bluuebunny/crossref_metadata_2025 huggingface dataset:
Spotlight
Authors: Klimes Ivana , Parker Shirley , Schnelling Kate , Buckett Netta , Green Gill , Dean Mary
Published: January 2023

Even before the White and Green Papers, courses to help with parenting skills were gaining in popularity. Educational psychologists are becoming increasingly involved in running such programmes, In this Spotlight,Mary DeanandIvana Klimesdescribe a preschool parenting programme developed with Kate Schnelling and the Pre-School Teacher Counselling Team in Oxford City.
A never ending story…
Authors: Malcolm Liz
Published: January 2023

Teaching qualifications and experience – essential prerequisities for the future development of the profession?
DECP Working Party on Parent Partnership
Authors: Sykes Greta
Published: January 2023

Simon Burnham’s article on parents’ views of EP work (see page 31) is a welcome addition to our developing awareness in this area of work. Simon’s pilot study presents a snapshot of local parents’ views of the service they have received, and he quite rightly points out that such views are a reflection of the work of a particular educational psychology service (EPS). More research such as his throughout the UK should help to show similarities and differences of EPS parent work in the UK. Simon suggests that the next step would need to be to allow parents to make an informed judgment of the service they have received against specific service quality criteria. So far as I understand it, such service quality criteria are not yet a regular feature of EPS documentation.

Service quality criteria for parent work is one of the areas the DECP Working Party on Parent Partnership, Parent Advocacy and Parent Training (here referred to as the Working Party on Parent Partnership for brevity) is studying. Colleagues might be aware that the DECP set up a parent partnership working party last year to find out how current work practices can be enhanced to achieve models for future best practice. Research techniques used involve questionnaires, parent focus groups, consultations with specialists, as well as an EPIT questionnaire asking this year’s trainees about their views on course contents in relation to parent work. We are also collecting a list of resources and references, and have a sizeable number of EPS booklets for parents on their parent work. Their content can reveal much about what services are considering as essential aspects of parent work in an EPS and consequently where there might be areas of underdevelopment. Below we print a copy of the parent partnership brief for the working party.
The implications of three-year training: A solution-focused approach
Authors: Bamford Judi
Published: January 2023

This briefing paper was prepared at the NAPEP Conference and has been circulated to PEPs. It has been sent by Judi Bamford, Chair on behalf of NAPEP, to be included inDebateto make the discussion known to a wider audience and to keep members informed of current and planned work to get everything in place for three-year training.
The curious practice of invisible psychology
Authors: Stringer Phil , Brewin Alison , Duggan Anne , Gessler Barbara , Ying Jeanie Low
Published: January 2023

This article outlines what we have identified as ‘invisible psychology’ – the elements of our practice as applied psychologists that tend not to get noticed. We suggest that there are at least three manifestations of invisible psychology: it can be invisible to us; it can be invisible to those that might not receive a direct service but who have a stake or interest in our profession; it can be invisible to those who receive a direct service. We also consider ways in which our practice of psychology can become more visible.
Labels: Some questions and concerns
Authors: Connor Michael
Published: January 2023

This set of thoughts reflects a personal expression of the perceived usefulness of labels in certain situations or contexts, but also of the perceived dangers, such as shifted expectations, in attributing labels to individuals or organisations, whether the process is witting or unwitting.
A preliminary investigation of educational psychologists’ views of and experiences in ethical decision-making
Authors: Bennett Pat
Published: January 2023

This paper describes an exploratory study, which investigated aspects of practising educational psychologists’ current thinking on ethical issues. The purpose was to provide information for the preparation of a more comprehensive survey of the ethical views of the profession. Data was collected through an initial questionnaire and semi-structured interviews and analysed. Results suggested the emergence of several common themes for further investigation in a follow-up survey, as well as actual instances of ethical dilemmas currently faced by educational psychologists. The discussion centres on which areas of investigation a more complete survey might entail.
Evaluating and sustaining Precision Teaching interventions in schools
Authors: Roberts William , Hampton Elizabeth
Published: January 2023

The subject of how school staff can be supported in teaching children basic literacy skills has been the topic of debate for many years, with recent guidance continuing to stress the importance of this area of schooling (Brooks, 2007). One of the approaches often recommended by EPs in developing key literacy skills is Precision Teaching (PT). This article describes how an EP working in a school in the south-west of England used this approach to show how progress in reading could be developed compared to the usual literacy hour techniques. As part of an evaluation of a school development initiative, a heightened emphasis is given to reflections of the ‘systemic’ outcomes of the PT intervention in relation to how the style of training and support provided for the staff led to a sustainable change in practice.
Hearing Voices: Working with adoptive parents, schools and social workers to support children and young people who are adopted, at school
Authors: Dunstan Laura
Published: January 2023

