bluuebunny/crossref_metadata_2025 huggingface dataset:
An evaluation of the emotional literacy support assistant (ELSA) project from the perspectives of primary school children
Authors: Hills Rebecca
Published: January 2023

Aim:

The Emotional Literacy Support Assistant (ELSA) project is a targeted professional development intervention for Teaching Assistants, delivered and supervised by Educational Psychologists (EPs). The intervention aims to build the capacity of schools to support the social, emotional and mental health needs of their pupils’ using their own resources. This paper reports the evaluation of an ELSA project in one Local Authority.

Rationale:

There is very limited research on how the ELSA project is experienced by the young participants. This research therefore evaluated the ELSA project from the perspectives of primary school children, in order to explore whether the project was effective and to identify the factors that contributed to the perceived effectiveness.

Methods:

The research followed a mixed-methods design, with 53 children between the ages of six and eleven years completing quantitative questionnaires and nine children participating in semi-structured interviews.

Findings:

The research findings indicated that a number of significant factors contributed to the perceived effectiveness of the ELSA project, including the importance of the therapeutic relationship with the ELSA teacher, having a space to talk and think about feelings and building resilience, confidence and self-esteem. The children also identified aspects of the ELSA project that they felt could be improved upon, included feeling prepared before starting and understanding what happens once the project finishes.

Conclusions:

The findings from this research offer a unique contribution to research into the ELSA project, which can be used by both ELSA teachers and EPs. The findings may also be pertinent to EPs outside of ELSA related work, highlighting the importance of listening to children of all ages and using alternative methods such as drawing to support them in sharing their views.
Pupils attending a shared placement between a school and alternative provision: Is a sense of school belonging the key to success?
Authors: Cockerill Tim
Published: January 2023

Aim

The use of alternative provision for pupils identified as having challenging behaviour and social, emotional and mental health difficulties is widespread across the UK and the majority of these young people do not access a school whilst attending alternative provision. However, many pupils receive provision through a shared placement between a mainstream school and an alternative provider, which means they actively attend both settings on a regular basis. Although shared placements occur frequently across the UK, there has been very little research focusing on this area. This study explored the perceptions and experiences of staff and pupils in relation to shared placements, with a particular aim of analysing the nature and importance of sense of belonging.

Methodology

Adopting a realistic evaluation methodology (Pawson & Tilley, 1997), semi-structured interviews were used to identify the outcomes of the shared placement arrangement as well as the important contextual conditions linked to sense of belonging. In addition, each pupil completed the Psychological Sense of School Membership Scale (Goodenow, 1993) to examine their sense of belonging to educational provision.

Findings

The findings suggest that for some pupils, shared placements led to greater engagement with mainstream education and improvements in behaviour, whilst for others, a shared placement led to further disengagement from the mainstream education system. Sense of school belonging was highlighted as a strong predictor of positive outcomes and this was linked to various school attitudes and practices.

Limitations

This study has limitations in that it is relatively small-scale and additional research would be useful to confirm and extend these findings.

Conclusion

A strong sense of school belonging is a good predictor of positive outcomes for children receiving education through a shared placement. As sense of belonging appears to be closely linked to school attitudes and practices, supporting schools to promote a sense of belonging is likely to be useful for this population.
What beliefs influence children and young people’s attitudes towards the transgender population?
Authors: Read Jenna , Sargeant Cora , Wright Sarah
Published: January 2023

Aims:This review aims to identify and explore the specific beliefs that influence children and young people’s (CYP’s) attitudes towards the transgender population.

Method:A systematic review of the literature was undertaken and a total of 14 studies were included in the review. The review included studies from the United States, Europe, and Asia. Each study was appraised using Gough’s (2007) Weight of Evidence Framework and awarded a quality assurance rating of low, medium, or high quality.

Findings:The review identified three sets of beliefs that appear to influence CYP’s attitudes towards the transgender population: Heteronormativity, conservatism and gender essentialism. Gender differences in beliefs were found to influence attitudes towards the transgender population as a whole and towards Male-to-Female (MtF) individuals and Female-to-Male (FtM) individuals.

Limitations:The key limitation within this review is that the mechanisms through which beliefs influence CYP attitudes are hypothetical. Further insight using qualitative approaches would deepen the understanding of the underpinnings of attitudes towards the transgender population, particularly transprejudice. A variety of measures were used across the included studies which limits the comparability of the finding and conclusions drawn.

