical Paper - Considering a social justice agenda for counselling psychology in the UK
Authors: Cutts Laura Anne
Published: January 2023

Content & Focus

This paper considers what a ‘social justice agenda’ might mean for counselling psychology in the UK. It initially discusses what ‘social justice’ is, concluding that although a complete definition is not present within the field, conceptions of social justice generally focus on equity or equality for individuals in society in terms of access to a number of different resources and opportunities, the right to self-determination or autonomy and participation in decision-making, freedom from oppression, and a balancing of power across society. It then goes on to introduce the literature in the area of social justice within counselling psychology which has come from the US. Finally, it considers more explicitly what a consistent adoption of a social justice perspective would look like for UK counselling psychology by reviewing three areas of potential consideration: training issues; involvement in private practice; and involvement in the NHS.

Conclusions

Whilst statements recognising the importance of social justice to counselling psychology would be welcome, changes to practice might also be necessary to uphold this consistently.
Research Paper Making the Decision to Change the experiences of trans men
Authors: Atnas Catherine , Milton Martin , Archer Stephanie
Published: January 2023

Aims

This study explored the experiences of trans men in the UK. The focus of this article is the relevant findings and implications related to ‘Making the Decision to Change’.

Method

The findings presented here form part of a larger qualitative investigation of the experiences of 11 transgendered individuals using a grounded theory approach.

Results

The decision-making process is influenced by a desire to achieve a sense of authenticity. Prior to change trans men feel they have been pretending to be someone they are not. Adddionally, having the information and knowledge in older to support making such a decision is vital as this enables individuals to discover who they are and that transitioning is possible. This study addresses the first of a three-step model of transitioning: step 1 ‘Making the Decision to Change’, step 2 ‘Transitioning Process’, and step 3 ‘Authenticity’.

Discussion

The theory developed shares much commonality with pre-existing theories of transgender identity formalion. and transitioning. Our intention is to better understand the transiting experiences of trans men and for this subject to reach a wider audience within the psychological profession.
Research Paper
Authors: Bidell Markus P.
Published: January 2023

Applied psychology has a complex relationship with lesbian, gay, bisexual, and transgender (LGBT) matters. As part of the religious, legal, and scientific triumvirate, we played a central part in developing discriminatory, biased, and stereotypic perspectives castigating LGBT individuals as immoral, deviant, disordered, and even dangerous. Such perspectives not only begot and reinforced legal and social oppression, but also fuelled the creation of LGBT psychological theories and malevolent treatments – since discredited. In a historic and perhaps even redemptive reversal, professional psychological bodies now reject the notion that being LGBT is representative of a mental disorder, immorality, or social deviancy and affirm that LGBT people have a sexual orientation or gender identity that is normal, healthy, and legitimate. In fact, applied psychologists have become ardent advocates for LGBT human rights. In our post-triumvirate role, we might reason that our LGBT work is done or nearing completion with the proffering of LGBT-affirmative professional ethics, public policies, standards, and treatment guidelines. Yet LGBT individuals on both sides of the Atlantic continue to be negatively affected by alarming and disproportionate rates of serious mental health and psychosocial problems. These disparities are compounded by practitioner and trainee concerns regarding their competence with LGBT clients. Moreover, complex issues arise when applied psychologists’ personal beliefs run contrary to our professional LGBT standards of care. Based on a keynote address (Bidell, 2015) and research paper presentation (Bidell, Milton, Chang, Watterson, & Deschler, 2015) - both given at the annual conference of the British Psychological Society Division of Counselling Psychology - this paper juxtaposes our troubled past with current LGBT psychosocial issues. It weaves past with present as well as personal with professional to underscore the continued need to advance LGBT-affirmative psychological services.
Research Paper
Authors: Pearson Danielle , Vossler Andreas
Published: January 2023

Background

Focus groups are a widely utilised research method in an array of disciplines including the social sciences and, more specifically, in counselling and psychotherapy. They can be effective in assessing attitudes, opinions and experiences relative to a specific context and are relatively time and cost efficient. However, there are also potential limitations with this method, such as a reduced opportunity to participate for individuals and an increased likelihood of conformity in the group setting.