Whilst the needs of looked after children are rightly acknowledged, prioritised and supported within the school system, the similar needs of children who have been adopted from the care system, remain less visible. In this paper, the potential impact of profound loss for children and young people who are adopted, particularly on the experience of school is explored and research undertaken with a group of adoptive parents, shared.
Future careers: A study of the future aspirations of recently qualified educational psychologists
Authors: Gersch Irvine , Cowell Naina
Published: January 2023

The future belongs to those who believe in the beauty of their dreams.(Roosevelt, as cited in Williams, 1998)
‘It doesn’t happen for all children like this’: An evaluation of Early Years Transition Plus guidance in practice
Authors: King Sarah E.
Published: January 2023

This article reports on an evaluation of service guidance for early-years transition into school. The aim was to find out to what extent the local guidance was being followed; the impact on the process and experience of transition for parents, practitioners and professionals involved; and perceptions of the factors contributing to a positive transition for the child. Using a realistic evaluation approach, basing interview questions on the premises underlying the original guidance, allowed for the examination of contexts and mechanisms linked to outcomes. Findings indicated contextual factors pertaining to effective transition and the mechanisms brought into operation that influenced both the process and the experience of transition for parents, as well as for those practitioners and professionals supporting them. Implications for planning transitions for children with SEND into school and the role of the EP in transition are discussed. The research provides a contribution to the evidence-base of what works in a local context and links to factors identified in previous research as important for effective transition.
The role of educational psychologists in promoting prosocial behaviours within post-conflict settings
Authors: O’Driscoll Dean
Published: January 2023

Even after the signing of a peace agreement, children and adolescents often develop in divided societies that experience continued intergroup tensions and hostilities. A majority of research carried out in post-conflict settings has tended to view young people as passive victims or troublemakers perpetuating a cycle of violence. However, young people can also play a positive role in rebuilding society after conflict. There is a need to foster positive youth outcomes among those born after the height of violence, such as prosocial behaviours, which may serve as an indicator of positive adjustment and antecedent for peacebuilding. The current paper explores the peacemaker role of educational psychologists in promoting prosocial behaviours within post-conflict settings. Implications for educational psychology practice are discussed.
An acceptance and commitment therapy (ACT)-based intervention for an adolescent experiencing anger difficulties
Authors: O’Driscoll Dean , Percy Anthea , McAleese Maria
Published: January 2023

Acceptance and commitment therapy (ACT) may provide an effective therapeutic approach for young people experiencing difficulties in school. However, there is currently a lack of empirical support within educational psychology (EP) practice. The current paper explored the use of an ACT-based intervention for an adolescent experiencing anger difficulties in school. By the end of the intervention, there was a marked improvement in psychological flexibility and reduction in anger. The paper adds to the limited research on the use of ACT with young people with emotional and behavioural difficulties and highlights the potential value within school contexts. The implications for EP practice are discussed.
Exploring the application of storytelling in educational and psychological contexts: How can the purpose and value of storytelling for children and young people be constructed?
Authors: Lauren Bowden
Published: January 2023

This article explores constructions of storytelling across educational and psychological contexts and highlights the principles and values that can underpin storytelling practice. This area of interest arose due to the author’s engagement with storytelling in practice as a Trainee Educational Psychologist (TEP). The literature suggests that, in educational contexts, storytelling can be applied as a play-based approach or used to aid literacy development and cross-curricular skills. In the psychological domain, storytelling can be applied as a therapeutic approach to help adults understand children and young people’s (CYP’s) emotional responses. The author argues that storytelling can also be constructed as an interpersonal, dialogic process. Implications for Educational Psychologist (EP) practice will be outlined, such as, how EPs can support parental engagement and reflection on storytelling practice for teaching staff.
Black children away from home: Black children – issues of identity
Authors: Coleman Jacquelyn
Published: January 2023

This paper explores the experiences of black children in Care and away from home. The issues explored are particularly pertinent for these children in making sense of their own identities, lives and emotional attachments. The material referred to is drawn from work carried out within the Child Psychology Service for Black Children Looked After – Southwark Social Services/Guy’s Hospital. The paper concentrates on the concept of identity as it affects black children. Children of mixed parentage are discussed with regard to their sense of ethnic identity. Cross’s (1991) model of identity development is referred to and is found to be helpful in understanding self-rejection and conflict not as indicative of long-term crisis, but as part of a process, a quest for self and integration.
Community building in schools: Developing a circle of friends
Authors: Taylor Gill
Published: January 2023

