bluuebunny/crossref_metadata_2025 huggingface dataset:
Action research: redefining the term ‘scientist practitioner’
Authors: Stoker Rob , Figg Joan
Published: January 2023

This paper reviews current developments in the field of action research. It considers how action research differs from other forms of research and reflects on differing models within the field of action research itself. There is extensive evidence of action research being undertaken in the province of education, but there is much less evidence within the context and practice of educational psychology. The paper considers the reasons for this: the complexity of the research process itself and the contextual restrictions in the workplace. Despite the complexities, we believe that there are clear gains for the profession in developing these new skills. Uniquely, action research offers a defensible methodology that validates our profession. It redefines and relocates the term ‘scientist practitioner’ and arguably re-establishes research as the core skill in educational psychology practice.
Discourse analysis: elevating the mundane
Authors: Bozic Nick , Leadbetter Jane , Stringer Phil
Published: January 2023

In this paper we describe the nature of discourse analysis (DA) and explain why it has particular relevance to the work of educational psychologists (EPs). We describe Potter & Wetherell’s (1987) model of discourse analytic method and illustrate it with reference to studies related to the practice of EPs. Finally, there is some discussion of the areas in which EPs might apply a DA perspective.
Fruit machine addiction: an issue for educational psychologists?
Authors: Griffiths Mark
Published: January 2023

It is almost certainly the case that many educational psychologists do not consider fruit machine addiction as a contributory factor in a child or adolescent’s behaviour problems. This article attempts to ‘plug the gap’ and provide a brief overview of some of the major findings and implications in the area of adolescent fruit machine addiction. Fruit machine addiction is more of a problem to children and adolescents than any other form of gambling because it is the only commercial form of gambling legally available for them to gamble on. The worst effects of fruit machine addiction can include truancy, poor schoolwork, criminal behaviour and aggressive behaviour. These are all issues of primary concern to educational psychologists and they should perhaps be aware that a small proportion of behavioural problems may be due to this ‘hidden’ addiction.
The relationship between educational psychologists’ assessments and the allocation of provision to children with special educational needs
Authors: Buck David
Published: January 2023

There is a wealth of discussion on the nature of psychological assessments within the educational psychology profession. However, little attention has been directed on how these are actually used by their consumers and how such research can inform the development of assessment methods. This study investigates the relationship between the psychometric and educational attainment assessments within educational psychologists’ reports and the actual provision specified on the Statements of Special Educational Needs issued by local education authorities during statutory assessment procedures. A discriminant function analysis was applied to data drawn from educational psychologists operating in both rural and urban areas. This indicated that decision-makers within the ‘Statementing’ procedures appear to attach more significance to cognitive ability and handwriting assessments in contrast to other educational attainments when evaluating the development of children with special educational needs. This has implications for the levels of provision allocated to meet such needs. The insignificance of the date these decisions were made were also findings of the study. It is hoped that this research will contribute to the long debate on the nature of educational psychologists’ assessments and their report writing by investigating their practical effects on decision-making.
Feminism in psychology and professional contexts: debates in theory and method
Authors: Ahmed Bipasha
Published: January 2023

This paper critically evaluates some theoretical and methodological issues which arise when considering debates within ‘Feminist Psychology’ or the ‘Psychology of Women’. Specifically, it considers these issues in relation to how they inform our research and work as professionals. It summarises and highlights some of the debates about theory and method that have occurred amongst feminists working in psychology and considers how such debates may be useful when considered in broader contexts such as those within which we work as professionals. Three issues in particular are considered: bridging the gap between abstract theoretical concerns and applied situations; what actually constitutes feminist methodologies; and the usefulness of theorising difference.
Teachers’ verbal responses in a multi-racial primary school
Authors: Hathiwala-Ward Hema , Swinson Jeremy
Published: January 2023

Black pupils, especially Afro-Caribbean males are over-represented in the figures of those excluded from schools. Less is known about those factors within schools that may lead to these exclusion rates. A number of studies from America, Byers & Byers (1972), Hillman & Davenport (1978) and Aaron & Powell (1982), have shown that teachers tend to be more negative towards black pupils in terms of their verbal feedback. This study examines the verbal feedback of teachers in eight junior school classrooms. It found that the teachers used a higher proportion of negative feedback towards black pupils than others and that this feedback predominantly focused on those pupils’ behaviour. An explanation is offered to account for this behaviour. It would also appear that those pupils interviewed by Ward (1996) who suggested they were being picked on may be justified.
Inequality and education: implications for the psychologist
Authors: Verma Gajendra K.
Published: January 2023