Conclusions:This review identified three sets of beliefs that influence attitudes towards the transgender population. These beliefs represent a traditional, binary model of gender that contrasts with the experiences of gender-diverse populations. A more inclusive model of gender is proposed whereby acceptance, diversity and belonging are promoted.
Supporting a post-16 student with learning difficulties using human givens therapy
Authors: Attwood Samantha , Atkinson Cathy
Published: January 2023

Aims

Supporting children and young people who develop mental health difficulties is a central aim of government policy, with statistics suggesting that those with learning difficulties are particularly vulnerable. Educational psychologists (EPs) are well-positioned to offer therapeutic support to post-16 students. This paper provides an example of using human givens (HG) therapy to promote the emotional health and wellbeing of one post-16 student.

Method

Within a single case study design, a HG-based intervention was offered to a self-referred, 17-year-old, male student, attending a specialist setting. Qualitative data was collected from multiple sources, including a process transcript of the sessions and researcher field notes, and analysed using thematic analysis.

Findings

Within this single case study, data suggested that the HG-based intervention had a positive impact on the student. Specifically, adaptation of the approach helped make achieving the student’s self-set goal more accessible within the school context and supported his self-efficacy and motivation. Facilitators identified as supportive in delivering interventions included: use of tangible resources; clear steps to a goal; and embracing silence within sessions.

Limitations

This is a single case study design, with one 17-year -ld participant. The needs of other students, as well as their response to intervention, may vary. The fact that the lead author was the facilitator might engender positive bias.

Conclusion

The HG approach used in this paper could provide a template for EPs offering therapeutic support to students with learning difficulties.
How do young people with education, health and care plans make sense of relationships during transition to further education and how might this help to prepare them for adulthood?
Authors: Lawson Katie , Parker Richard
Published: January 2023

The Department for Education (DfE) has suggested that the key to attainment is a good transition. Within the context of low post-16 participation rates and inadequate transition procedures, and arising from the position that relationships are vitally important to wellbeing, this empirical research aimed to explore the lived experiences of young people (YP) who have transitioned from and to specialist settings. This was achieved by answering the following research questions: How do young people with education, health and care plans make sense of relationships during transition to further education? How might young people’s constructions of relationships help prepare them for adulthood?

Informed by a meta-ethnographical review within a qualitative methodological paradigm, an idiographic approach was used to interview four YP in a specialist sixth-form college in a local authority (LA) in the north east of England. Interpretative phenomenological analysis (IPA) was used to analyse data from semi-structured interviews and two superordinate themes were constructed. The first theme, ‘People’, contains the subthemes school feeling like a family, decision making, separation/being in it together, and teachers as mentors. Findings suggest that relationships developed within school are different in nature and serve a different purpose to those developed in college. The second theme ‘Purpose of college’, contains the following subthemes: college as a stepping stone and learning independent skills. There are tentative links between YP’s autonomy in decision making and the role of teachers as mentors to preparing for adulthood. Implications for educational psychology practice are discussed and limitations of the study are acknowledged.
Mental health beyond the school gate: Young people’s perspectives of mental health support online, and in home, school and community contexts
Authors: Jago Natalie , Wright Sarah , Hartwell Brettany K. , Green Rachael
Published: January 2023

Aims

This study sought to develop a greater understanding of what young people identify as essential components of mental health support.

Rationale

Children and young people’s mental health has been identified as an area of concern and highlighted by the government as a priority area for improvement. In the UK increased importance has been placed on capturing their views. However, research suggests this group is not always asked for their views by decision-makers, which has led to a discrepancy between what is provided and what children and young people want from support. Incorporating the views and perspectives of children and young people in the design of appropriate support approaches is an important way to give them a voice in issues that affect them, as well as ensuring provision is suitable.

Methods

A two-round Delphi method was used whereby a panel of young people aged 16–25 who had previously experienced a mental health difficulty rated a series of statements. A consensus level of 75 per cent across the panel was set to include/exclude statements in a final framework of recommendations. To gain feedback on the feasibility and utility of the framework, interviews with adult stakeholders were carried out.

Findings

The competencies identified were used to form a framework of recommendations for practice. The importance of relationships, the need for trust and confidentiality, and the need for further mental health awareness and training were key themes identified.

Conclusions

This study provides a helpful insight into what young people value from mental health support. Implications of the research include a need for further awareness raising of children and young people’s views regarding mental health and larger scale participatory research to expand upon the findings of the current study.
Why we should train teachers on the impact of childhood trauma on classroom behaviour
Authors: Little Stephanie , Maunder Rachel E.
Published: January 2023

Aim:This paper aims to discuss the link between childhood trauma and young people's disruptive behaviour in the classroom, and argues that teachers should receive training on ‘attachment aware’ approaches to help them respond effectively.