Circles of friends is an inclusive approach to supporting children in school and within the community. This paper considers experiences of creating circles of friends for children in mainstream schools across the age range. These circles have supported youngsters with a range of needs (such as displaying challenging behaviour, being isolated and without friends) and children who have previously attended segregated provision. The emphasis is upon increasing inclusion and reducing experiences of exclusion for these children. Circles of fiends is a practical approach with minimal resource implications The various steps involved in creating a circle of friends for a child in a mainstream school are considered.
Nurture groups: An early intervention model enabling vulnerable children with emotional and behavioural difficulties to integrate successfully into school
Authors: Iszatt Joyce , Wasilewska Teresa
Published: January 2023

The transition from the social world of home to that of school can be a difficult and sometimes treacherous journey. Each child will arrive in school with an internal model of the world based on early experiences, through which they will try to make sense of school life. Children whose home circumstances are very stressful, who have suffered repeated disruptions during their early years, are often ill-equipped to cope when they come into school. Some give up and withdraw into their own world, others act out their distress in ways that can be enormously challenging for their teachers. They underachieve and can quickly get caught up in cycles of failure. Many seem destined for special education and some may even be excluded.

The nurture group model grew out of concerns about how to help such vulnerable children and support their teachers and parents. It draws on ideas developed in multi-disciplinary child guidance work and is a preventative approach aimed at successful integration. As a stage three resource, it operates as an integral part of the school A teacher and welfare assistant work with a group of infants for a maximum of four terms. The emphasis is on fostering a trusting relationship and providing a secure, predictable setting where the children can gradually learn to control their own behaviour and use their curiosity constructively so that they can learn.

Six nurture groups are currently in operation in Enfield. Evaluation indicates that this provision is both preventative and cost effective, with many statutory assessments being averted. The nurture group serves the function of bringing home and school together and plays an important role in supporting the school, parents and children. It is a model that we have found to be particularly effective in meeting the needs of some of our most vulnerable and challenging children.
School discipline in the United Kingdom: promoting classroom behaviour which encourages effective teaching and learning
Authors: Cameron R. J.
Published: January 2023

The problem of disruptive behaviour in schools may have been around for some time, but it has recently resurfaced as a major social and political issue. As public concern has risen, so have expectations that this problem area should be managed more effectively by school staff.

In this paper, a number of important dimensions of problem behaviour in schools are examined and an attempt is made to place the magnitude of this problem in perspective. A number of government initiatives are summarized and a promising model for helping school staff work at a variety of levels to manage unwanted activities and promote positive pupil behaviour is described.

Finally, some key areas for future development are discussed. These are: developing a curriculum for individual pupils; teaching self-regulatory techniques; using mentoring and peer support; and enhancing intrinsic motivation.
Special education in the United States: effective special education: a United States dilemma
Authors: Schulte Ann C. , Osborne Susan S. , Erchul William P.
Published: January 2023

This article offers an overview of special education legislation and a description of how special education services are typically provided in the U. S. Research regarding special education efficacy is reviewed, with an emphasis on interventions designed to improve the academic functioning of students with mild, high incidence disabilities. Promising instructional interventions for these students are discussed and critiqued, and implications for the school psychologist are presented.
Differences between children with specific learning difficulties (SpLD) and moderate learning difficulties (MLD) on the Phonological Assessment Battery
Authors: Brown Emma , Frederickson Norah , Iyadurai Susie , Jackson Miguel , Kynan Sally
Published: January 2023

This small scale exploratory study investigated possible differences in phonological processing between poor readers with Specific Learning Difficulties (SpLD) and those with Moderate Learning Difficulties (MLD). These two groups of children with statements were matched for chronological age (CA) and reading age (RA) and were compared with two groups of average readers (one CA-matched group and one RA-matched group). The phonological-core, variable-difference model (Stanovich, 1988) was used to predict differences between the groups in phonological processing.