Inequality in education is placed in its historical context, first by reference to social class in the working of the Butler Act and then to its impact on students of ethnic minority origin as established by the Swann Report (1985). The flawed nature of the psychological tests as instruments, particularly lQ tests, is identified and Owusu-Bempah & Howitt’s thesis (1999) that pyschology continues to support, rather than undermine, racism because racism is deeply, indeed fundamentally embedded in its thinking and practice, is introduced. The curricular requirements of the 1988 Education Act are exemplified by reference to the History Syllabus with its ethno-centric emphasis and a parallel is drawn between the definition of institutional racism provided by the Macpherson report as perceived by Ouseley and the failure of schools to meet the needs of a multiracial society. The paper concludes that this view is supported by the findings of the Ofsted report, which found that the majority of schools continued in their failure to monitor their results by the ethnic origin of their pupils with the result that their equal opportunities policies had little effect.
The millennium objective: give our minority communities a good deal by eliminating white yardsticks and institutional racism
Authors: Reed Theresa
Published: January 2023

Efforts to tackle racial inequalities and institutional racism can only bring limited results so long as white professionals are given the power of deciding how much change to take on board, and compromise will continue to be the order of the day regarding the thoroughness required in professional training and practice. In a number of key respects, the situation remains much the same, despite the sound guidelines produced by the ‘working party’ on racism (Circular AEP 76/87; Wolfendale, Lunt & Carroll, 1988). If educational psychology is to give an inclusive service in the new century, energy will have to be channelled away from rhetoric and blinkered perspectives to encompass more decisively and with greater trust the valuable experience and opinions of black professionals who have additional expertise in minority languages, cultural and religious knowledge, which give weight to their different perceptions/judgements. Fruitful anti-racist action may only follow from respecting those who speak from a ‘black perspective’, because they are the crucial links between the profession and the minority communities. Unless all white professionals are truly prepared to relinquish their insistence on ‘being always the best judges’ or ‘controlling which views to promote or censor’, they will hinder the development of a quality service, since valid assessment and interventions in a multicultural context must entail ‘bicultural-bilingual-biliteracy, assessment skills.
Managing dyslexia is understanding dyslexia: implicit functional and structural approaches in the articles by Cameron and his critics
Authors: Reed Phil
Published: January 2023

A recent series of articles concerning dyslexia has highlighted several problematic areas in the conceptualisation of the disorder, and in the approach that should be taken to remediating reading difficulties. Cameron (1997), among others, has advocated an intervention-based approach to the problem, that can be categorised as a functional approach. This contrasts with the structural approaches adopted by his mainly psychometrically-oriented critics. Two problems emerge on consideration of the latter approach: a problem concerning how to operationalise the structures implicated in dyslexia, and a problem of how to separate the putative entity of dyslexia from other reading problems. In fact, for the psychometric approach, both issues are intimately tied with the incredibly problematic notion of intelligence testing. The current paper briefly outlines the problems faced by the psychometric view of dyslexia, and offers a more thoroughgoing functional analysis of the disorder than suggested by Cameron (1997).
Multiculturalism in counselling and applied psychology: a critical perspective
Authors: Thomas Kenneth R. , Weinrach Stephen G.
Published: January 2023

This article addresses several limitations of multiculturalism as an emerging force in the fields of counselling and applied psychology. Many of these limitations are based on the philosophical, political, and theoretical inclinations of the authors and their experiences with the multicultural movement in the United States. The primary premise of this article is that unless counsellors and psychologists with clinical and research interests in multicultural counselling and applied psychology keep in perspective their commitment to individuals of all races and ethnic groups, they may actually sabotage the very agenda they purport to advocate.
Understanding schools as systems: Implications for the management of pupil behaviour
Authors: Sutoris Michael
Published: January 2023

