bluuebunny/crossref_metadata_2025 huggingface dataset:
Me and ‘It’: Seven young people given a diagnosis of Asperger’s Syndrome
Authors: McLaughlin Sharon , Rafferty Harry
Published: January 2023

Martz (2004) describes, ‘a crisis about one’s very own existence’ (p.142), which arises when the ‘disabled’ individual becomes aware that the devaluing and stigmatising framework held by those around them is no longer just in relation to their ‘disabled’ aspect but has come to represent their whole person – their core identity. During a discussion of the impact of labelling, Speraw (2009) suggests that, ‘by categorising according to deficits, we disregard the most admirable qualities of human beings, and diminish their dignity’ (p.734). This way of categorising people applies equally to the conduct of research, indeed Tangen (2008) argues that if we focus only on special needs when conducting research we may be adding to the discourse of stereotyping and a disregard for individual difference. In an exploration of the findings of eight qualitative studies which purport to give a voice to mainstream adolescent students with a diagnosis of Asperger’s Syndrome (AS), there was evidence in at least half of the studies that the data was analysed mainly as it related to the diagnostic criteria for AS. It is also of note that within these eight studies, only two focused solely on the young person’s perspective. Speraw (2009) notes, when seeking to examine an individual’s lived experience that perhaps the individuals themselves are, ‘the most expert, most capable of telling what it is like to be them’ (p.736). This paper explores and deconstructs the current literature and depicts a thematic analysis of conversations with seven young people with a diagnosis of AS who were first simply asked ‘What is life like for you?’.
Assessment of reading skills in Gaelic-medium education: Exploring teachers’ perceptions and present practice
Authors: Lyon Fiona , MacQuarrie Sarah
Published: January 2023

A distinctive feature of education in Scotland is the provision of Gaelic-medium education (GME), which spans preschool, primary and secondary education. During 2010–2011, over 2000 children were enrolled within 60 primary schools in 14 education authorities. Considering that GME was only formally introduced in 1985 these figures can be taken as an indicator of the demand for GME (HM Inspectorate of Education, 2005, 2011). However, concurrent developments have not transpired in the assessment tools available to Gaelic-medium teachers or indeed educational psychologists linked to GME schools. Difficulties with reading may be just as prevalent for Gaelic speaking pupils as for English speaking pupils. The aim of this study is to explore how language skills are assessed in GME. To this end, a teacher from each of the 60 GME schools and units spread across Scotland was invited to complete a questionnaire and comment on their experience regarding additional support needs in GME. In general, there was a reliance on teacher judgement to act as a means of assessment. Tools and tests available for use for assessment purposes were informal measures, and regularly found to be a translated version of existing tests. Tests that have been translated may suffer from inadvertent weaknesses, especially when the phonology of one language differs greatly from another. In order to support learners at an early stage in their education, not only do such tests need to be developed, but crucially they ought to be based on the Gaelic language.
The nature of bilingualism and implications for educational psychologists
Authors: Lauchlan Fraser
Published: January 2023

It has been estimated that more than half of the world’s population are bilingual (Baker, 2007; Bialystok, 2001). As educational psychologists (EPs), it is important that we have a sufficiently deep knowledge and understanding of bilingualism and how this may have an impact on our practice. This paper will consider some of the principal advantages and disadvantages of being bilingual as represented in the literature. It is argued that EPs should be aware of such issues when working with bilingual children, as well as having an understanding of the cultural richness of their backgrounds, and how that may potentially have an impact on their learning, both positively and negatively. The paper will discuss the need for calibration and sensitivity when undertaking assessment work, for example, standardised cognitive assessment, and will examine some of the practical implications of working with bilingual children. Finally, the paper will consider issues surrounding bilingual children who have specific additional support needs, namely children with dyslexic-type difficulties and those on the autistic spectrum, as well as children with learning difficulties.
Mental health awareness and coping in foster carers: The impact of a counselling skills intervention
Authors: Mosuro Sherifat , Malcolm Devinia , Guishard-Pine Jeune
Published: January 2023

The experience of early abuse and neglect can predispose victims to mental health problems. Mental health awareness as an aspect of mental health literacy can prevent deterioration in mental health and promote post-abuse recovery. The lack of research on mental health awareness in carers means there is little understanding regarding the association between mental health awareness and their looked after children’s emotional and mental health needs. This study examined the impact of a counselling skills intervention on foster carers’ confidence in their mental health awareness and their ability to cope. This was done by enhancing communication skills. Foster carers undertook a training course in counselling skills of 30 hours duration. Data were collected before and after the course. Results indicated that foster carers believed they had a better understanding of looked after children’s emotional needs and their mental health. This study highlights the need for further training for foster carers.
We need to talk: Parental mental health problems and their potential impact on children
Authors: Rouf Khadj
Published: January 2023