Aims

This paper explores methodological issues in conducting and interpreting focus groups, illustrated with data from our own study on couple counsellors’ experiences of working with same-sex couples.

Method

Data was collected via three focus groups with 11 Relate counsellors and analysed using thematic analysis. The research process was used to reflect upon the experience of conducting and interpreting focus group data.

Results/Discussion

The advantages and disadvantages of using focus groups are exemplified in various ways, including evaluating benefits and shortcomings in a different light by considering them as situation specific methodological issues of group interaction and group dynamics. Issues in data analysis are demonstrated by stressing the importance of appraising the content, interaction, and the socio-cultural and biographical contexts of the focus group, participants, and the moderator.

Implications

The paper concludes with implications for future research employing focus group methodology.
Exploring pastoral staff’s experiences of their own emotional well-being in a secondary school
Authors: Partridge Katie
Published: January 2023

Mental Health (MH) and Emotional Well-Being (EWB) strategies such as Social, Emotional Aspects of Learning (DfES, 2005, 2007) and the Targeted Mental Health in Schools project (DCSF, 2009) are increasingly implemented in schools. However, there has been little research into the EWB of staff. This paper reports mixed methods research that explored six pastoral staff’s experiences of their own EWB in a secondary school. The qualitative phase explored participants’ experiences using semi-structured interviews and were analysed using Interpretative Phenomenological Analysis. The quantitative phase adopted Personal Construct Psychology and participants took part in Repertory Grid interviews to explore how they construed work situations.

Findings are discussed in relation to the literature and both psychodynamic and systemic theoretical perspectives were applied at an individual and organisational level. The findings corroborate existing theory and literature, and extend findings regarding interpersonal relationships. Interestingly, experiences could be simultaneously difficult to manage emotionally yet be positive for staff EWB as working through adversity generated internal reward. Nevertheless, in order to manage the emotional demands and provide a containing function to others, coping mechanisms were employed and containment was sought. The research indicated both idiographic and nomothetic findings which inform our understanding of individual differences and how overarching concepts such as containment were applicable for all participants. Implications for Educational Psychology (EP) practice are discussed in relation to developing the EWB needs of pastoral staff and promoting a supportive whole school ethos through consultations, group work and training.
The effects of positive psychology on the efficacy beliefs of school staff
Authors: Critchley Hannah , Gibbs Simon
Published: January 2023

Efficacy beliefs have been found to have significant influence on effort and persistence, and are associated with protective factors such as resilience, personal well-being and achievement (Bandura, 1997).

The effects of positive psychology in schools have received little attention to date. However, since positive psychology offers a focus on the positive aspects of human experience (Seligman & Csikszentmihalyi, 2000) we theorised that it could effect positive changes in teachers’ efficacy beliefs.

A mixed-methods approach was used in a small-scale study of staff in two primary schools. Interview and focus group data informed the development of a questionnaire that was subsequently used to gather pre- and post-intervention data. Staff in one school were introduced to aspects of positive psychology and participated in an intervention designed to cause reflection on ‘good things’. Staff in a second school acted as a control group.

Findings suggest that efficacy beliefs had been enhanced for staff who had participated in the intervention, but not in the comparable school where staff had acted as a control group. Implications and limitations of the study are discussed and suggestions made for future research.
Using the Staff Sharing Scheme within the Targeted Mental Health in Schools (TaMHS) Pathfinder
Authors: Annan Michael , Moore Stacy
Published: January 2023

This paper describes the application of Staff Sharing (Gill & Monsen, 1995, 1996), a problem solving approach aimed at helping teaching and support staff become more effective in managing a range of challenging behaviours presented by some of pupils they work with. The intervention was one of a number delivered as part of the Targeted Mental Health in Schools (TaMHS) Pathfinder Project in Hackney between April 2008 and March 2011. The application of this approach in a number of schools attempted to address aspects of teachers’ well-being allowing them to reflect with colleagues on an identified problem, consider the range of contributory factors including those at a class and school level and then devise an action plan.