This paper takes up the theme that many secondary schools, by the very nature of their size and complexity, experience a fundamental problem in providing their staff and pupils with a sense of coherence and relatedness that connects all the processes of school into a meaningful whole. As a result, pupils and staff evolve patterns of behaviour which serve to protect them from the chaos and uncertainty threatened by the fragmented nature of school life. These survival behaviours are symptomatic of difficulties experienced by the members of the school system in taking up their roles as pupils, teachers and so on. The approach developed by the Grubb Institute, drawing upon open systems and psychoanalytic models, offers a way of understanding school processes and the emotional experience of school life through the concepts of aim and role. Thus schools, as social institutions, prepare young people for the roles and responsibilities of adulthood through learning to take up the role of pupil, which includes learning to manage and motivate oneself and so provides a template for taking up roles in other systems in life beyond school. The approach is illustrated by an account of work with a school to develop understanding of aim and role in addressing a problem with pupil behaviour.
The sixth discipline of the learning organisation – understanding the psychology of individual constructs and the organisation (or PICTO)
Authors: Stoker Rob
Published: January 2023

This paper considers organisational development in relation to the practice of educational psychology. It argues that an understanding of the field is vital if we are to shape future professional practice to meet changing demands. The paper undertakes a review of recent work on ‘learning organisations’ since the literature and practice is central to many developments in organisations today. It argues that the work of Senge (1993, 1994) has helped with understanding, but has missed a crucial component of organisations and how they develop – namely the psychology of individuals within organisations. The paper reviews some of the literature and then draws conclusions about the implications in educational psychology services, schools, local authorities and national settings. The thesis put forward is that educational psychologists need to be able to analyse power structures within organisations at both the formal and informal level and to be able to gain an understanding of constructs that key individuals have in relation to the educational psychologist’s objectives. The educational psychologist then needs to be able to understand how to engage in a ‘reconstructive’ dialogue where appropriate to help effect organisational development.
Quality and quantity demands in educational psychology: Strategic objectives for the 21st Century
Authors: Maliphant Rodney
Published: January 2023

The contribution of educational psychology (as a professional activity) to the education system is considered with particular regard to quantity and quality issues. A brief overview of some past concerns is related to training and professional needs. Some strategic objectives for the future are considered, derived from past and present perceptions, with an emphasis on increasing professional contributions to mainstream education and preventive services.
Educational psychology and the future of special educational needs legislation
Authors: MacKay Tommy
Published: January 2023

The future of educational psychology cannot be seen in isolation from the future of legislation for special educational needs. This paper argues that legislation has had a major but adverse impact on educational psychology services, and that the time has come for the profession in turn to exert a pivotal influence on future legislation. The legislation which led to the statement of needs was itself part of a necessary historical and philosophical process. However, this process must give way to a new legislative agenda based on universal rights and social justice. Educational psychology services have the opportunity to participate in promoting a programme of fundamental legislative change, but to do so the direction and priorities of the profession must be subject to significant review.
The ‘new professionalism’ and the future of educational psychology
Authors: Webster Alec , Hoyle Eric
Published: January 2023

The argument of this paper is that in recent years there has been a shift in the conception of a profession, that this shift has led to the improvement of professional practice in a number of ways, e.g., increased accountability, extended professionality and greater inter-professional collaboration. However, there has also been a downside to this development including a reduction in practitioner autonomy, the substitution of accountability for responsibility and, particularly, the substitution of professional values by managerialist values. These evolving concepts and associated implications for practice are examined in relation to developments in educational psychology, specifically, recent and current moves within the profession to enhance training, status and influence at a time when the DfEE is also considering the future role and training of educational psychologists. The paper maintains that, whilst aspects of what is called ‘the new professionalism’ are to be welcomed and encouraged, there is also a need to maintain some of the older characteristics of a profession such as relative autonomy, personal responsibility and the priority to be given to the immediate clients – individuals, families and schools – rather than institutions, including the state, as clients.
Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis
Authors: Lee Swanson H.
Published: January 2023

The purpose of this paper is to identify the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on an exploratory analysis, eight models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualised remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The results indicated that explicit strategy instruction (explicit practice, elaboration, strategy cuing) and small group interactive settings best predicted the magnitude of treatment outcomes. Although direct instruction also positively predicted the magnitude of effect size, its effects were mitigated when an explicit strategy model was entered into the equation. The results support the robust effects of strategy training as a general heuristic for instructing students with learning disabilities.
The psychology of motivation and its relevance to educational practice
Authors: Elliott Julian , Hufton Neil , Anderman Eric , Illushin Leonid
Published: January 2023