Mental health problems are common. Though services neatly divide, the lives of our clients do not. Adults with mental health problems may also be parents with dependent children. Whilst many do parent well, there are families that need help. This can range from short-term intervention to longer-term work, possibly involving child protection. Adult mental health and education could improve their links to help children of mentally unwell parents. The purpose of this paper is to outline: the prevalence of mental health problems and their potential impact upon children; the case for meaningful joint work between mental health and education services; issues regarding systems, context and the impact on services; and the factors needed for quality intervention.
False allegations of child abuse in contested family law cases: The implications for psychological practice
Authors: MacKay Tommy
Published: January 2023

Educational psychologists are working increasingly with children who are not only from families where there has been divorce or separation but who are also the subject of contested family law cases. This study investigates 107 children from 72 families in which residence issues had been previously settled but which were subject to ongoing disputes regarding contact or change of residence. Such cases are marked in general by allegations and counter-allegations of each parent in regard to the historical or current conduct of the other. This study considers the frequency of allegations of child physical or sexual abuse in cases of this kind, with a particular focus on false allegations. It also notes the high prevalence of mental health problems among the children involved in the disputes. Implications for educational psychology practice are examined.
The Voice of the Parent: Perceptions of the United Kingdom Resilience Programme
Authors: Wolfe Victoria
Published: January 2023

Aims:The United Kingdom Resilience Programme (UKRP) is a secondary school initiative which aims to help 11- to 13-year-olds develop skills that allow them to be more resilient in dealing with situations both in and out of school. An evaluative study of the UKRP sponsored by the Department for Education (DfE) was completed in 2011. However, this study did not include the voice of parents or carers. Previous research and Government initiatives have stressed the importance of the parental figure in the development of children’s happiness and well-being. The current study elicited the perceptions of parents relating to the school-based UKRP.

Method:This qualitative research study applied an in-depth Grounded Theory analysis to interview data collected from a sample of eight parents whose child had been taught the UKRP.

Findings:Through a process of data coding plus accompanying memos and diagrams, the analysis identifies six key processes that contributed to parental perceptions of the UKRP: choice; communication; understanding; experience; value; and relationships.

Conclusions:The study concludes by linking the six key identified processes in putting forward ‘empowerment’ as a plausible mechanism for effective parental engagement. The study supports and expands upon earlier studies which highlight the importance of meaningful parent-school partnerships, and offers new evidence to inform home-school policies and effective working practices with parents. These findings are particularly pertinent to educational professionals in the current climate in light of impending changes to Special Educational Needs policy, and the advent of new and diverse schooling opportunities and challenges. Implications for the role of the educational psychologist are also discussed.
An evaluation of the initial impact of using educational psychologists to deliver NHS Scotland’s ‘Scottish Mental Health First Aid: Young People’ training programme
Authors: Currie Roz , Davidson Kathryn
Published: January 2023

The Scottish Mental Health First Aid: Young People (SMHFA:YP) training programme is a 14-hour, evidence-based, blended learning course developed by NHS Health Scotland for adults who are in contact with young people between the ages of 11 to 17. The course is intended to increase the capacity of participants to preserve life and promote resilience and recovery. City of Edinburgh Council Psychological Services has supported the national pilot and is now delivering training to relevant adults across the city. This article reports on the initial impact of the training in Edinburgh as measured by immediate and long term (six-month) evaluations and in relation to qualitative feedback received over the six-month period. On-the-day evaluation of the training has been overwhelmingly positive and impact is sustained six months later. There have been several instances of unsolicited positive feedback relating to the following broad themes: training having been since used in real-life practice; impact on practitioners’ confidence and skill in asking young people about suicide; and the EP role within the secondary sector.
‘I don’t see how that makes me a gori (White girl)’: The multiple and problematic identities of academically successful Pakistani students
Authors: Sultana Anjam
Published: January 2023