Rationale:Two inter-connected problems affecting the UK education system are the number of young people who have experienced early trauma which impacts on their wellbeing and classroom behaviour, and the number of teachers who leave the profession. We propose that schools becoming more attachment-aware could help to address these issues.

Findings:Through considering the evidence for what therapeutically supports young people to move out of a pattern of trauma-influenced coping, we show there is scope for schools to play a systemic part in building positive interpersonal relationships. We suggest that a fortuitous side effect of this is the evidence that it could be beneficial for adults in the education system to take an alternative approach, potentially acting as a buffer for professional burnout and aiding teacher retention.

Limitations:The evidence base supporting attachment-aware approaches in schools is in its early stages, and there may be challenges aligning such relationally-orientated practices within a performative educational culture.

Conclusions:Based on the material presented in the paper, we conclude that now is the time to prioritise relationships for education. attachment-aware approaches can provide a valuable starting point for schools.
An exploration of the personal motivations of disaffected young people and what they perceive as the barriers to their goals
Authors: MacDonald Elayne , Lauchlan Fraser
Published: January 2023

The importance of exploring the views of young people, in relation to promoting a successful transition to employment, education and training is widely recognised (SEED, 2006b, 1999b). Furthermore, the importance of the role of personal goals and how such goals impact upon one’s life, in relation to resulting motivational drives, has been acknowledged (Locke, 2005; Nuri & Salmela-Aro, 2006). The current research aimed to seek the views of young people not accessing employment, education and training (NEET) in relation to their personal drives, life goals and values, and perceived barriers to achieving goals.
How might ‘reflective dialogue’ with head teachers build capacity?
Authors: Hayton Rachel
Published: January 2023

Three primary school head teachers opted in to a pilot project which offered a termly, one-to-one meeting with an educational psychologist. The stated aim of the meetings was to discuss elements of their practice. The meetings began during a time of change within the local authority with the retirement of most of the supporting Education Officers. In addition to these systemic changes to head teacher support, there is a consideration of geographical and demographic factors which can contribute to head teacher isolation in rural communities.

This reflects some of the concerns highlighted in the MacBeath (2009) report for the Scottish Government into head teacher retention and recruitment which identified headship as an unenviable task, largely due to lack of autonomy, high accountability and professional isolation.
Applying universal psychology within local authorities (workshop presented at SDEP/ASPEP Annual Conference, 2012, Heriot-Watt University)
Authors: Kearney Maura , Watson Kate
Published: January 2023

Glasgow City Council and Inverclyde Council have embarked on a cross-authority research project which is funded by the NHS and implemented and evaluated by the University of Liverpool. This has entailed both educational psychology services facilitating a whole authority input – involving all secondary schools as either intervention or control groups – by linking with Education Directorate colleagues, partners within the Alcohol and Drug Partnership (ADP), and head teachers and teachers who deliver the Personal and Social Education (PSE) curriculum (in some cases pastoral care or guidance).

The School Health and Alcohol Harm Reduction Project (SHAHRP) has already been successful in two sites, Australia and Northern Ireland, with Scotland acting as a third site to ensure that the intervention is robust across a variety of cities and cultures. If the research is successful, the National Institute for Health and Clinical Excellence (NICE) will deem SHAHRP a proven intervention for developing positive attitudes and actions in young people towards alcohol.
Developing a creative and effective psychological service
Authors: Cairns Bernadette , Alexander Shiona
Published: January 2023

At a time when demand for input from educational psychology services is growing and the financial constraints on public services are creating increased stress, both on organisations and on the individuals, it is important to ensure that morale is maintained within services and that the well-being of staff is considered alongside providing an effective service. This article presents the approach taken by one educational psychology service in Scotland to manage and support the team. A deliberate attempt was made to develop a strong sense of belonging as a way of allowing psychologists to feel more secure, more able to be creative and effective in their work.
Distance no object!
Authors: Landor Miriam , Hatzinikolaou Korina , Satariano Stephanie
Published: January 2023

The two articles which follow were written by VIG practitioners who carried out all their training at a distance of many hundreds of miles. Their supervisor stays in Scotland (Orkney and Edinburgh) whilst Korina Hatzinikolaou lives and practises in Athens, and Stephanie Satariano in Malta and London. As you can see from their reports, this method demands a high degree of organisation and preparation on the part of the trainee, but I think this resulted in a deep level of reflection during their supervision sessions and a highly satisfactory outcome for their clients.
Evaluation of a Video Enhanced Reflective Practice/literacy early years pilot in north Lanarkshire council
Authors: Ferguson Nancy , Bell Pamela , McLafferty Marianne
Published: January 2023