This paper briefly outlines a number of key theories in the psychology of motivation (reinforcement, attribution, self-efficacy, expectancy and goal orientation theories) and considers their relevance to educational practice. It then considers the impact of pedagogy upon motivation with particular reference to practice in Russia. In the light of this discussion, it is argued that much work in motivational theory has neglected to consider to a sufficient degree important cultural and pedagogical factors. The paper concludes by considering implications for professional educational psychology practice.
Psychology and educational practice: Snapshots of one relationship
Authors: Grigorenko Elena L.
Published: January 2023

Having resolved the dilemma of nature versus nurture in favour of nurture in the early ‘20s, Soviet-Russian psychology and education had established the foundation for their development for the next 70 years. Thus, it was assumed that all of the children attending regular Soviet schools could be taught to do virtually anything; the issues remaining centred on how this could be accomplished. This context determined the nature of education and psychology, spurring on the search for strategies to guarantee the success of education. This article reviews examples of such searches including those carried out by research teams led by Lev Vygotsky (within the framework of cultural-historical theory), Alexei Leontiev (within the framework of the theory of activity), Petr Gal’perin (within the framework of the theory of systemic formation of mental actions and concepts), and Vasili Davydov (within the framework of the theory of developing learning/teaching).
Attending to hidden needs: The Cognitive Enrichment Advantage perspective
Authors: Greenberg Katherine H.
Published: January 2023

This article explains how the fields of cognitive psychology and cognitive education, and the experiences of many teachers, students, and family members have influenced the development of the CEA1approach for attending to hidden learning needs (formerly known as COGNET). An overview of the approach describes the cognitive education practices used by CEA teachers, families and others to attend to the hidden needs of learners. A discussion of Feuerstein’s theory of mediated learning experience provides a framework for related ideas about the sociocultural process of learning and development that together have influenced CEA practices. A brief summary of cognitive psychology research findings includes a review of hidden needs identified through cognitive psychology research. The sometimes conflicting conclusions about application in the classroom and the role of the teacher in facilitating learning-to-learn help to explain the differences in CEA practices and those used in other cognitive education programmes and approaches. A summary of CEA research describes how this approach has improved student academic achievement through learning-to-learn partnerships that address hidden needs.
Performative psychology: An untapped resource for educators
Authors: Holzman Lois
Published: January 2023

Performative psychology is a relatively new approach that presents exciting possibilities for educational innovation. Based in the belief that we collectively create our lives through performing (simultaneously being who we are and who we are becoming), performative psychology looks at learning and development through a cultural lens. The fact that the human capacity to perform is vastly under-utilised, under-valued and under studied in our culture suggests this as a fruitful area for further study and the development of creative practices. This paper presents a brief overview of key educational and developmental concepts, including a contemporary reworking of the method of Russian psychologist Lev Vygotsky. Next, the practice of one approach within the performative psychology movement is presented – the performance social therapeutic approach developed by Newman and Holzman at the East Side Institute for Short Term Psychotherapy is illustrated through discussion of four programmes carried out in educational settings.
Consulting with children and young people: Enabling educational psychologists to work collaboratively
Authors: Hobbs Charmian , Todd Liz , Taylor Julie
Published: January 2023

It is argued that the educational psychologist’s role is that of enabling children and young people to have greater control over and understanding of their own learning and its context. A key part of this process is that children and young people are encouraged to make informed choices about their interactions with educational psychologists and to have access to discussion, planning and recorded information that the educational psychologist has undertaken about or with them. Consideration is given to the psychological models underpinning collaborative practice and how consultation with children may relate to current interest in the consultative model of service delivery. A Table is presented for considering opportunities within professional practice for consulting with the child and some ideas are described of practical ways in which educational psychologists try to include children. Many ideas are those developed between the Educational Psychology Course Team and Educational Psychologists in Training (EPiTs) at Newcastle University. These ideas were initially presented in a workshop at the Division of Educational and Child Psychology Conference in January 2000.
“Isn’t that what girls do?” – disabled young people construct (homo) sexuality in situated social practice
Authors: Corker Mairian
Published: January 2023