This paper1reports on research that sought to explore how educational settings influence the educational experiences, identity development and academic attainment of students of Pakistani2heritage, as they progress to higher education (HE). Research has highlighted the continued attainment gap that exists between White and minority ethnic students in Britain (Strand, 2014). Locally, in a West Midlands authority3, public examination and National Curriculum assessment data in 2012, demonstrated, despite improvements, gaps in achievement for Pakistani students, who were identified as a group at risk of underachieving. The study focused on students at a Russell Group4university, as much research showed that very few British Pakistani students managed to gain entry into more prestigious, pre-1992 universities (Bhatti, 2011; Gillborn, 2008). The research took a phenomenological approach to explore the lived experiences of five Pakistani students, through semi-structured interviews. Five superordinate themes were abstracted from interview data and one of these themes, ‘multiple identities’, is presented and discussed here and illuminates the complex and multiple ways in which educational institutions influence the educational experiences of Pakistani students.
‘Their whole community might be watching them’: Teacher and pupil constructions of Muslim girls’ aspirations and the role of their families and the community
Authors: Hewett Ruth
Published: January 2023

The purpose of the study was to explore discursive constructions relating to Muslim girls’ aspirations and the role of their families and communities. This focus was chosen following an initial review of the literature which suggested that there has been a significant change in the discourses relating to Muslim young people in education. Research in the early 1990s suggested that Muslim girls were positioned as highly motivated with supportive and ambitious parents, whereas research in the late 1990s and early 2000s suggested that Muslim girls are positioned as oppressed by their families and communities. In the present study, Foucauldian discourse analysis was used to analyse data from teacher interviews and a focus group of Muslim girls. The findings from the teacher interviews portrayed the girls as being subject to oppression from their families and also the wider community. In contrast, the constructions from the focus group were more varied and emphasised the girls’ ability to make active decisions. The study reiterated the importance of Educational Psychologists (EPs) understanding the dominant discourses in schools in order to avoid inadvertently perpetuating negative discourses. Suggestions are made about the implications of the present study for EP practice. Questions are raised about the way parents are involved in EP work given the negative discourses relating to parents and the community.
What can be gained through peer supervision?
Authors: Mills Frances , Swift Sarah Joanne
Published: January 2023

Aims:This article reports on the practical venture we have undertaken as two trainee educational psychologists (TEPs) developing a peer supervision group to supplement professional supervision provided on practice placements. This personal and reflective journey aims to explore what can be gained through peer supervision.

Rationale:Professional supervision is a requirement for the profession of educational psychology (Health and Care Professions Council, 2012). Quality supervision ensures high practice standards for service users and maintains the development and well-being of supervisees (Dunsmuir & Leadbetter, 2010). This article explores how peer supervision can help fulfil these requirements.

Method:Theory and research are discussed in relation to the development of our peer supervision group. Through an enquiry-based learning (EBL) approach (Kahn & O’Rourke, 2005) we identify the positive outcomes of our peer supervision group.

Findings:These gains are broadly grouped around ‘development of skills and moving forward’ and ‘sharing, supporting and well-being’. The EBL process also recognised the importance of ‘dynamics’ in peer supervision. Critical discussion of these outcomes is exemplified through case work in practice.

Conclusions and limitations:This article presents personal experiences of our peer supervision group. We believe that the benefits we have gained from the process demonstrates the usefulness of peer supervision for the practice of trainees and recently qualified EPs, as well as more experienced professionals. It is hoped that by addressing power differentials and developing a sense of peerness, we can continue to gain from peer supervision in our TEP practice and beyond.
Deception and delusion: The relational aspect of supervision explored through Greek mythology
Authors: Bartle Dale
Published: January 2023

Aim:The aim of this paper is to explore the relational aspect of supervision from a psychoanalytic perspective.

Rationale:In keeping with a psychoanalytic approach, the relational aspect of supervision has been explored through experiential learning and recourse to the literature. Greek mythology has been used to stimulate reflection.

Findings:The theoretical concepts of an internal supervisor, projective identification and containment have been used to describe how the supervisory relationship can support development and tolerating complexity and uncertainty.

Limitations:This paper describes the author’s experiential learning, informed by psychoanalytic theory, in reference to a particular supervisor-supervisee relationship. The argument is developed within this context.

Conclusion:It is argued that, trans-theoretically, the relational aspect of supervision merits a greater emphasis in research, practice and professional guidelines.
An evaluation of group supervision in a specialist provision supporting young people with mental health needs: A social constructionist perspective
Authors: Bartle Dale , Trevis Alexandra
Published: January 2023

Aim:This research aimed to explore the use of group supervision with staff supporting young people with social, emotional and mental health needs in a specialist education setting. Educational Psychologists led fortnightly group supervision sessions in order to promote collaborative problem solving and to acknowledge the emotional impact of the role on staff.

Method:The project was undertaken over a 12-month period and a focus group was completed in order to evaluate the experience of group supervision from key workers’ perspectives. Data was analysed using thematic analysis.