Both the SpLD and the MLD groups were found to perform more poorly on phonological tasks than the CA-matched group. The performance of the SpLD, MLD and the RA-matched groups did not differ on most of the phonological tasks, although different trends in the patterns of results were apparent on tests tapping the different aspects of phonological development assessed by the Phonological Assessment Battery (Frederickson et al., 1997). Possible implications for applied psychological research and practice are discussed and a reformulation of the concept of specific learning difficulties is proposed.
The effects of child sexual abuse on school life
Authors: Nugent Mary , Labram Alan , McLoughlin Lynne
Published: January 2023

Child sexual abuse has received considerable professional and research attention, but review of the literature highlights a gap in professional knowledge about the educational needs of young people who have been sexually abused. Therefore, this research attempted to answer the question, ‘What are the effects of child sexual abuse on schooling?’. The research method was semi-structured in-depth interviews with 16 people, including a selection of professionals, volunteers and survivors of sexual abuse who the researcher considered to have knowledge and experience of the effects of child sexual abuse. Results indicated that the experience of child sexual abuse had significant effects on school life particularly in the areas of social development, behaviour, learning, bullying and truancy. The paper concludes with some suggestions for developing educational psychology practice in response to the educational needs of children and young people who have been sexually abused.*
Looking after learning: making a difference for young people in care
Authors: Christmas Liz
Published: January 2023

This paper reports on one initiative, the Looking After Learning Project, led by an LEA educational psychologist, to investigate and assist with the promotion of the educational experiences of young people being ‘looked after’ by a large local authority in England. The project has highlighted many issues, also reflected in national concern and research on the education of young people in care, including: available educational information; the importance of working with carers e.g. foster parents and residential social workers; the involvement of schools; and inter-agency liaison. These issues are discussed with the author suggesting recommendations which could make a difference to the educational experiences of these young people at both an individual and a policy level. However, it is noted that implementing research findings and influencing service planning and practice is not always easy, requiring commitment, especially of personnel and finance.
Literacy, social disadvantage and early intervention: Enhancing reading achievement in primary school
Authors: MacKay Tommy , Watson Kate
Published: January 2023

The aim of the work reported here was to enhance reading achievement in primary school children in an area marked by multiple socioeconomic disadvantage and endemic reading failure. The sample comprised an experimental group of two P1 classes (N=46) in one school and controls (N=44) matched for age and socioeconomic status in two other schools in the same neighbourhood. All subjects were assessed using a pre-test procedure designed specifically for the study and including reading readiness, reading achievement and attitudinal factors. The intervention, which extended over a five-month period, was multi-dimensional and utilised variables supported by recent research in the areas of curriculum and teaching methods, attitudinal factors and home support. Experimentals achieved significantly better post-test results than controls, particularly in phonological skills, and a number of other benefits were reported by the school. The project achieved all of its objectives and led to the introduction of strategies to modify the ‘literacy environment’ of P1 entrants into all of the preschool provision in the area. A number of implications arising from the study are discussed.
‘Hard books made easy’: Accessing text through diacritical marks
Authors: Hellier Cyril
Published: January 2023

This paper describes an evaluation of a system of diacritical marks, ‘Reading For Sure’ (RFS), used to code phonics, which are often confusing for readers of English. The system was developed in Australia, where it has provided encouraging results for children experiencing severe literacy difficulties. The use of the codes in a UK context, and the experience of one education authority in Scotland in acquiring and delivering training to staff working in the field of learning support and related services, are outlined. The results obtained at initial evaluation and at follow-up a year later were encouraging, especially given the extent of specific learning difficulties experienced by the children in the sample. The outcome has provided a basis for extending the methodology to a much larger sample.
Feminist questions, educational psychology and discourses of difference
Authors: Billington Tom
Published: January 2023

This paper considers the implications of Lise Bird’s ‘Feminist Questions about Children’s Competences for Professional Practices in Educational and Child Psychology’. Employing a broadly deconstructionist approach, the author develops Bird’s use of ‘competences’ in order to explore the ways in which educational psychologists contribute to the social regulation of children through the project of pathologising differences and also by assigning them to over-simplistic categories. It is suggested that educational psychologists might develop practices which are rooted firmly in theoretical understandings of knowledge and power in order that they might resist more effectively the often oppressive outcomes of the economic and political processes which are involved.
Tensions and possibilities of feminist authority in post-compulsory education
Authors: Lawthom R. , Burman E.
Published: January 2023