Very little has been written about the interaction between disability, homophobia, heterosexism and adultism as they impinge upon the experiences and social practice of disabled young people. This paper takes the view such interaction may be described in terms of the social construction of multiple others which hinges on the value judgements, the social distance and the knowledge which form the relationship between Self and Other (Todorov 1982, p. 185). Taking a ‘narrative’ approach to identity, it draws on the accounts of disabled adults that describe retrospectively the emergence of gay or lesbian identity in adolescence, and on discourses of lesbian and gay identity among groups of disabled young people in contemporary social and educational settings1. It aims to show that when research or pedagogy ‘are viewed as public conversations with difference, through sameness – conversations that are neither objectivist nor subjectivist’ (Bell 1998) – important information can emerge about the social construction of these four important dimensions of institutionalised oppression that can be used in the service of social change.
Multidisciplinary work for children with autism
Authors: Jordan Rita
Published: January 2023

This paper examines the necessity for multidisciplinary work in diagnosing, understanding and making effective provision for children with autism. It also examines the constraints of multidisciplinary work and, through examples of good practice, shows how these may be accommodated. It suggests a broadening of the concept of ‘multidisciplinary’ to include collaborative work with parents, siblings and the individuals with autism themselves. It is only through this broad perspective that we can begin to address the paradox of the legitimate claims of individuals with autism not to be pathologised, while acknowledging and trying to meet their problems in coping.
Ethical problem-solving in the practice of educational psychology
Authors: Carrington Gill , Griffin Davina , Hollis Isabel , Parry Jean
Published: January 2023

As educational psychologists (EPs) we are continually presented with difficult and ambiguous situations. Our professional body requires that the decisions we make are firmly founded on ethical principles. It is all the more regrettable, therefore, that ethics is often overlooked in our professional training. As professionals, we would argue that we should have ethical responses that have been arrived at through an analytical enquiry on a conscious, rational level. Four EPs from one local education authority (LEA) selected a current ethical dilemma from their work for use as a way of exploring ethical issues. All four cases involve the application of the ethical principles of autonomy, beneficence, non-maleficence, justice, fidelity and self-interest. In addition two of the case studies were analysed using Bond’s (2000) six-step problem-solving model. The complexity of the issues raised by the case studies underlines the need for psychology services to explore ethical decision-making in a more systematic way.
Ethics, professionalisation and the future landscape of educational psychology
Authors: Webster Alec , Lunt Ingrid
Published: January 2023

This article considers the status of ethics in relation to the emerging profession of psychology, and how the former has not kept pace with the latter. Starting from an examination of the scope of ethics, it is argued that ethical analysis informs more than individual encounters between clients and practitioners and has important applications both for the culture of educational psychology and the organisations in which psychologists work. As part of the process of professionalisation, the next five years are likely to be characterised by lengthened training for educational psychologists (EPs), an increase in specialisms and strategic tasks, and a harnessing of EPs’ energies to national agendas, such as school improvement and the raising of achievement. However, there are competing claims on the territory known as “educational psychology” and one prediction is that the professional culture will need to sustain different roles: “constrained” practitioners who seek to preserve traditional, individual client-based roles, and “complexity” professionals whose focus is more strategic, concerned with organisational development. Whatever shifts in practice occur, there is an urgent need for the profession to become more ethically minded.
Educational psychology and difficult behaviour in schools: Conceptual and methodological challenges for an evidence-based profession
Authors: Miller Andy , Todd Zazie
Published: January 2023

Calls for an evidence base to support the work of educational psychologists attempting to address difficult behaviour in schools, present a number of serious challenges. The research literature in this area may be seen to derive from a number of academic disciplines outside psychology and from a range of subdisciplines within. Fundamental epistemological issues in terms of the positivist/constructivist divide become easily apparent in this literature. While the diverse nature of these sources may be described as a strength, a credible evidence base that is distinctive to educational psychologists should be essentially psychological in conceptualisation and methodology. This paper provides a coherent theoretical framework within which to conceptualise practice in schools aimed at what is considered to be difficult student behaviour. By then discussing three areas of current debate within psychology research – objectivity, reflexivity and evaluation – the case is made that methodology within academic psychology is developing in directions likely to permit a greater convergence with practice around student behaviour. In this way, the paper suggests the nature of an evidence base from which educational psychologists may derive a greater sense of confidence and professional identity, both within the wider discipline of psychology and in the particular educational contexts in which they practise and, increasingly, aspire to carry out their own research studies.
A possible method for operationalising the British Psychological Society Division of Educational and Child Psychology quality standards:A case study in one Educational Psychology Service and an evaluation
Authors: Massey Cheryl , Taylor Ali , Gersch Irvine S. , Gibbs Simon
Published: January 2023