Findings:Findings indicated that group supervision had a positive impact on team communication and coherence. Individuals also reported becoming more self-aware in role and experiencing enhanced problem-solving skills in relation to young people’s emotional presentation. The practical implementation of group supervision was also found to be important to participants and suggestions for development are discussed.

Limitations:It is recognised that this was a small-scale piece of research, describing the views of particular individuals in a particular setting and that evaluation was conducted by the researchers. Further research with key stakeholders is required to identify whether data which evidences changes to key workers’ practice is triangulated by information from a range of sources.

Conclusion:It is proposed that using a social constructionist perspective within a group supervision context can promote shared understanding and facilitate change in a context where mental health needs are present.
Future models of supervision: Supporting practice and promoting professional growth and well-being in educational psychology through Collaborative Peer Support (CPS)
Authors: Corlett Linda
Published: January 2023

Aim:To ensure professional growth and well-being educational psychologists need access to effective support. This article aims to deconstruct the concept of supervision and present research evidence for a model of peer supervision in educational psychology training that could be used in the field of practice.

Rationale/Approach:The research was qualitative, phenomenological and social constructionist drawing on the context of educational psychology training. Surveys, interviews and focus groups were conducted with trainee educational psychologists in two phases of research. Qualitative data analysis was carried out through thematic analysis and an iterative process of participant feedback.

Findings:Findings from the first phase of the research suggested an explicit structure or process and an implicit process facilitating collaboration based on the communication between partners within an overarching framework of professional support described as Collaborative Peer Support (CPS) in which peers came together in a dynamic, interactive, mutually supportive, working relationship that was neither peer supervision nor peer mentoring. Findings from the second phase of the research re-iterated the explicit and implicit processes within the framework of CPS re-affirming the social constructionist nature of the model.

Conclusions:CPS was co-constructed through critical reflection on core skills in communication, including shared understanding and attuned interaction, with an intention to create a supportive relationship. Such skills developed in training can be extended by placement and practice in the field and so the model of CPS can co-exist alongside formal supervision to enhance professional growth and well-being in the role of supporting and improving outcomes for children and others.
Video Interaction Guidance during the Coronavirus pandemic: Responding to a new way of working
Authors: Callicott Katie , Thomas Sian , Lee Rob
Published: January 2023

Aim:From March 2020, in-person visits to family homes have not been possible within the authors’ educational psychology service (EPS) due to the Coronavirus pandemic. This paper outlines how Video Interaction Guidance (VIG) practitioners working within the authors’ educational psychology service have adapted their practice to implement VIG through the use of video conferencing software. The wider purpose of this paper is to share reflections upon effective VIG practice when using video conferencing, and to contribute to discussions about how to adapt therapeutic interventions when face-to-face work is not possible

Method:This paper will draw upon literature addressing the implementation of therapeutic interventions using video conferencing software, alongside the case study experience of one of the authors when implementing VIG during the Coronavirus pandemic.

Findings:Challenges and benefits of implementing VIG using video-conferencing software are explored, alongside suggestions for how VIG practitioners can enable VIG to continue when home visits are not possible.

Limitations:This paper is limited by the sparsity of evaluation information available from the case study. The casework information presented here was judged by the authors to be an important component of this paper, since it presented a concrete example, to which discussions in the literature could be applied. The case work example also enables wider discussions about the relationship of online therapeutic work to the specific context in which VIG operates.

Conclusions:The challenges explored highlight the importance of creating clear guidelines that adapt in response to experience and changes in policy. Many of the challenges have complementary benefits, depending on the individual context of the parent and VIG practitioner. This leads to the conclusion that implementing VIG using a digital platform is a positive option for VIG practitioners and may work favourably in some contexts.
Video Interaction Guidance with families: A systematic review of the research
Authors: Dodsworth Emily , Kelly Catherine , Bond Caroline
Published: January 2023

Aim:There is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. Existing meta-analyses and systematic reviews include VIG within wider evaluations of similar interventions. This paper reviews the use of VIG within families, with a focus on its longer-term effectiveness.

Method:A systematic literature review (SLR) was structured using PRISMA. It evaluated studies’ methodological quality, appropriateness and relevance of focus, as well as reported outcomes.

Findings:The SLR identified nine high-or medium-quality studies, of which six included follow-up measures. The review found that there is emerging evidence of positive outcomes being maintained beyond families’ final shared reviews. Increased attunement and attachment in parent-child relationships were reported up to 20 months post-intervention.

Limitations:Most studies used very small samples. Studies also varied in their descriptions of how VIG was carried out, potentially compromising intervention fidelity. Twenty-two outcome measures were used across nine studies, highlighting the need for more homogeneity in the conceptualisation and measurement of outcomes. Inconsistency in samples, outcomes measures and time points for data collection means that conclusions drawn from this review are done so tentatively.