In this paper we address the positions of feminist academics in educational establishments, taking higher education as a particular arena for the exploration of more general questions. The academy is reframed as a site of (largely implicit, but sometimes explicit) contest around gender and feminism, with feminist initiatives eliciting a corresponding antifeminism which is expressed in complex and sometimes surprising ways. Organisations are read as gendered spaces which provide a backdrop or structure for professional experience. We explore how the responsibilities required by academics can provide opportunities for feminists to challenge and question the dominant culture/discourse. We draw on examples from three professional activities in which our positions as women enter in salient ways. First, the experience of teaching and facilitating learning to psychology undergraduates and women’s studies students. Second, the experience of supervision at undergraduate and postgraduate levels. Third, the position of mentor, advisor, and counsellor which is an integral part of supporting students. Using examples from our own teaching and supervisory practices, we examine the tensions and interplay between constructions of gender and feminism, developing appropriate boundary relationships and the fostering of educational development, including resistance – the students’ resistance to us, our resistance as feminists in the academy and the interplay between the two. Rather than prescribing coping strategies, we explore some implications of being positioned as feminists in terms of organisational participation, our subjectivities and the students we aim to support.
Training to reduce racism in the practice of educational psychology
Authors: Cline Tony
Published: January 2023

This paper outlines the rationale for and the history of an approach to training that was designed to reduce institutional racism in the practice of educational psychology. A short course is described in which participants were introduced to the model of racism employed by the Inner London Education Authority in the 80’s. Three perspectives on racism were analysed – one emphasising mainly assimilation, one emphasising mainly cultural diversity, and one emphasising primarily equality. Participants were encouraged to examine how various aspects of educational psychology practice might be viewed from each of these perspectives. The intention was that intellectually and emotionally their experience should be sufficiently unsettling to support the reconstruction of practice in non-racist ways.
The influence of racism and cultural bias in the assessment of bilingual children
Authors: Usmani Khushi
Published: January 2023

In the assessment of bilingual children, cultural bias is often assumed to lie within the testing instrument rather than within the tester. It is argued that the quest for a culturally-fair test may be a distraction when the real issue in the assessment of bilingual children is that of tester’s own bias and attitudes. Information gathering during assessment is followed by the “interpretation” of data. It is not possible to interpret that which has been omitted from consideration. Thus, the importance of including context is explored, particularly additive and subtractive bilingualism and how apparently ‘culturally sensitive’ assessment ignoring context, can lead to wrongful conclusions.
Black and Asian consultants – working together to meet the cultural, linguistic and special educational needs of all children within a multicultural community: bridging the divide between the LEA and community
Authors: M’gadzah Shungu H. , Saraon Satwinder , Shah Tasneem
Published: January 2023

The work of Black and Asian consultants has received little attention in research. The following article describes the role of such consultants in training and conciliation between local education authorities and the community. The consultants (also the present authors) are African, Pakistani and Indian, and work as educational psychologists. The work resulted from a request made by the Assistant Chief Education Officer (ACEO) for an evening seminar on the assessment of bilingual pupils. Members of the community including councillors, the chief education officer, the local educational psychology service, bilingual support teachers, special needs co-ordinators and other education officers were present. The seminar lasted three hours and during that time the three consultants gave presentations on issues surrounding the assessment of bilingual pupils, drawing upon research and personal experience; including linguistic, social and cultural issues. A debate and questions to the consultants chaired by the Assistant Chief Education Officer then followed. Frameworks for assessment as well as guidelines and recommendations for improving communication and establishing the trust of the community were put forward. The article describes and evaluates this particular intervention within a local educational authority as well as raising implications for educational psychology services.
Research commissions in the initial professional training of educational psychologists: Examining the case for urban pedagogy
Authors: Webster Alec , Major Judith , Murray Olwen , Robins Janet
Published: January 2023

This paper reports a study of what characterises urban pedagogy and outlines a small-scale research contribution towards a better definition of the concept as it is currently being debated in one LEA. Also considered is a strategy for equipping educational psychologists in training with the research skills required to adopt more agentive roles in organisations. As part of an initial professional training programme, live research commissions were undertaken linked to an LEA development plan. This particular commission included the interviewing and direct observation of 13 teachers working with pupils at key stages 2–4 in inner city schools, who had been identified as exceptionally skilled by LEA advisers. Findings indicate some of the teachers’ priorities, including maintaining control, working at a brisk pace and sustaining pupil engagement. These features are related to the belief systems and models of pedagogy held by the teachers and were deconstructed to three main elements: the importance of academic achievement to urban children, a focus on the whole child in the educative process, and a passionate desire to break the cycle of social deprivation. Implications are discussed in relation to LEA policy-making, the initial training of educational psychologists and ways of enhancing the future role of educational psychology services.
Lesbians, gay men, their families and counselling: Implications for training and practice
Authors: McCann Damian
Published: January 2023