In June 1999, the principal educational psychologist of one London service invited two trainee educational psychologists to ‘inspect’ the service using the British Psychological Society (BPS) Division of Educational and Child Psychology quality standards for educational psychology services. In order to do this, a rating scale was devised, using the BPS framework, and three judgement categories: fully met, partially met and not met. Studies of service documentation and a questionnaire to a small number of staff followed. Finally, the service was rated in respect of each BPS standard, namely: guidelines for professional practice; induction; continuing professional development; supervision of educational psychologists in training; appraisal – performance review; supervision of educational psychologists. Areas of strength, weaknesses and further development were identified, which proved to be very helpful indeed to the service in preparing for an OFSTED inspection. The BPS standards do appear to be capable of being operationalised realistically into a system which services could use for self-evaluation.
Child abuse: The hidden narrative
Authors: Peake Anne
Published: January 2023

This paper outlines three major forms of child abuse, their active and passive components and levels of professional response. The changing demands on educational psychologists provide a context for discussion of a critique of consultative approaches within which, it is argued, child protection should form a high priority.
Political correctness: In the interest of the child?
Authors: Owusu-Bempah Kwame
Published: January 2023

This paper argues that, in professional practice, including child protection work and child care practice generally, political correctness often combines with ignorance and preconceptions about clients’ cultural backgrounds and results in more harm than good being done. It argues that many organisations and their representatives often use politically correct language to mask incompetence, bad and discriminatory practices.
Deconstructing ‘Sean’:The language of prejudice for a child looked after by the local authority
Authors: Phillips Janet
Published: January 2023

I consider analysis of narrative – storytelling and rhetoric – with reference to Sean, a child looked after by a local authority, as a resource for examining cultural and social aspects of mental health needs of children in public care. These are explored by means of deconstruction – ‘misreading’ – of an in-house case study written for professional training. Examination of oppositions, omissions and non-literal language reveals hypotheses embedded within the text, which are identified as indicators of unacknowledged prejudices. Arguments are presented for regular use of the techniques of deconstruction in professional training and appraisal as a tool for critical reflection.
‘The day the touching monster came’: Solution-focused and narrative approaches to working with children and young people with sexually inappropriate behaviour
Authors: Myers Steve , McLaughlin Marie , Warwick Karen
Published: January 2023

This article explores the application of solution-focused and narrative approaches to children and young people with sexually inappropriate behaviour within the Barnardo’s Junction Project in South Yorkshire, UK. It is argued that changes in philosophy and practice over the previous decade have been influenced by the developing knowledge base and, more significantly, by a commitment to the application of child-centered approaches that challenge dominant notions of ‘difference’. Examples of the direct work are given to illustrate the ideas and practices involved through conversations between practitioners.
The development of at-risk children in early life
Authors: Laucht Manfred , Schmidt Martin H. , Esser Günter
Published: January 2023

The impact of early childhood risk factors on developmental outcome was investigated in a prospective longitudinal study from birth to preschool age. Motor, cognitive and social-emotional functioning was assessed in a sample of 350 children, at the ages of three months, two years and four-and-a-half years, born with different risks. Organic (obstetric complications) and psychosocial risks (family adversity) were varied in a two-factorial design. Results indicated that the sequelae of early risk factors remained evident up to preschool age. Biological and psychosocial risk factors had equally adverse effects, but were specific to the functional areas they affected. Family adversity primarily influenced cognitive and social-emotional functioning, while the impact of pre- and perinatal complications was concentrated in motor and cognitive functioning. In general, the cumulative effect of organic and psychosocial risks was found to be additive. These findings stress the importance of preventive strategies to reduce the impact of multiple adverse factors on multiple outcomes.
Growing up in poverty as a developmental risk: Challenges for early intervention
Authors: Weiss Hans
Published: January 2023