Conclusions:Increased attunement and attachment were reported consistently across a range of samples, indicating support for the proposed mechanisms for the effectiveness of VIG. However, long-term effectiveness studies are needed to demonstrate maintenance of these effects.
Culturally responsive supervision: A reflective account on the value of acknowledging and working with difference within supervision
Authors: Soni Anita , Fong Haley , Janda Tara
Published: January 2023

Aims/Intention:This paper reflects on our use of a transcultural supervision exercise within our triad consisting of a university supervisor and two trainee educational psychologists. We consider the implication for our relationships, how we understand each other and our cultures and how we would use such activities in the future.

Process of reflection:We selected Gibbs’ reflective cycle (1988) because it provides a structured framework for critical reflection of a learning experience.

Implications for theory/practice:We found the implications are that this exercise enabled us to recognise and appreciate our differences and therefore take an ethnorelative approach where each of us had a greater understanding of each other and our perspectives. This helped us recognise our ethnocentricism and when this might impact on our understanding of each other and those we work with.

Conclusions:We concluded that this activity and others like it, where each of us share our culture and is curious about the culture of those we undertake supervision with, is supportive of developing safe spaces. From our perspectives, it enabled openness and subsequently a deeper discussion of issues that provoked emotion including those of racism and inclusion.
Language in multilingual classrooms: Discourses regarding language and teaching practice in linguistically diverse primary schools
Authors: McDonald Cherelle
Published: January 2023

Aims:This research explored discourses regarding language in multilingual primary classrooms and how the dominant discourse forms teaching practice.

Rationale:Educational responses to linguistic diversity are set within a social and cultural context, and in the context of England responses have varied throughout history. The current context is one of increasing linguistic diversity where multiple languages are present in schools. This research sought to consider discourse within this context.

Method:Interviews were held with eight teachers in linguistically diverse primary schools. Foucauldian Discourse Analysis (FDA) was used to analyse the teachers’ talk to consider how language and teaching practice were described.

Findings:There was a dominant discourse of monolingualism. Within the talk languages other than English were restricted to cultural and transitional activities and the English language described as most appropriate for the classroom. There was also a contradiction in the suitability of curriculum and assessment structures for pupils learning English as an Additional Language (EAL), and the structures were described as restricting teaching practice within the discourse.

Conclusion:The dominant discourse mirrors findings from past and recent literature, suggesting a dominance of monolingualism in English education. The findings support educational psychologists working in linguistically diverse schools to reflect critically on and interrogate discourses regarding language.

Limitations:The findings can only reflect discourse within the research context, and due to the research positioning does not offer a recommendation of a particular response to linguistic diversity. Suggestions for future research include exploring discourse through the talk of bilingual teachers and EPs.
Using a quality first communication approach: Working systemically to support children with speech, language and communication needs in the youth justice system
Authors: Francis Yvonne J. , Sanders Louise
Published: January 2023

Rationale:With knowledge of Special Educational Needs and Disability and systemic practice, Educational Psychologists (EPs) have a distinct role working in Youth Justice Services (YJS). The Taylor Review (2016) identified the need for a multi-agency approach, training and understanding of Speech, Language and Communication Needs (SLCN) in YJS.

Aims:This practitioner research aims to increase staff confidence, knowledge and understanding of SLCN and develop a multi-disciplinary SLCN pathway to support assessment and intervention.

Method:A four-phase collaborative action research design based on the RADIO framework used mixed methods, including SEND data analysis, informal interviews, pre- and post-questionnaires, observations, and a review of resources. Quantitative data from pre- and post-training measures and a six-month follow-up were compared. Informed by grounded theory (Strauss & Corbin, 1998), themes emerged from the qualitative data.

Findings:Following training, staff reported changes in practice; 83 per cent of staff reported using the SLCN pathway to support casework and referrals. Five areas for development emerged: Staff roles and experience, knowledge of SLCN, specialist roles and responsibilities, understanding good SLCN practice and resources.

Limitations:Findings reflect SLCN in this local context. The mixed methods approach compromised the reliability and validity of findings. The role and bias of the practitioner-researcher is noted. Future research should include children’s views.

Conclusion:Working in multi-disciplinary YJS teams, EPs can support organizational change by developing staff knowledge, confidence and understanding of SLCN through training, consultation surgeries and the development of a SLCN pathway. A unique contribution of the project was the implementation of a Quality First Communication approach (QFC).
Eliciting and integrating views of children and families within the work of youth justice services: What can educational psychologists contribute?
Authors: Howarth-Lees Danielle , Woods Kevin
Published: January 2023

This study aims to explore why and how the views of others are elicited and integrated within youth justice work, and how educational psychologists (EPs) may support this. Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) (United Nations, 1989) highlights the right for all children and young people to express their views, thoughts and feelings on issues affecting them and for these views to be seriously considered.