Does Video Enhanced Reflective Practice (VERP) improve staff skills in the Early Years sector with a particular reference to literacy teaching behaviours?
Improving young people’s health and wellbeing by developing their resilience through the use of targeted evidence based interventions, professional development opportunities and teacher coaching and mentoring
Authors: Cruickshank Catherine , Findlay Alison , Quinn Rhiannon
Published: January 2023

Research questions: (i) Does the Resilience Planning Toolkit combined with professional development opportunities in the area of resilience enable school staff to better identify barriers and supports for children with emotional and mental health needs? (ii) Does video enhanced reflective practice (VERP) help staff to implement resilience theory in practice?
Children and young people in the digital age: What do EPs need to know? Reflections on the UCL Leading Edge Day
Authors: Hannah Elizabeth , Rasmussen Sara , Whitby Rachel
Published: January 2023

The UCL Leading Edge Day 2018 focused on ‘Children and young people in the digital age’. Over the course of the day three main themes emerged that can be considered relevant for educational psychologists (EPs) in Scotland: movement into the digital age; socialising online and resilience theory; and listening to children. The current article provides a description of these themes alongside reflections on their implications for educational psychology practice.
Teaching in lockdown: Examining Scottish primary teachers’ resilience during national lockdowns
Authors: Asif Aroojh , Beattie Martin , Kelly Kathryn , Ots Lois
Published: January 2023

The Covid-19 pandemic resulted in an unprecedented move to emergency remote teaching. The present study examined the Scottish context of teacher resilience (TR) by considering the lived experiences of eight Scottish primary school teachers during ongoing lockdowns, referred to as ‘transitional emergency remote teaching’ (TERT). Data from virtual interviews was analysed following an inductive and experiential approach to Braun and Clarke’s (2013) six phases of reflexive thematic analysis. Four main themes were identified: ‘Teacher career adaptability’, ‘Relationships within school’, ‘Learning from home’ and ‘Continuous Professional Development’(CPD). Key findings suggest that teachers who demonstrated resilience adapted to TERT and identified new positive aspects to their teacher identities; senior management had a key role in supporting TR; TERT impacted positively on teacher-student relationships with parents increasingly viewed as partners in learning; and reflection promoted help-seeking behaviours, with practitioners desiring more formal reflective opportunities considering the impact of TERT.
An exploration of the impact of Covid-19 restrictions on ASN primary schools’ application of nurturing approaches in practice
Authors: Buchanan Amy , Muir Janel
Published: January 2023

This paper examines the experiences of teachers working within two additional support needs primary schools during the Covid-19 pandemic. During the pandemic, 150 countries were forced to close schools, many remained open but only to a minimal number of children and young people (UNESCO, 2020). For this reason, educators were looked upon to provide alternate means of interaction with and education to CYP. The researchers adopted a social constructivist epistemology and used semi-structured interviews to explore the impact of Covid-19 restrictions on teachers’ ability to apply nurturing approaches since restrictions were implemented in March 2020, up until the time of the interviews in May 2021. Thematic analysis of the data identified four overarching themes: relationships are key to establishing and maintaining a nurturing environment, the role of the parent, the need for adaptability, flexibility, and consistency, and the importance of prioritising the health and wellbeing of CYP now and moving forwards. Participants also expressed that they felt an increased understanding of both educator and parental roles had been achieved as a result of home learning, which it is hoped will contribute to strengthened educator and parental relationships moving forwards. Limitations of the research, alongside implications for practice and future research are considered.
Support for primary school children experiencing school attendance problems: A literature review
Authors: Bateman Daisy , Green Christina , Halavage Lucy , Lerpiniere Jennifer
Published: January 2023