For too long, lesbians, gays and their families have been offered counselling and therapeutic services which are, at best, ill equipped to meet their needs, and at worst abusive. Although there now appears to be a heightened awareness among counsellors and therapists working with lesbians and gay men, manifested in equal opportunities policies and enshrined in codes of ethics, concern still remains. Too many training courses for counsellors, therapists and psychologists continue to rely upon theories and practices grounded in hetero-normative assumptions about human psychological functioning, and fail to assist practitioners incorporate broader contextual frameworks into their practice. Drawing on developments within the field of counselling psychology and utilising clinical material, the author outlines a model of therapy and counselling that is both responsive to the needs of lesbians, gay men and their families, and which meets the criteria for ‘lesbian and gay affirmative practice’.
A revised Computer Attitude Scale for Secondary Students
Authors: Smalley Nina , Graff Martin , Saunders Danny
Published: January 2023

With the introduction of information and communications technology (ICT) into the school curriculum, students are now expected to use ICT efficiently within their lessons, regardless of subject, with teachers responsible for this integration. It has therefore become necessary to monitor how students perceive ICT and whether the increased usage within the classroom is leading to the development of positive attitudes. Yet computer technology is developing and changing constantly. These developments have led to the need to modify existing computer attitude scales in order to take account of new developments and to enable teachers and educationalists to assess the value of ICT inclusion within the school timetable as well as the affects of specific computer related projects and initiatives. The Jones & Clarke (1994) Computer Attitude Scale for Secondary Students (CASS) provided the basis by which a tripartite frame of attitudes towards computers could be assessed, these being affective, behavioural and cognitive attitude components. The aim of this study was to develop a psychometrically sound instrument suitable for use with today’s level of computer technology, building upon the work of Jones and Clarke. In this study, 147 12-year-old students participated in the development of a new attitude scale. This instrument was found to be psychometrically sound yielding Cronbach’s alpha for each attitude subscale of .87 (affective), .64 (behavioural) .72 (cognitive) and .91 (total). Test–retest reliability scores were also satisfactory (r = .83, p < .001). Finally a test of criterion validity was deemed to be satisfactory with differences in attitude scores noted for two out of three attitude components and total attitude scores between groups yielding differential scores on levels of computer engagement.
The impact of acculturation on immigrant children’s self-perceptions, feelings of loneliness and social status
Authors: Leondari Angeliki
Published: January 2023

The aim of the present study was to investigate how the psychological acculturation process influences relations with peers, feelings of loneliness and self-perceptions (perceived social competence and global self-worth) in immigrant children. The sample consisted of 92 primary school children, aged 9 to 12 years old.

Results revealed that immigrant children did not differ from their host peers in relation to global self-worth, perceived social competence and loneliness. However, there were clear-cut gender differences in relation to loneliness within each group. Girls in the host group reported greater loneliness than boys and, conversely, immigrant boys reported greater loneliness as compared to immigrant girls. In relation to peer acceptance, the results show that peer interactions were influenced by the immigrant status of the newcomers and this effect seemed more potent for boys than for girls, but the pattern was consistent regardless of sex. The results are discussed in terms of their importance in generating and implementing special measures which could help the hosts, within the school context, to accept immigrants, and on the other hand, help immigrant children to get along in the receiving country.
Ethical maturity and organisational health: Some implications for educational psychology services
Authors: Bracher David , Hingley Peter
Published: January 2023

This paper explores the relationship between the development of organisational ethical maturity (OEM) and the process of becoming a “learning organisation”, for any organisation such as an educational psychology service or a local education authority. Organisations and agencies do not spring up as fully developed entities; rather they can be seen to gradually evolve in a dynamic way. This article attempts to trace this evolution through a consideration of the concept of the learning organisation and the development of a model of OEM. In addition, it explores the professional implications of the various stages of ethical development, and finally suggests mechanisms by which an organisation might move effectively towards transformation and a more developed ethical stance. To aid this process the authors have created an “agency awareness checklist”, which focuses upon four facets of agency function – commitment, direction, monitoring and professional training and support – and some ideas for checking to see if the organisation is open to learning. The authors believe that it is crucial to raise the profile of the issue of agency maturity/organisational health within the context of educational psychology services. If an agency or profession cannot examine, regulate and enhance its own ethical maturity/health, can it be entrusted to manage the psychological wellbeing of its clients?
Evolution of the Portugese special education system. A deaf child’s life in a regular school – is it possible to have hope?
Authors: Freire Sofia , Cesar Margarida
Published: January 2023