Youth justice services work within a ‘child first’ principle and upholding of this is partly achieved through the elicitation and integration of children’s views. Similar to this, EPs aim to ensure participation and advocacy is integral to their own work. Their experiences of working across a wide age and developmental range means EPs are well placed in eliciting and integrating views from a diverse range of groups. Semi-structured interviews with staff from two English youth justice services are used, albeit both services did not have any prior experience of educational psychology services. Thematic analysis of data identifies three global themes addressing the facilitators and barriers of eliciting and integrating views, as well as how youth justice professionals view EPs supporting them in their work.

The paper concludes that there is scope within the EP role for supporting youth justice services. Future research could identify how different youth service roles might differentially utilise educational psychology service.
‘We have to carry on’. A participatory research project with young people enrolled on a supported internship programme during the Covid-19 pandemic
Authors: Edwards Penelope , Bunn Helena
Published: January 2023

Aim(s)

This participatory research project gathered the views of young people (YP) with an education, health and care plan (EHCP), enrolled in a supported internship programme (SIP) at a further education (FE) college.

Rationale

There is little published researched exploring the experience of FE for YP with special educational needs and disabilities (SEND). Furthermore, this group have had minimal opportunities to shape the research agenda through participatory involvement.

Methods

A participatory design involved four YP with SEND enrolled in a SIP, who acted as co-researchers and participants. Data gathering, chosen by co-researchers, comprised of photo-voice and interview techniques. The primary researcher assisted the co-researchers via facilitating sessions and analysing data using inductive thematic analysis.

Findings

Developing friendships, independence, work skills and travel skills were valued by co-researchers, although opportunities were limited by the Covid-19 lockdown. Co-researchers indicated specific inequalities and were critical of national policy.

Implications

SIPs are a positive experience for YP with SEND, widening opportunities for independence and social connections. Lockdown had a negative impact by limiting such opportunities.

Limitations

This project draws on the views of a small sample of YP. Conducting the project remotely posed limitations on supporting YP with communication difficulties. Time limitations hampered opportunities to support co-researchers to develop their ideas for projects and to collaborate extensively in data analysis or discussion of the findings.

Conclusions

Involving YP with SEND in the design of research enhances opportunities for YP to share views on what really matters to them and shape regular and policy planning.
The Analysis of Additional Needs (AANT): Online educational psychology analysis and consultation process
Authors: Darwin Claire , Howarth Imogen , Booker Roger
Published: January 2023

Aim(s)

This exploratory research aimed toexplorethe views of education setting staff who have undertaken an Analysis of Additional Needs Screening Tool (AANT) online assessment and consultation with an Educational Psychologist (EP). Initially, education staff complete the online AANT form, comprising a range of solution-oriented questions about the child or young person’s strengths and difficulties. This is followed by a consultation with an EP. Whilst the EP service now utilises video conferencing applications, at the time of this research the consultation was undertaken either face-to-face (F2F) or using the telephone. The research questions centred around the importance of hearing the experiences of education staff as consultees within the AANT process, and how their views might inform further development of the AANT consultation process.

Method/Rationale

This exploratory study involved two phases. The first involved three F2F semi-structured interviews with staff who had taken part in both F2F and telephone EP consultation, after having completed the AANT online assessment. This led to phase two which asked specific questions of 46 education staff via a semi-structured telephone conversation with a member of the Local Authority (LA) Psychology & Therapeutic Services (P&TS). The EP Service sits within the P&TS.

Findings

The findings in phase one identified predominant themes relating to the EP Service, how education setting staff engage with and feel about the AANT, the AANT process and AANT outcomes. Broad indicators from this exploratory research are that staff found the AANT process useful and both EP consultation models acceptable and effective. The findings informed further development work in the EP Service.

Limitations

This work was undertaken within one LA and therefore represents a small, but encouraging, geographical sample.