School attendance problems (SAPs) are prominent amongst children and young people (CYP) in Scotland (Scottish Government, 2019b). For many CYP there are barriers to attendance: external or internal factors that make regular school attendance challenging (Ek & Erickson, 2013). It is imperative these are addressed, as SAPs have a long-term detrimental impact on CYP’s health and wellbeing, educational attainment and employment prospects (Elliot & Place, 2019; Pelligrini, 2007). Much research has focused on secondary school pupils (Elliot, 1999), despite evidence strongly suggesting the need for early identification and intervention in primary schools (Heyne, 2019). To date there has been no extensive review of the research done to address SAPs amongst primary-age children. This literature review addresses this gap, assessing intervention studies, qualitative research, correlational studies and systemic frameworks to answer the following: what does the evidence suggest is appropriate support for primary children with SAPs? This literature review found there is little high-quality experimental research focusing on supporting young children with SAPs. The sixteen articles selected during the literature search identified a range of strategies for addressing SAPs in primary-age pupils: cognitive-behavioural therapy; targeting parents; mentoring; large-scale educational initiatives; family/home relationships; peer relationships; and frameworks. The authors concluded that the strategies are a useful starting point when considering how to address the issue of SAPs in primary-age pupils. This literature review also considers implications for EP practice and identifies areas of future research.
Coping with Covid: Parents and carers’ sessions to support the wellbeing of children and young people
Authors: Frost Kirsty , Lerpiniere Jennifer , McCrory Stephanie , Rees Kirstie
Published: January 2023

This paper details the development, implementation and evaluation of three online parent sessions delivered by East Renfrewshire Educational Psychology Service in March 2021. The aim of these was to build capacity amongst parents and carers to support children and young people’s wellbeing during the second period of lockdown. Views obtained from participants prior to the sessions highlighted their views about the impact of Covid on their children’s emotional, behavioural and physical skills, and on their relationships and ability to access learning. This informed the content of the sessions which focused on raising awareness of the impact of Covid on children and young people and on strategies and resources to meet their needs. Online evaluations were completed by participants immediately following the sessions, and interviews were carried out with two participants. Analyses indicated that the sessions had provided participants with reassurance and useful information and strategies. The report includes a reflection on the limitations of the sessions, in addition to considering future online sessions.
Working from home and access to office space: Implications for Scottish Council Educational Psychology Services
Authors: Brown Carolyn , Hirst Katriona , Bhrádaigh Emma Ní
Published: January 2023

As a result of the Scottish Government’s directive for many council employees to work from home because of the restrictions imposed due to the Covid-19 pandemic, educational psychologists (EPs) working for Fife Council were directed to work from home for the foreseeable future (to date March 2020 – July 2021). The Staff Wellbeing Network within Fife Council Educational Psychology Service (FCEPS), identified as a priority task, the need to explore what the current research findings were regarding working from home (WFH) including beneficial and detrimental effects. A rapid research review was carried out including recent studies which identified some initial findings from the current context caused by the Covid-19 pandemic. This article anticipates that the locations EPs work from are likely to change significantly, perhaps on a long-term basis, and that this has major implications for both service delivery and EP wellbeing. Some initial models are considered, and a planned staff development and feedback session is outlined.
‘I should have told someone, but I kept it to myself.’ Exploring children’s views on experiencing, carrying out or witnessing bullying behaviour: A reflexive thematic analysis from a mixed research study involving Primary 4–7 children
Authors: Papalexandropoulou Penny , Watt Aimée
Published: January 2023

This article outlines the qualitative analysis part of a mixed research study regarding experiencing, carrying out or witnessing bullying behaviour. The data was gathered by individual, semi-structured interviews, which took place with 12 children of Primary 4 to Primary 7 age. These were analysed using Reflective Thematic Analysis (RTA) (Braun & Clarke, 2013; 2021). Three themes were created: conceptualisation of bullying behaviours; the emotional impact of bullying behaviours; and actions to prevent bullying behaviour. A key implication for practice is that school staff should be supported by Educational Psychologists to critically evaluate key messages children are given and develop in the school environment. The article proposes that future research can increase understanding of the importance of gathering the voices of children through qualitative methods as it can facilitate a depth and nuance of understanding which is not present when using solely quantitative data.
The integration and evaluation of school counselling in Scottish schools
Authors: Flynn Gillian Barclay , Bogle Jennifer , Gos Caroline , Kennedy Pamela , McIver Eilidh
Published: January 2023

Aim

In 2019 the Scottish Government introduced local authority funding to provide school counselling for 10 to 18 year olds. Since September 2019 this local education authority (LEA) has been developing and implementing its strategy to provide school counselling led by Psychological Services. This report summarises the first year’s evaluation.

Method

Surveys were conducted with counsellors and school staff. Data on delivery including numbers accessing counselling, demographics, presenting issues and pre and post intervention measures were collected and analysed.

Findings

The integration of counselling within schools was felt to be a very effective model and positive impact was demonstrated. Counselling was skewed 2:1 towards girls and the peak age accessing counselling was 13 to 16 years. Individuals were accessing counselling for a wide range of wellbeing issues. Several themes are identified as supporting the effective delivery and development of counselling in schools.