This paper traces the development and change of the special education system in Portugal within the wider context of the ‘Education for All’ movement and inclusion as an internationally recognised policy. In order to understand and to consider the strengths and challenges in current policy, the writers provide the case study of a day in the life of one 10-year-old deaf child. Tensions and difficulties are uncovered as the school concerned adapts to new demands. It is concluded that inclusive education is a process – a goal that each school strives towards with different rhythms and through different patterns.
Child protection and the distribution of ambiguity
Authors: Lee Nick
Published: January 2023

This paper identifies a tendency in child protection research to focus on the beliefs and assumptions of policy-makers and practitioners. Through the example of children’s speaking rights, it then demonstrates two limitations to this approach: an inadequacy in the face of ambivalence and an inability to recognise institutional rather than personal imperatives. These limitations are problematic because research helps to ensure the legitimacy of child protection policy and practice. Means to overcome these limitations are then explored through the example of children’s video-recorded testimony in criminal courts.
Multiple lenses to peer collaboration: Explorations on children’s thinking within a situative perspective
Authors: Kumpulainen K. , van der Aalsvoort G. M. , Kronqvist Eeva-Liisa
Published: January 2023

This paper describes a study on peer collaboration with students from Kindergarten and Grade 4. Peer collaboration was defined as a co-ordinated activity during which participants collectively process and solve problems towards a joint outcome. Small groups of students were videotaped whilst working jointly on the same task in order to negotiate shared meanings that challenged the subjective understandings of the participants, and sometimes went beyond what they already knew individually. The main questions addressed were: how to approach and understand peer collaboration as situated practice?, and what are the strengths and challenges for investigating peer collaboration via three inter-related analysis methods? The empirical data for the paper was derived from three linked case studies conducted in a Dutch pre-school context, in Finnish kindergarten/pre-school context and in a Finnish elementary school. Case Study 1 and 2 contained peer collaboration during building a joint Lego construction pictured on a plastic card. Case 3 was conducted in an elementary school context and its data draws on one student pair around 12 years old. The data were analysed from three perspectives: sociocultural, relational and developmental. The findings are presented both in quantitative and qualitative ways. The approach presented is discussed as content and method triangulation.
Learning to read children’s emotional experience
Authors: Cullen Kairen , Shaldon Chris
Published: January 2023

This study investigated the effect of a positive relationship between adult and child within the learning to read process in school. Seven children, identified as having difficulties with reading, were interviewed. Two months earlier they had taken part in a two-week reading project that had involved daily reading for 15 minutes with an interested adult, who was not their teacher or classroom assistant. A social constructionist perspective informed the research. The emphasis was on reading as a ‘social act’ rather than merely a cognitive process.

The two main areas of interest for the researchers were to find out how the children had experienced the specific intervention and to see what discourses the children used in their construction of reading.

The participants’ language displayed complex discourses. Emotional factors connected with learning to read were strongly evident as were the individual learning approaches of the children. Reading was constructed as a powerful and desirable commodity by the children. All children drew on discourses of educational attainment and avoidance of failure and humiliation. A strongly positive response to the adult interaction was registered. The possible implications of these findings for the school in question and for further research areas are considered.
Spoken language in the early years: The cognitive and linguistic development of three- to five-year-old children from socio-economically deprived backgrounds
Authors: Locke Ann , Ginsborg Jane
Published: January 2023

Evidence from the USA (Hart & Risley, 1995; Robertson, 1998) and the UK (Tunmer & Hoover, 1992; Burt, Holm & Dodd, 1999) suggests that socio-economically disadvantaged children are more likely than children of higher socio-economic status to have poor language skills and thus to be at risk of subsequent academic failure. The present study represents the baseline and first follow-up stages (funded by British Telecom) of a proposed longitudinal investigation of socioeconomically disadvantaged children entering nursery at the age of three until the age of seven, when they will have taken their Key Stage 1 SATs. Its purpose was to compare children’s spoken language in relation to their cognitive abilities, at the age of three and again at the age of five.

Two-hundred-and-forty children were recruited from four nurseries in areas of socioeconomic deprivation. During their first term, two standardised batteries were administered: CELF-PUK, a measure of spoken language skills, and BAS II (Early Years), a measure of cognitive abilities. The two batteries were re-administered two years later. At baseline, 54 per cent of the children were found to be language-delayed. At follow-up this proportion had decreased very slightly to 48 per cent; however, the prevalence of severe language delay had increased almost threefold, from nine per cent to 26 per cent. Mean scores on the language measures at baseline were significantly depressed in comparison with those on the cognitive measures; the gap widened at follow-up since language scores remained stable while cognitive scores improved. Girls’ receptive language was better than boys’ at baseline and follow-up. A comparison of the progress made by the children scoring highest and lowest on the language measures at baseline showed that while the least language-competent girls improved, the least language-competent boys failed to do so, and the children who were most language-competent at baseline actually deteriorated.