The trend towards targeting teacher well-being and how current developments within education influence the context in which interventions such as Staff Sharing are delivered will be explored. In addition how the Staff Sharing model was adapted will be outlined in the light of literature on reflective teamwork and consultative groups in schools, and as a result of the experiences of the authors. Changes to the intervention, the rationale behind them, and how a revised model was applied in primary, secondary and specialist provision will be described. Finally the revised model will be critiqued in light of outcome data and in terms of adherence to the original model before next steps and the development of a further revision of the model based on our experiences and findings is identified.
The role of classroom experiences and school ethos in the development of children as political actors: Confronting the vision of pupils and teachers
Authors: Dias Teresa Silva , Menezes Isabel
Published: January 2023

The significance of the school as a context for citizenship education (CE) has been widely emphasised (Fielding, 2011; Ichilov, 2003), and the object of educational policies across Europe (Eurydice, 2005). CE involves specific subjects, school assemblies and extra-curricular activities, but is recognised as being highly determined by regular classroom experiences and the school ethos (Kerr et al., 2010). In fact, democracy and citizenship can be experienced in schools, as pupils are meaningfully involved in participatory dialogue and decision making (Dahlberg, Moss & Pence, 1999; Fletcher, 2005; Wilde, 2005). Are these experiences, however, recognised both by pupils and teachers, as instrumental in learning to be engaged, critical and responsible citizens?

In this paper, we present the results of a case study in the metropolitan area of Porto to consider the (dis)continuities between school discourses and practices regarding citizenship in the vision of teachers and pupils, from kindergarten to grade 8. Focus groups were used to consider issues of citizenship, participation and the role of the school. In the case of pupils, the focus group involved the completion of a task of transforming a newly-discovered island into a country (Adelson & O’Neill, 1966). The more collaborative and participatory approach to solve the task came from the younger children who attended kindergarten, reproducing the class ethos, as appears evident in the discourse of pre-school teachers. Older pupils revealed, as would be expected, more complex political discourses – but, as their teachers recognised, the demands of the mandatory curricula seem to supersede those discourses and CE appears to be more related to extra-class (and extra-school) experiences. The implications for CE and the work of educational psychologists will be discussed considering both direct intervention with pupils and consultation with teachers and other relevant stakeholders.
Developing a strength-based approach to educational psychology practice: A multiple case study
Authors: Bozic Nick
Published: January 2023

Frameworks for practice in professional educational psychology have often taken a problem solving orientation, paying more limited attention to strengths. In contrast, the strength-based movement has challenged professionals to place the discovery and use of clients’ strengths at the heart of their practice. This explorative multiple case study investigates how strength-based assessments can be integrated into school-based educational psychology work, to identify actual and potential strengths at personal, interpersonal and systems levels. The approach was adopted in six cases. In each of these the focus child/young person was interviewed using either the Child and Adolescent Strengths Assessment (Lyons et al., 2000) or Assets Interview (Morrison et al., 2006). Information gained from the assessment was then used to inform an intervention plan. The following research questions were asked: (1) To what extent could a strength-based approach to practice generate information about areas of strength at different levels of ecology? (2) In what way would strengths be utilised within subsequent action plans/interventions? (3) Were action plans associated with measurable change? Findings indicated that strengths could be identified at a range of ecological levels. Strengths influenced action plans by affecting the choice of strategy and/or target of interventions. There was evidence of positive change in a high proportion of cases.
Three positive approaches to school discipline: Are they compatible with social justice principles?
Authors: Oxley Laura , George W. Holden
Published: January 2023

Aims:Maintaining order is a fundamental task for teachers in the classroom. Historically, some form of punishment has been the common response to undesirable behaviour. However, over the past two and a half decades, a different approach to classroom management, sometimes labelled ‘positive discipline’, is being increasingly adopted by schools. This approach focuses on positive reinforcement rather than punishment, proaction rather than reaction, and collaboration rather than top-down decision-making. As such, there is resonance with social justice principles.

Method:Three prominent positive approaches to classroom behavioural management are identified: Restorative Practices (RP); Positive Behavioural Intervention and Support (PBIS); and Collaborative and Proactive Solutions (CPS). The three approaches are described, compared, and evaluated. The extent to which they reflect an orientation toward social justice is then considered.