In the context of poverty problems in ‘First World’ countries induced at socio-economic and political levels, data are presented about child poverty in Germany. Important connections within the complex relationship of child poverty and developmental risks become apparent. Following brief comments about the value of early intervention within the multidimensional strategy to combat (child) poverty, particularly on the political level (fair compensation for family-related burdens for families with children and additional care structures as dictated by need), the conditions for effective early intervention are listed. The article concludes with references to proven plans for actions in this field and to the meaning of a low level entry system for the early discovery of developmental risks for children who grow up in poverty.
Racism in schools –No room for complacency
Authors: Woolfson Richard C , Harker Michael E. , Lowe Dorothy A.
Published: January 2023

The fact that a school has anti-racist measures does not automatically mean discrimination and racism has been eradicated. For instance, in their study which investigated racism in a number of schools, Donald et al. (1995) found that although coherent anti-racist policies had been implemented throughout the schools, the extent of discriminatory and racist attitudes among the pupils was either under-estimated or unrecognised by school staff – they called this the ‘No Problem Here’ syndrome. In this present study, the researchers developed this concept one stage further by examining the existence or otherwise of discrimination and racism in a ‘flagship’ local authority primary school with a strong track record of multicultural and anti-racist education policies, strategies and practice, with a plethora of special in-school arrangements to increase racial and religious tolerance. Using varied methods of data collection (questionnaires, semi-structured interviews and focus groups), the study revealed that despite the very inclusive anti-racist ethos within the school, pupils from an ethnic minority and pupils not from an ethnic minority did experience racism in school. In addition, the results revealed that children from an ethnic minority who experienced racism (unlike children not from an ethnic minority who experienced racism) were reluctant to disclose such experiences to school staff. Subsequently, the school made a commitment to develop further strategies to decrease the occurrence of racist incidents within the school and to give all pupils confidence to disclose when such incidents occur.
The OECD Thematic Review of Early Childhood Education and Care Policy
Authors: Bennett John
Published: January 2023

This article provides an overview of the OECD Thematic Review of Early Childhood Education and Care Policy, which when completed in December 2004 will have covered 20 countries. The author – and project manager – outlines the background and objectives of the review, and discusses briefly its practical organization and methodology. Eight major recommendations have emerged from the review, which concern predominantly macro-policy options, such as adequate financing, proper legislation and regulation, the recruitment and training of contact staff, the maintenance of minimal quality standards. References to the need for adequate understandings of young children, and for early childhood services to work closely with other professional services are found among these recommendations. Some important contributions that psychologists can make to these domains are identified and discussed.
Assessment of functional and psychosocial outcomes in children four years post head injury
Authors: Doherty N.N. , McCusker C.G.
Published: January 2023

Functional and psychosocial outcomes were examined four years following severe head injury in childhood. The children were recruited from those admitted to a regional neurosurgical unit in the UK. The parents/ carers of 19 children responded to a survey (representing a response rate of 63.3 per cent) which asked respondents to rate current functioning, recovery of skills and rehabilitation services received by their child. Results suggested strong evidence of residual deficits, with psychological problems (cognitive and behavioural) manifesting poorer levels of recovery compared to physical and functional difficulties. An association was observed between the extent of cognitive deficits (e.g. attention and concentration) and adjustment difficulties (e.g. hyperactivity, conduct and peer relationship problems). Family contact with service delivery systems appeared patchy and in the main unrelated to recovery parameters. Implications for understanding the mechanisms mediating outcome following severe head injury in childhood and consequent needs are discussed.
Children living with an affectively ill parent: How do they cope?
Authors: Cogan Nicola , Riddell Sheila , Mayes Gillian
Published: January 2023

Most studies examining children of affectively ill parents have focused on child maladjustment, diagnosable psychopathology and adverse contextual factors, such as family discord and/or breakdown. Little research has incorporated children’s perspectives on their experiences of living with parental affective illness and how they cope. The aims of the present study were to explore the narratives of 20 children (aged 12–17 years old) of affectively ill parents (affected children), to elicit the processes by which they cope with their family situation. Comparisons were drawn with the perspectives of children of ‘well’ parents (comparative children), matched in terms of age, gender and socio-economic status. A multi-method research design, consisting of a semi-structured interview schedule and the Adolescent Coping Scale (Frydenberg, 1993) was used. Analysis revealed that affected children were more likely to adopt the non-productive coping style and were less likely to seek external support to help them cope with their family situation than the comparative children. This was largely due to the fear, secrecy and stigma surrounding mental illness in the family, which prevented them from seeking effective advocacy and support. This may be due to the lack of external support networks available to affected children, which limited the range of elements influencing their choice of coping styles. Recommendations and possible future directions are postulated of which the common goal is to develop the human potential of children ‘at risk’.
Challenging expectations for every child through innovation, regeneration and reinvention
Authors: Davis Brian , Cahill Sharon
Published: January 2023