Conclusions

Analysis of the findings helped the LA EP Service to develop the AANT online digital platform which enables effective remote consultation with education setting staff alongside a traditional F2F service delivery model. The level of enthusiastic uptake and positive feedback from educational settings for all ages has exceeded all expectation. The findings extend the evidence base around the use of digital assessment methods and telephone consultation.
‘Budding Flowers’: The GATE-ways programme for people with dementia
Authors: Muir Margaret
Published: January 2023

‘It was like watching buds become flowers!’
Experiences of offering EMDR to older people with PTSD in Coventry
Authors: Robbins Sally , Clarke Amanda , Kay Iris
Published: January 2023

This paper explains how the current Eye Movement Desensitisation and Reprocessing (EMDR) service for older people in Coventry meets our overall service aims and presents a summary of the qualitative feedback provided by our clients who have benefited from it. There appears to be limited research on the effectiveness of EMDR specifically with older people with PTSD. We hope that this service evaluation can contribute to this area.
Keeping older adults safe: What happens when things go wrong?
Authors: Head Sarah , Taft Ally
Published: January 2023

How do you learn from serious untoward incidents and cases of neglect in both the statutory and residential sector? This article looks at situations, which arose in two care settings in Birmingham and how psychologists can be involved in recognising cultures that might foster assaults on and neglect of patients being cared for by staff. The importance of taking action in such cases is also highlighted.
The Sunshine Garden – is an external environment beneficial for people with dementia?
Authors: Matchwick Claire , Burley Cath
Published: January 2023

This article reviews the literature on external sensory environments in dementia care. It describes the development of a sensory garden in a day hospital for older people with dementia and functional conditions. Dementia Care Mapping was used to map clients attending the day hospital before, during and after the creation of the garden. Carers and staff were interviewed before and after to elicit their opinions.
The relationship between beliefs about stroke and post-stroke depression
Authors: Ford Catherine E.L. , Adams Malcolm
Published: January 2023

We briefly describe a study investigating illness perceptions of stroke during hospital treatment and their relationship to post-stroke depression and anxiety. Associations were found between specific perceptions of stroke and the severity of depression and anxiety in a group of 40 stroke survivors, providing support for cognitive accounts of early post-stroke mood disorders.
Experiences of using an identity map model
Authors: Wenman Rachel
Published: January 2023

This is a description of my experiences of work with a client using an identity map model. This model of working, from the traumatic brain injury literature, was used with a client with cognitive and physical impairment thought to be degenerative in nature. Although I had read about and used the identity map model with respect to brain injury, I had not used the identity map model with an older person whose abilities are declining.
Age equality – what does it mean for older people’s mental health services?
Authors: Minshull Phil
Published: January 2023

An older people’s mental health is service open to everyone; it responds to people on the basis of need not age and ensures that wherever older people with mental health problems are in the system they are not discriminated against. (Everybody’s Business: Integrated mental health services for older adults: A service development guide, 2005)
Why are we here? Demonstrating the role and value of psychology services in physical health settings
Authors: Read Jessica
Published: January 2023

There has been much discussion at PSIGE around the challenges of measuring outcomes and demonstrating the value of psychology services to commissioners. Intermediate care services in Salford have traditionally benefited from dedicated psychology and counselling input, which has always been positively received and valued by staff on the ground. However, the current climate in the NHS and a recent review of local intermediate care services placed the onus on psychology and counselling to ‘prove their worth’ more explicitly. This paper describes how a simple activity audit and case examples can demonstrate psychology services’ performance and ability to meet standards around physical and mental health services, plus new ways of working for psychologists, as set out by national and local policy documents.
The subjective experience of Quality of Life in people with moderate to severe dementia
Authors: Woodward Yvonne
Published: January 2023

This article describes my current research looking at Quality of Life (QOL) in people with a dementia. It is being conducted as part of my clinical psychology doctorate training at the University of Liverpool. I will outline the background to the area, the rationale for the study, and the methodology employed. As analysis is ongoing, the results will be published at a later date.
Anxiety in later life and the development of the Geriatric Anxiety Inventory
Authors: Pachana Nancy A.
Published: January 2023

Post equitem sedet atra Cura

At the rider’s back sits dark Anxiety. Horace, 65 B.C. – 8 B.C.
Why does doll therapy improve the well-being of some older adults with dementia?
Authors: Fraser Faye , James Ian
Published: January 2023

Background:Several studies have examined the therapeutic use of dolls with people with dementia. These studies have been favourable, although caveats have been noted, resulting in the publication of guidelines. Despite positive findings, an understanding of ‘why’ the approach is effective for some residents has yet to be established.

Aims:The aim is to develop an understanding of why doll therapy improves the well-being of older adults with dementia, in order to direct appropriate, safe, and successful doll usage.

Method:Eight participants were interviewed twice using grounded theory qualitative methodology.

Results:A diagrammatic representation modelling the impact of the dolls was developed. The content of the model is illustrated via quotes from the participants.