Findings:Inherent in all three models is a more theoretically-informed approach to behaviour management in schools. The models share a number of similarities, such as a collaborative problem-solving approach and reducing or eliminating traditional punishments. Several differences between the three approaches are also identified.

Limitations:There are differing amounts of evidence for each approach and this is also gathered from different contexts. For example, PBIS is more widely used in the United States than in the United Kingdom. This makes it difficult to conduct a direct comparison between the three models.

Conclusions:Although there are differences between the models, all three have evidence about their effectiveness and adopt an orientation to behaviour management that is considerably more socially just than the traditional, punishment-oriented approach.
Contemporary practice for supporting transgender and gender diverse students: A framework synthesis
Authors: Connor Julie , Atkinson Cathy
Published: January 2023

Aim

The dominance within educational settings of a traditional, binary model of gender is associated with negative outcomes for children and young people, particularly those who identify as transgender or gender diverse (TGD). The purpose of this study is to review contemporary practices in educational settings to support TGD students.

Method

A systematic search of four databases retrieved 13 studies (across 16 papers), which were considered best evidence. A ‘best fit’ framework synthesis approach was adopted.

Findings

Analysis led to the development of a new conceptual framework outlining gender-inclusive educational practice across six strands: leadership, climate, curricular and extra-curricular inclusion, collaborative approach, professional development, and policy.

Limitations

Some included studies were small-scale and grey literature was not included. This review is not representative of educational practice in non-English language countries.

Conclusions

The framework is recommended as a tool for school leaders to prompt reflection on current gender-inclusive practices and discussion around implementing holistic change. Educational psychologists are well-positioned to support schools with utilising the framework.
EHCPs: A help or a hinderance to the inclusion of young people who have offended? An exploration of EP’s perceptions of the facilitating factors and barriers of EHCPs and the SEN processes involved in Youth Justice
Authors: Cosma Pandelitsa , Mulcare Rachael
Published: January 2023

Rationale:The rationale for this small-scale research project arose from discussions at a national youth offending special interest group for educational psychologists (EPs). The Education Health and Care Plan (EHCP) was introduced following revisions to the SEND Code of Practice based on the Children and Families Act (2014) to support children and young people with special educational needs and disabilities (SEND). The EPs in the special interest group outlined mixed views in relation to the usefulness of Education Health and Care Plans (EHCPs) when issued to young people who have offended (YPwO) and whether they promote educational inclusion, or in fact play a role in the exclusion of these young people from educational settings. To the authors knowledge, there is currently no published academic research which examines the educational inclusion of YPwO and the role of an Education Health and Care Plan (EHCP) in relation to this. The present research explored EP’s perceptions of the EHCP for YPwO. The main interest of the research was to explore what EPs viewed as being the facilitating and hindering factors of an EHCP in providing educational provision and inclusion for YPwO. The study also explored what role EPs can play in promoting the inclusion of YPwO.

Method:This research presents the views of seven EPs who took part in semi-structured interviews to explore their views. Participants volunteered to take part in this research based on their experiences of working with YPwO and have experienced the EHCP assessment process.

Findings:The following factors were considered to facilitate educational inclusion:

The EHCP being used to reintegrate YPwO back into education

Raising the profile of YPwO so SEND needs can be identified and addressed

Multi-agency working between EPs, the family, the young person, school, and other professionals.

The following factors were considered to lead to educational exclusion:

The EHCP not conceptualising the needs of the young person effectively.

A lack of continuity and inclusion in provision available for YPwO which has been stated in the EHCP.

Failures in the review process of the EHCP.

A lack of early identification and limited awareness of SEND and the EP role amongst professionals working with YPwO.