The children’s language delays were clearly not attributable to poor cognitive abilities. Rather, they were more likely to be the result of limited exposure to spoken language and opportunities for language use, perhaps initially at home, but also at nursery. We argue that the premature focus in the foundation years on literacy at the expense of oracy has a deleterious effect on the spoken language, and therefore the subsequent academic progress, of children who are far from ready to begin reading and writing.
Preparing practitioners to work with families in early childhood intervention
Authors: Peterander Franz
Published: January 2023

In recent years, early childhood intervention has experienced a paradigm shift from a child to a family-oriented approach in diagnosis and therapy. A specific qualification for early interventionists is urgently needed in this field, as the concepts and curricula are, at best, only in the initial stages, and the degree to which they have been put into practice varies considerably. The changing role of early interventionists working with families is discussed. Further, specification is given of the new demands that the early interventionist is faced with, both personally and in his/her expertise, and of the broadening of competencies. In addition, recommendations are presented for the qualification and the methods of teaching the new personal and professional competences required when working with families in early intervention.
Cognitive outcomes of Sally Ward’s early language-based intervention with mothers and babies in longitudinal perspective: Lessons of Head Start revisited
Authors: Opie Morwenna , Steele Howard , Ward Sally
Published: January 2023

This report considers in longitudinal perspective the Baby Talk intervention pioneered by Sally Ward in Manchester. A close empirical look at the seven-year outcome data for 62 children is provided for the first time, as well as a look at the Scholastic Achievement Test (SAT) scores obtained for 33 children who participated in the 11-year follow-up. Results confirm that the early intervention appears to have significantly improved the cognitive profile of children at age 7, while the 11-year follow-up data do not replicate this pattern of results. Discussion concerns the possibly unrepresentative nature of the small subsample at 11-years, the need to broaden the focus of attention so that social as well as cognitive outcomes of early interventions are studied, and the enduring appeal and validity of early interventions aimed at facilitating mother-infant relationship quality.
Educational consequences of loss and trauma
Authors: Dyregrov Atle
Published: January 2023

Many children are deeply affected by loss and trauma. Although some studies mention the educational consequences of such situations, this is an aspect often overlooked. Results from different studies show that survivors of disasters, violence and death tend to be more absent from school and some drop out of school prematurely. In addition, school performance may deteriorate, especially in school subjects high in attentional demand. The processes behind the decline in school performance are still largely unknown but are believed to stem from such matters as a loss of motivation, intrusive material and cognitive processing tying up attentional resources, and a lowering of cognitive pace due to depression. Lack of perceived support from parents, classmates and teachers have shown an association with more post-traumatic stress and lower school performance. In addition to having clear procedures for helping children and adolescents with the psychosocial consequences following trauma and loss, it is recommended that more attention is given to the educational challenges that such an event represents. Educational strategies and programmes that can assist children and adolescents must be developed.
Activity theory as a conceptual framework and analytical tool within the practice of educational psychology
Authors: Leadbetter Jane
Published: January 2023

This article sets out to describe the origins of sociocultural and activity theory and to propose that these approaches can be used to analyse and understand many situations and activities that occur within the practice of educational psychology. It begins by outlining some of the other ways in which constructionist research methods are applied to educational psychology and then proceeds to explore some of the key elements of activity theory through describing a range of applications. The article concludes that through its emphasis on mediated action and the importance of cultural and historical factors, activity theory can act as an appropriate theoretical framework for many aspects of educational psychology practice.
Learning potential score as a predictor of sensitivity to cognitive intervention
Authors: Kozulin Alex
Published: January 2023

The goal of this study is to determine whether the learning potential score of underachieving students may serve as a better predictor of their sensitivity to cognitive intervention than the standard psychometric measures. Primary school immigrant students from Ethiopia were pre-tested at the beginning of the year using the dynamic version of Raven Coloured Matrices. The results of the pre-test were operationalised as learning potential scores. During the school year the students received the instrumental enrichment cognitive intervention programme. The results indicate that learning potential scores provide a more accurate measure of students’ sensitivity to cognitive intervention than static testing scores. The instrumental enrichment programme proved to be effective in significantly enhancing the cognitive skills of cultural minority students.