Limitations

There was a heavy reliance on counsellors for accurate recording and reporting of data which may have impacted reliability. The current evaluation has not yet included feedback from children and young people themselves, their parents or wider stakeholders.

Conclusions

The first year implementation has demonstrated the value of integrating school counselling within school systems and as part of a whole school approach to mental health and wellbeing. The locality wide data indicated a gender bias towards girls, however this was not consistent across all settings and further exploration of this theme could be useful in understanding the factors that influence access to counselling across genders.
Supporting staff teams through loss and bereavement: A consultation summary
Authors: Tomlinson Emily , Reilly Deirdre ,   the Enfield End of Life Steering Group
Published: January 2023

Following well publicised national failings, improvements to end of life care are required nationally. Learning disability services have an important role to play in ensuring good practice is achieved at a local level and also to support local providers and staff. Staff working in a service that had suffered significant losses were invited to reflect on their experiences with a multi-disciplinary group of health professionals. A strengths-based model was used to encourage staff to acknowledge the skills they had in this area and the pride they took in their work. Circular questions helped elucidate views in various areas. Some staff members acknowledged that responsibility for difficult conversations was sometimes left to one or two individuals and that this responsibility could be shared more widely. Following the consultation exercise staff members reported an increase to their own confidence in working with this topic and an awareness of the need to support their colleagues. A brief intervention of this nature could be beneficial in many services.
An exploratory study of the influence of perpetrator and victim sex on perceptions of stalking
Authors: Scott Adrian J. , Tse Pui Ki
Published: January 2023

Research has examined the impact of perpetrator-victim sex on perceptions of stalking in opposite-sex situations, but not its influence in same-sex situations. Consequently, the present study employed a 2 × 2 independent measures design to investigate the influence of perpetrator and victim sex on perceptions of stalking in both same-and opposite-sex contexts. Some 124 university students read one of four vignettes and completed five-scale items relating to the behaviour described. It was apparent that perpetrator sex influenced perceptions of stalking while victim sex did not. The same behaviour was perceived to necessitate police intervention, and to cause the victim alarm or personal distress and fear of violence to a greater extent when the perpetrator was portrayed as a man rather than a woman. These perceptions exist despite evidence to suggest that female stalkers often pose as much of a threat as their male counterparts.
Assessing Dynamic Risk in the community: The DRR and Circles of Support and Accountability
Authors: Bates Andrew , Wager Nadia
Published: January 2023

The paper describes the origins and practice of Circles of Support and Accountability (COSA) in the UK. It addresses some of the complexities identified in trying to evaluate the work of COSA and the design and implementation of a checklist, the Dynamic Risk Review (DRR) intended to systematically record relevant attitudes and behaviours demonstrated by Core Members (sexual offenders working in a ‘Circle’). An attempt to validate the internal reliability of the DRR was made by undertaking an un-rotated Principal Components Analysis on 39 initial completions of the DRR. Further to this, the impact of COSA supervision on risk management was examined on the risk scores of 13 Core Members on whom the DRR was completed at least three times. Three risk factors with satisfactory internal reliability were identified. On two of these risk factors there were statistically significant reductions over time.
A systematic review of psychological treatments for women presenting with factitious disorder and factitious disorder imposed on another
Authors: Tooby Georgia , Siddall Yasmin , Clarke Martin
Published: January 2023

Background: Little is known about the psychological treatments for Factitious Disorder (FD) and Factitious Disorder Imposed on Another (FDIA) in women. The literature is limited and consists of case series and case reports. To date there has been no systematic review of the effectiveness of the psychological treatments. This review aims to identify which psychological treatments have been used to treat FD and FDIA, to hypothesise a psychological treatment strategy which can be implemented in clinical practice and evaluated in future research. The objective of this systematic review is to identify and summarise psychological treatments which have been effective when treating FD and FDIA in women.

Methods: A total of 543 records were screened, and 29 remaining papers were reviewed. A supplementary search was then conducted using the reference lists of eligible studies. In total 29 eligible studies yielded a sample of 38 cases. Information extracted included study characteristics, type of psychological therapy, co-morbid disorders, other treatment methods, childhood maltreatment, effective and non-effective outcomes, clinical measures and follow up.

Results: Our findings offer an important first step towards an evidence-based approach to the disorder. A narrative synthesis was undertaken to describe the characteristics, quality, and outcomes of studies. The narrative synthesis surveyed the state of knowledge and provided an overview and integration of psychological treatments of FD and FDIA in women.