Implications:The research has highlighted several implications for EP practice including a focus on more comprehensive resettlement planning, the need for greater awareness of SEN in the youth justice system, multiagency working, and inclusive and consistent provision available for YPwO.
The Emergence of Clinical Psychology in Britain from 1943 to 1958 Part I: Core Tasks and the Professionalisation Process
Authors: Hall John
Published: January 2023

Clinical psychology in Britain separated from educational psychology, and included psychologists working with adults, in a process of professionalisation between 1943 and 1958, against the background of the Second World War and the emerging welfare state. Accounts of that history have tended to confound the rhetoric and the core tasks of professional psychologists. The professionalisation process itself is described as led by the Committee of Professional Psychologists (Mental Health) within the British Psychological Society, in the context of the new National Health Service, on the basis of the Minutes of the Committee. Internal tensions between the Committee, the Council, the Medical Section of the British Psychological Society, and individuals, are exposed, and the contribution of the pre-existing American experience to that process is challenged.
The British projective test movement: Reflections on a queer feminist tale
Authors: Hubbard Katherine A.
Published: January 2023

In order to do queer history well a number of difficult challenges have to be overcome. Our understanding of sexuality has changed so much over time that historians must be careful and considerate when carving out ‘queer’ as a narrative. In this paper I will be outlining some of my analysis from my recent paper ‹Queer signs: The women of the British projective test movement’ in the Journal of the Behavioural Sciences and present some of the notable queer women involved in the early projective test movement. By paying attention to their queerness, in terms of their unusual and unconventional positions in a men-dominated early Psychology and their queer private lives, I add an additional lens through which we can consider early British Psychology. In reflection of this research I will draw upon two key issues central to this analysis. By reflecting upon the research project outlined here I argue it is not only important to recognise the work of these early queer women but also celebrate their work, their resistance and their unconventionality.
Does all coaching enhance objective performance independently evaluated by blind assessors? The importance of the coaching model and content
Authors: Franklin John , Doran Justin
Published: January 2023

Objectives:Despite increasing evidence supportive of the effectiveness of coaching there are no studies which demonstrate that the benefits flow on to improvements in objective performance as assessed by evaluators blind to participation in the coaching. This study examined the efficacy of two coaching programmes on independently assessed performance.

Design:A double-blind random control trial in which participants were randomly allocated to either a Preparation, Action, Adaptive Learning (PAAL), or a self-regulation co-coaching programme with blind assessment of subsequent academic performance. A third no-treatment condition was used for additional comparison and control of expectancy effects.

Methods:Two structurally identical seven-week co-coaching programmes were run. The Self-regulation condition focused on the development of study and coping skills, whilst the PAAL condition additionally focused on preparation for change and adaptive learning. Fifty-two volunteer first-year university students were randomly assigned to either a PAAL (N=27) or Self-regulation (N=25) co-coaching programme. Participants completed self-report pre- and post-measures of academic self-efficacy, decisional balance, resilience, hope, self-compassion and belief in the incremental theory of change. Academic results for the two coaching conditions were compared with 2103 first-year students who did not participate in the programme.

Results:Participants in both coaching conditions reported significant improvements in self-efficacy and resilience, but only those in the PAAL condition experienced significant increases in decisional balance, hope, self-compassion and belief in the incremental theory of change. Participants in the PAAL condition experienced significantly greater increases in six of the seven dependent variables than participants in the Self-regulation condition. Relative to the no treatment control group, PAAL participants performed 10 per cent better in independently assessed academic performance (71.45 per cent vs. 61.59 per cent) (p=.0003, d=.61), however, those in the Self-regulation coaching condition only performed two per cent better (63.32 per cent vs. 61.59 per cent) (p=.604, d=.11). Across all the dependent variables the average effect size for the PAAL condition was d=.93, while the Self-regulation condition averaged d=.43.

Conclusion:Both co-coaching conditions produced significant increases in self-efficacy and resilience, however, only those in the PAAL condition performed significantly better on decisional balance, hope, self-compassion, the incremental theory of change, and independently assessed academic performance. To ensure generalisation, future evaluation studies of coaching should seek to also evaluate variables which are theoretically related to the change process as well as independently assessed objective changes in performance.
Literature review of coaching supervision
Authors: Moyes Barbara
Published: January 2023

Purpose and Methods:It is an interesting paradox that although coaches are expected to have supervision, little is known about coaching supervision. Coaching supervision has its roots in supervision in the therapeutic disciplines. The aim of this paper is to explore some of the key themes in the literature on supervision in those disciplines, and to discuss the limited research that has been conducted into coaching supervision within this context. Particular attention is paid to social work supervision, as two major proponents of coaching supervision, Peter Hawkins and Peter Bluckert, were originally social workers.