Conclusion:The model indicated that the impact of the doll is complex, being influenced by systemic processes between the doll and the resident, as well as the wider networks within the home environment. The central category emerging from this research was that the doll met residents’ individual psychological needs.
The East Riding of Yorkshire Improving Access to Psychological Therapies Pathfinder Project – Struggles in relation to the inclusion of older people
Authors: Hilton Clare
Published: January 2023

This article is based on a paper presented with Vanessa Russell, Head of Psychological Services East Riding of Yorkshire, at the National BPS-PSIGE Conference, University of York, 2–4 July, 2008.
Bereavement and cognitive function in late-life: A review
Authors: Iqbal Susanne , Gracey David
Published: January 2023

A critical review was carried out to investigate the impact of bereavement on cognitive functioning in older adults. Drawing on electronic databases, reference lists, and relevant journals, articles published between 1974 and January 2008 which reported on bereavement and cognitive functioning in older adults were identified. Five studies (two longitudinal and three cross-sectional studies) fulfilled the inclusion criteria. Although valid conclusions could not be drawn due to the small sample size and other methodological limitations (e.g. differences in cohorts, ages, measures, study design), the current review tentatively revealed that bereavement (and possibly complicated grief) may have a negative impact on cognitive functioning in older adults, to which men seemed particularly vulnerable. High stress levels may also be associated with cognitive decline, although it is still unknown whether these effects are reversible or not. Implications for clinical practice and research are discussed.
Pre-retirement occupation and current self-assessed health and life satisfaction
Authors: Lowis Michael J. , Edwards Anthony C. , Singlehurst Hayley M.
Published: January 2023

The aim of this study was to investigate the relationships between aspects of pre-retirement occupation, current self-related health (SRH) and life satisfaction, in a sample of retired men and women. The results revealed positive and significant correlations between scores on a life satisfaction measure and SRH, retirement stress, and retirement adjustment (all p<.001). A path analysis indicated aspects of previous employment that may predict an adverse influence on current satisfaction, for example, the stress of managing subordinates. We believe that many of the adverse effects of pre-retirement occupation can be helped or avoided through appropriate interventions, including retirement preparation and training.
The Psychology of Later Life Module at the University of Surrey: To what extent does it adhere to PSIGE recommended syllabus content?
Authors: Straughan Amy , Kneebone Ian , Vetere Arlene , Vandrevala Tushna
Published: January 2023

Trainees of the Surrey PsychD (Clinical Psychology) programme were surveyed to identify if the courses module on older people – The Psychology of Later Life met the guidelines on training recommended by PSIGE. It was confirmed the course met the recommendations.
Developing and delivering a psychotherapeutic group on an acute psychiatric ward
Authors: Bryant Jacqueline , Kelly Vikki , Zegarra Ariane
Published: January 2023

We describe the development and delivery of a psychotherapeutic group on two acute inpatient wards for older people. Ward A is for people with ‘functional difficulties’ and Ward B is for people with functional and ‘organic difficulties’. The groups provide support and feedback from group members dealing with similar age-related issues. Some of the most salient themes are summarised and feedback from group members and staff is discussed.
Graduating from a Primary Care Psychology Service to an IAPT Service – the Southwark experience
Authors: Wong Grace , Boddington Steve
Published: January 2023

This paper provides an account of the transition of Southwark’s Primary Care Psychology Service for older people into an integral part of an Improving Access to Psychological Therapy (IAPT) service, known locally as Southwark Psychological Therapies Service (SPTS).
The looking glass selves: A support group for people with dementia
Authors: Appleton Claire
Published: January 2023

In this article I will describe the development of a support group for people in the early stages of dementia which has been running for approximately four years in the Gateshead Area. The group, known as the ‘Living with Dementia Group’, continues to evolve both in terms of its membership and its core functions.
Meeting the needs of carers: Applying a CBT for Carers package to groups. Does it reduce levels of depression?
Authors: Stone Candy , Beevers Lisa
Published: January 2023

This article describes three pilot CBT for carers groups that have been delivered and led by psychological services in Oxfordshire since 2008. The authors discuss how they have modified an original package designed for individual therapy for group work. The content of sessions is summarised and the outcome of pre- and post-scores of depression and well-being measures are presented and discussed.
An audit of scoring practice in the Addenbrooke’s Cognitive Examination (Revised) practice within a Memory Assessment Service
Authors: Fisk Laura , Domone Rachel
Published: January 2023

An audit of scoring accuracy for a routinely-used cognitive screen for dementia by staff in a Memory Assessment Service in East Lancashire found low levels of errors, but evidence that adjustments to guidelines and further training could improve scoring accuracy.