Conclusion: This review highlights there is no standardised approach for psychological treatment in FD and FDIA. It is recommended that consistency of care, a good therapeutic relationship, and adoption of a holistic and integrative approach to treatment which is grounded in individualised formulation may be fundamental in achieving effective outcomes. The fi dings provide a basis for several clinical recommendations and a robust first step towards an evidence-based approach for the psychological treatments of FD and FDIA in women.
You hear me: The power of a brief intervention service in an Offender Personality Disorder (OPD) community pathway setting
Authors: Cranstoun Dominique , Barton Amanda , Rutherford Rosie
Published: January 2023

The Lightbulb Service, a brief intervention, provided the opportunity for people who screened into the Offender Personality Disorder (OPD) pathway to access a therapeutic service to increase insight and experience a positive change in their wellbeing. The Service Evaluation used qualitative methods to explore the benefits of this intervention whilst recognising its limitations. Specificall, themes around being listened to; someone interested in them and their story, and improved connection to other professionals were just some of the discoveries made. It provided us with hope that brief interventions within a personality disorder service can make real and positive change for someone, who otherwise would not have accessed help.
Showcasing health psychology research: How do we get impact and why does it matter?
Authors: Gillison Fiona , McSharry Jennifer , McGowan Laura , Morrison Val , Shaw Rachel ,   DHP Research Impact Sub-committee
Published: January 2023

The objective of this paper is to help DHP members to develop and produce high impact health psychology research. We do this by considering the meaning of impact in terms of the Research Excellence Framework (REF), and in practical terms of the kinds of activities we can undertake as researchers to fulfil the requirements of impact, and to make a difference through our research in the real world. We present two examples: one is from a case study submitted to REF 2014; the second is a work in progress. These examples help to demonstrate the pathway to impact from research through to evidenced impactful outputs. We call to members to get involved with our impact agenda within the DHP, by informing us of ideas to help develop this work, and by submitting examples of impact to the BPS Impact Portal, which has been designed to demonstrate to the public the impact of psychological research.
Experiences of living with visible difference: Individual and social reflections
Authors: Sharratt Nicholas David , Jenkinson Elizabeth , Moss Timothy , Clarke Alexandra , Rumsey Nichola
Published: January 2023

Many health conditions impact upon an individual’s appearance and result in an altered appearance (‘visible difference’). The presence of visible difference is associated with a variety of psychosocial difficulties and challenges, yet calls for an integrated theory of adjustment remain largely unanswered. This qualitative research, conducted in the UK, drew upon 22 interviews conducted with participants who had a variety of visible differences. It examined their experiences and reflections related to their difference and the impact that their visible difference had upon their lives. A thematic analysis produced two themes. The first of which was predominantly concerned with the impact of visible difference upon the individual whilst the second captured the inherently social nature of appearance and appearance based judgements. The analysis is considered in light of the contention that an integrated theory of adjustment to visible difference is required and participants’ experiences with healthcare professionals and the implications for those providing care are introduced.
Character strengths and type: Exploration of covariation
Authors: Choong Sulynn , Britton Kathryn
Published: January 2023

Objective:To explore covariation between character strengths and psychological types as per the MBTI®.

Design:Using a survey design, the study collected data on the Values in Action Inventory of Strengths and the MBTI®.

Method:98 adult volunteers participated in this exploratory study of potential links between psychological type as determined by the Myers-Briggs Type Indicator® and signature strengths as identified by the Values in Action Inventory of Strengths.

Results:The results show significant covariations between nine signature strengths and single type dimensions namely, creativity (intuition), open-mindedness (thinking), love of learning (introversion), integrity (sensing and thinking), persistence (judging), vitality (extraversion), love (extraversion and feeling), fairness (sensing), and gratitude (extraversion). Love, integrity, and gratitude also covary with multiple paired type combinations. Curiosity covaries only with a single paired type combination (introverted intuition).

Conclusion:There is meaningful covariation between psychological type and character strengths. The discussion addresses the applicability of the results to coaching psychology.
The state of executive coaching research: What does the current literature tell us and what’s next for coaching research?
Authors: Passmore Jonathan , Gibbes Carla
Published: January 2023

This paper asks the question; what do coaching psychologists bring to the developing market of executive coaching? While psychologists are trained in human behaviour, this paper argues that their real unique contribution may be their ability to undertake high quality research. The paper moves to summarise executive coaching research to date, and to suggest new areas for study, drawing from a review of counselling research history over the past five decades. Finally, the paper calls for coaching psychologists to address three key research strands, with the objectives of; evidencing the impact of coaching on performance, improving coaching practice and assisting in identifying the key components required for effective coaching training.
A preliminary evaluation of executive coaching: Does executive coaching work for candidates on a high potential development scheme?
Authors: Feggetter Amanda J.W.
Published: January 2023

Objectives:This paper describes a preliminary attempt to evaluate executive coaching for 10 members who are on a High Potential Development Scheme within the Ministry of Defence (MoD).