Results:The paper shows the influence of therapeutic concepts and process on coaching supervision, and identifies some of the benefits and limitations of using a therapeutic model in coaching supervision. Coaches and purchasing organisations want different things from supervision. Themes in the therapeutic literature concerning the transition from practitioner to supervisor are highlighted, suggesting that coaches making this transition need to learn to think like a supervisor, and find ways to manage the power inherent in the role.

Conclusion:More research into coaching supervision is needed to find out what is happening in practice.
A grounded theory study of the coachee experience: The implications for training and practice in coaching psychology
Authors: Passmore Jonathan
Published: January 2023

Objectives:This study sought to identify the key behaviours used by executive coaches that were perceived by coachees to have the most favourable impact on their experience and progress.

Design:The study used a semi-structured interview design within a qualitative approach.

Methods:Grounded theory was employed to analyse the transcripts and to build a series of descriptive and conceptual codes.

Results:The results from this small-scale study suggest that coachees seek not only particular behaviours but also certain personal attributes in a coach. Key behaviours and attributes identified were common sense confidentiality, being collaborative, setting take-away tasks, balancing challenge and support, stimulating problem-solving, effective communication, staying focused, containing emotions, helping develop alternative perspectives, use of a variety of focusing tools and techniques and use of self as a tool.

Conclusions:The study makes some tentative practical recommendations for those involved in coaching practice and coach training.
Coaching – narrative-collaborative practice
Authors: Stelter Reinhard , Law Ho
Published: January 2023

Purpose:This paper aims to provide both the theoretical foundation and formulation of practice for narrative coaching. We advocate that coaching as narrative-collaborative practice should form the new wave (third generation) of coaching practice and encourage coaching and coaching psychology communities to engage in its practice and research.

Methods:In providing the theoretical foundation for coaching as narrative-collaborative practice, we first draw on its societal and cultural foundation. We argue that narrative coaching can support self-created and reflective leadership, provide continuous development of coaching methodology as it focuses on values, gives opportunities for meaning-making and provides a reflective space for the unfolding of narratives in terms of the construction of reality and the concept of meaning.

Results:From the above foundations, we develop a general narrative coaching methodology by integrating the general characteristics of ‘externalising conversation’ and ‘re-authoring’ (two common forms of narrative methods) and highlight its collaborative properties including narrative coaching in groups.

Conclusion:We summarise the purpose of this paper and conclude that coaching as a narrative-collaborative practice can provide empowerment and social acknowledgments to coachees’ self-identity and re-iterate our call to promote coaching as a narrative-collaborative practice.
Strengths-based approaches to developing mental toughness: Team and individual
Authors: Gordon Sandy
Published: January 2023

Based on an Invited Keynote Presentation at the British Psychological Society’s Division of Sport and Exercise Psychology Annual Conference which was part of the British Psychological Society’s Annual Conference, 17–21 April 2012, in London.

In sport settings developing mental toughness has become a major focus for athletes, coaches, teams and organisations. The focus of this paper is on the principal ‘climate engineers’ of sport environments, namely coaches, and on a strengths-based approach to mental toughness development that was facilitated by a sport psychologist. A brief summary of mental toughness research and a short history of strengths approaches to the development of human potential is presented. In the final section the author describes how he has used strengths-based approaches in professional sport, both with teams and individuals.
Restoring meaning and wholeness – the role for coaching after a trauma
Authors: Tehrani Noreen , Osborne Diana , Lane David
Published: January 2023