This article is set against a backdrop of the British government’s children’s strategy initiatives, where the educational psychology service (EPS) in Barking and Dagenham is reviewing its role and function so as to respond effectively. Additionally, the EPS is drawing upon perspectives offered by theory and practice in community psychology and critical psychology. The link between the development of sustainable communities and positive outcomes for children is acknowledged. In Barking and Dagenham, an area of relatively high socio-economic disadvantage, if genuine progress is to be made to meeting the five outcomes for children set byEvery child matters, there is a particular need to find innovative ways to mobilise community resources. The EPS is benefiting from a partnership between Barking and Dagenham’s Department of Education and Libraries and the University of East London, which includes work related to the regeneration of the Thames Gateway. The article sets out the way in which the EPS is considering an extension of its role, first in contributing to the development of sustainable communities, based on positive psychology and a preventive approach and second, providing a community psychology service, linked to the development of good quality targeted and specialist activity and universal services for children and families.
Using ASSET data for mental health research on young offenders: Issues and implications for researchers
Authors: Knowles Sarah , Townsend Ellen , Anderson Martin
Published: January 2023

The ASSET profiling system was introduced in April 2000 as a structured risk assessment for use by all Youth Offending Teams (YOTs) to help target problems associated with reoffending and promote consistency of practice. It is also potentially useful to researchers as it provides an opportunity to study large samples of young offenders. One particular area where ASSET may be useful is mental health. Mental health problems are extremely common in the young offender population. This population is also unlikely to have had previous contact with mental health services, making active screening particularly important. Most evaluations of forensic mental health screening so far have focused on incarcerated samples, but have typically shown mental health screening to be inadequate. The aim of the present study was, therefore, to assess the quality of the mental health data from ASSET. A random selection of ASSET data from a large city-based YOT were analysed to examine suicidal behaviour in young offenders. Problems were encountered including reliability issues specific to the YOT context but also general difficulties involved in screening with this population. Recommendations are made both for researchers, for example further use of anonymous self-report data, and for screening for mental health problems in young offenders generally, such as the use of more interactive screening formats. Despite the current problems encountered we believe that continued efforts to improve the use of ASSET will lead to the development of a valuable data set both for researchers and frontline staff.
Facilitating effective working in multi-agency co-located teams
Authors: Watson Hugh
Published: January 2023

A number of multi-agency co-located teams have now been established across the country. A small-scale study was conducted which aimed to learn from the professionals working in these teams. Specifically, the study sought to investigate which factors are perceived by members of these teams as most important in facilitating multi-agency team development. It further aimed to investigate the areas in which new multi-agency co-located teams might most usefully benefit from external support (by way of professional time, resources, expertise, training, etc.). Factors perceived as most important in facilitating multi-agency team development are identified. A number of key areas in which applied psychologists might support multi-agency teams are also identified and discussed, including helping such teams to establish a shared vision, to understand the roles and responsibilities of team members and to evaluate the outcomes of their work, and helping teams in relation to joint training.
A combined approach: Using eye movement desensitisation and reprocessing (EMDR) within a framework of solution focused brief therapy
Authors: Grandison Pam
Published: January 2023

This paper reports on a qualitative, exploratory study that creatively combined two therapeutic approaches: eye movement desensitisation and reprocessing (EMDR) and solution focused brief therapy. It was expected that the use of techniques drawn from solution focused brief therapy could help children to facilitate and enhance the use of techniques within EMDR. In particular, techniques focusing on current and future positive resource installation were utilised. Five primary school children age 9 to 11 years were identified by class teachers and parents as presenting as shy, anxious and lacking self-confidence. The group intervention took place in school over six sessions. Within the group setting, the children targeted their own individual area that they wished to improve. Data were collected during and after each session and post-intervention. Increases in children’s self-confidence and an improvement in targeted areas were reported by children, parents and teachers. Children found the intervention helpful and were able to identify particular aspects of solution focused brief therapy and EMDR that were useful.