Design:A multi-method approach was taken which comprised the use of questionnaires to survey scheme member’s perceptions, a Return on Investment (ROI) study and a follow-up of members to determine their success in gaining promotion.

Results:The analysis showed that all 10 who had been coached rated their experience positively. All rated their own progress within the Development Scheme as High and in particular they perceived it was their leadership skills that had benefited. A preliminary ROI calculation also indicated that the benefits exceeded the costs. Other benefits included promotion, broader leadership skills, and skills transfer within the MoD.

Conclusions:The results indicate that within the context of the Development Scheme coaching provides a potential financial ROI. The findings also show that coaching impacts positively on scheme members such that they are highly committed to demonstrating and exhibiting leadership behaviours and that there is some evidence of a broader impact on the Department as a whole with generalised skills transfer.
Coaching with emotion: How coaches deal with difficult emotional situations
Authors: Cox Elaine , Bachkirova Tatiana
Published: January 2023

Objectives:The coaching process can arouse emotion for both the client and the coach. Coaches then have a choice between either minimising the attention paid to emotional phenomena or working with emotions to achieve results. The objectives of this study were to investigate coaches’ personal theories of emotion and in particular their approach to dealing with difficult emotional situations within the coaching relationship.

Design:A qualitative study was designed in order to explore coaches’ perspectives, theories and strategies for dealing with emotions. Data was analysed using a grounded theory approach to elicit a number of themes.

Methods:The study collected data from 39 UK coaches, using a stem-sentence questionnaire approach.

Results:Findings suggest that coaches can have very different viewpoints in relation to dealing with difficult emotional situations that arise when working with clients, dealing with them in one of four ways: using self-reflection or supervision, avoiding tackling the emotion considering it to belong to the client, actively exploring with the client,or referral of the client/termination. They also see control of their own emotions as important and recognised some gender related issues.

Conclusions:Recommendations are made for an understanding of emotionsto be included in the education and training of coaches. The strengthening of supervision provision for coaches is also suggested.
Life coaching in the workplace
Authors: Sparrow John
Published: January 2023

Objectives:There is increasing recognition of coaching’s situated nature. Different emphases in coaching are being utilised in different contexts with differing performance expectations. Life coaching has witnessed rapid growth within the last five years, primarily outside but increasingly within the workplace. The objective of this research is to establish the understanding, utilisation, and outcomes associated with life coaching in the workplace. Procurement practices within organisations are also explored.

Design:A cross-sectional survey of organisations is undertaken. Practices and reported outcomes are explored within small- and medium-sized organisations together with large organisations. Private, public and community and voluntary sector organisations aresampled.

Methodology:A postal questionnaire assessing 39 potential organisational outcomes, 93 potential individual outcomes and 21 potential procurement criteria for bothperformance and life coaching was developed. Responses from 51 organisations were obtained.

Results:Life coaching is found to be less well understood than performance coaching. Significant differences between organisational sizes and sectors in practices and perceived outcomes are identified. Coaching has significantly less impact upon entrepreneurship and social purpose outcomes than more general organisational outcomes. The outcomes more typically associated with life coaching are not secured to the same extent as outcomes typically associated with performance coaching. Both coaching in general and life coaching secure rectification outcomes to a greater extent than positive well-being outcomes. There are significant differences in procurement criteria for performance and life coaching.

Conclusions:A potential role for a life dimension in workplace coaching may be evolving. The contribution of the current study and other prospective research towards the development of theory and practice are discussed.
Making the most of psychometric profiles – effective integration into the coaching process
Authors: McDowall Almuth , Kurz Rainer
Published: January 2023

This practical paper is based on a skills session as delivered at the first International Coaching Psychology Conference held in 2006. It commences by discussing the use of psychometrics in general by emphasising the four psychometric principles as hallmarks of a good test; and outlining some of the advantages and potential limitations of psychometrics. In this paper a contemporary instrument, the Saville Consulting Wave®is introduced and its application is discussed in relation to coaching, with particular reference to a performance coaching context at work. It is concluded that no psychometric test is a panacea for each and every situation, but that skilful use greatly enhances the coaching process.