Trauma affects most people at some time in their lives, even where a traumatic event occurred a long time in the past, it may be reactivated by another event in life. Coaches, need to be aware of the signs and symptoms of trauma so that, if they choose they can work with it to provide appropriate support and direction for their clients. This article gives an outline of trauma, helps coaches to see where their skills may be helpful, provides guidance on when to refer on to a trauma therapist and gives some hints on how to prevent secondary trauma and compassion fatigue. There are some ideas for finding out more about training which would be suitable for coaches in this important work.
The ABCDE of Writing: Coaching high-quality high-quantity writing
Authors: Gardiner Maria , Kearns Hugh
Published: January 2023

Coaching has been used for many purposes, and the scholarly literature demonstrates its efficacy in improving performance and well-being. However, to date, there has been no specific literature about coaching as a tool to increase the quality and quantity of writing in adult writers. We argue that writing is a significant component on many professional people’s working life (e.g. academics or PhD students), and as such, success in this area can have a major impact on career progression. The foundation of cognitive behavioural coaching, the ABCDE model, provides the basis for a discussion about how to coach high-quality, high-quantity writing. In this article we discuss what aspects of writing are most likely to give rise to unhelpful beliefs and consequences. Using evidence from the scholarly literature on writing, inaccurate beliefs are disputed and more effective behaviours are suggested. The authors conclude that there is much to be gained from coaches having a specific understanding of the psychology of writing, as successful writing may make the difference between people’s careers flourishing or stagnating.
How are You? I’M (Not) Fine Thanks
Authors: Simpson Frances , Thomas Steve , Van Gordon William
Published: January 2023

A common custom when greeting each other in English is to respond with the phrase ‘I’m fine’, even when this is not so. Historically, the English have a reputation for stoicism, and the legacy of this can still be seen in gender norms that promote hegemonic masculinity and the notion of the ‘superwoman’ who can juggle demands of home and work without being fazed. The impact of the pandemic on mental health has led to a nation beset by loss and adversity and we must now make space for people’s authentic responses, even when they are not ‘fine’.
Review of barriers women face in research funding processes in the UK
Authors: Jebsen Julie M. , Abbott Cathy , Oliver Rachel , Ochu Erinma , Jayasinghe Izzy , Gauchotte-Lindsay Caroline
Published: January 2023

In the UK, women are underrepresented at the highest levels of academia in all subjects but nursing, but particularly in science, technology, engineering, and math (STEM) (Advance HE, 2018). Research, and the funding that enables research, is a critical point of career progression. Women apply less often and for lower amounts of funding, and are less successful than male colleagues (UK Research and Innovation, 2018). The common explanations given that women have to apply for more, and more often, do not sufficiently explain the gender disparities in research funding. This review critically evaluates some of the barriers and biases women face in the process of applying for research funding in the UK. Institutional barriers such as women carrying a heavier burden of teaching and academic citizenship, and lack of support, mentoring and visible role models impact on women’s success in securing research funding. Systematic barriers exist at many levels, particularly for parents and carers. These range from the impact of taking maternity leave, to grant deadlines falling during or shortly after school holidays and the requirement to travel for interviews. The focus on track record in grant review, biased language used in evaluation materials and unconscious biases on the part of reviewers further impact differentially on women. Lack of freedom to travel, and thus to network or attend conferences can result in exclusion from multi-national networks and the ability of parents to demonstrate an international profile. The policies and practices that impact on the ability of women to secure research funding must be reviewed and addressed with urgency for the benefit of the research community as a whole.
A survey of athletes’ counterfactual thinking: Precursors, prevalence, and consequences
Authors: Dray Katie , Uphill Mark A.
Published: January 2023

Characterised by its competition and potential for narrow margins of victory and defeat, sport may be one environment in which imagining what might have been (or counterfactual thinking) may be common. This study examined the prevalence, characteristics and consequences of counterfactual thinking in a sample of 217 athletes. Counterfactual thoughts were experienced regularly by the majority of participants (88 per cent) and tended to be elicited when participants failed to meet their performance expectations by a large margin. In addition, participants were more likely to imagine how things could have been better as opposed to worse and, when undoing past events, focussed on things that they themselves had done. Moreover counterfactual thinking was associated with changes in affect, motivation, confidence and behaviour. Limitations and implications of the research are discussed, primarily in relation to a functional account of counterfactual thinking.