bluuebunny/crossref_metadata_2025 huggingface dataset:
The perceived ‘failure’ of inclusion and the challenge to educational professionals
Authors: Cole Barbara
Published: January 2023

In this paper I argue that amidst claims that ‘inclusion has failed’, educational professionals need to reassess their understandings and meanings of the term and to reflect on their own practice in the light of Macrae et al.’s (2003) notion of ‘weak’ and ‘strong’ inclusion. The paper draws on research with mother-teachers of children with special educational needs to argue that there is much the individual professional can do to make inclusion meaningful for individual children and their families. It concludes that inclusion, complex as it may be and whatever it may mean, is worth fighting for, and to ensure that principles of social justice and equity embedded within notions of inclusion are not rejected along with the rhetoric of policy and unsuccessful processes and procedures. While the latter may fail, the principle of inclusion must not; there is much the individual educational professional can do to ensure that it remains alive and kicking.

For the purposes of this article I shall consider the terms special educational needs, learning difficulties and disabilities together, although I am aware of the danger of reductionism in doing so.
Experiencing multi-agency working first hand
Authors: Jamieson Rachel
Published: January 2023

This paper seeks to describe the special interest placements undertaken by Educational Psychologists in Training (EPiTs) at The University of Sheffield 2003-2004. It locates the multi-agency experiences of the EPiTs within the context of The Children Act (2004) and the call for joined-up working.
A multi-agency approach to partnership with parents
Authors: Collins Claire , Sykes Greta
Published: January 2023

This article sets out to review a Family Partnership course aimed at supporting multi-agency professionals from settings including health, education and social care to work in partnership with parents. Working in partnership with parents has been well documented as an effective mechanism for supporting the physical and psychological well being of children and families for over a decade now (DfES, 2004a, b; Dale, 1996). Delivering the course through a ‘common language’ by facilitators from different disciplines to participants from different disciplines enabled multi-agency collaboration to be embraced which is viewed as the most efficient way to deliver high quality services and ensure their effectiveness in being responsive to the service users needs (Miller & Ahmed, 2000). Evaluations from the Family Partnirship course, highlighted that great value had been gained by participants from having learnt and applied the skills for developing partnerships to support parents and also in learning from diverse perspectives of the multi-agency group.
Social construction as a research tool – Building a new model based upon grounded theory and Heuristic research
Authors: Jenner Simon
Published: January 2023

In a context where more and more educational psychologists are opting to pursue doctoral studies there is increased interest in the design of research projects. This article discusses the philosophical issues that I have worked through in the design of my research.
Reflections on some ethical implications of researching with primary-aged children
Authors: Maxwell Tim
Published: January 2023

This article presents some of the ethical issues encountered during a research project where primary school children were asked for their views about their school life and their education.

An opportunity sample of 13 junior-aged pupils in years 5 and 6 on the Special Needs Register were invited to produce a series of drawings of themselves in school and to take part in two Personal Construct Psychology (PCP) conversations about their educational experiences. A case study approach was taken within the naturalistic paradigm of ‘constructivist inquiry’.

The drawings were thematically analysed individually and as a group for their content. This involved categorising the content of who, what, where and when and then exploring with the child the underlying emotional messages in the drawings and conversations. A PCP approach was used during the conversations to elicit the constructs and views of the pupils, which were then analysed for both manifest and latent content. A series of discussions with the school Special Needs Co-ordinator (SenCo) enabled the ‘voice’ of the pupil to be taken back, heard and acted upon in school.

A major element within the research was the ethical implications of working with and gathering the views of children in school. Some of those implications are discussed here.
Professor Irvine Gersch: Reflections on his career
Authors: Bennett Peter Lloyd
Published: January 2023

Professor Irvine Gersch is due to semi-retire shortly. Dr Peter Lloyd Bennett invited turn to reflect on his career.
Video Interaction Guidance: Its relevance for educational psychologists
Authors: Coventry Susanna , Prior-Jones Clarissa
Published: January 2023

Video Interaction Guidance (VIG) is a technique that uses short video clips of positive interaction to help those involved understand successful aspects of their communication with others. It is used in countries around the world, and was brought to the UK from the Netherlands, initially by Hilary Kennedy at the University of Dundee. As educational psychologists we have sought to apply the technique as part of our application of psychology to enhance the lives of children and young people in the contexts of school and home.

The purpose of this article is to illustrate a range of uses for VIG through the presentation of four short case studies. These interventions arose out of casework. Individual feedback from the participants was very positive, both from adults and children. In this feedback participants identified gains in their communi.cati.on skills that were also evidend to the VIG guider and other adults coming into contact with the parti.cipands. Similar benefits have been confirmed through wider, more detailed local evaluation.
Realist Consultation
Authors: Matthews Jeff
Published: January 2023

This article looks at a model of consultation which can provide a way of reconciling consultative approaches to working with the increasing demand to incorporate outcome measures and evidence-based practice into the work of educational psychologists (EPs).
The development and evaluation of clinical supervision in the Essex Educational Psychology Service
Authors: Bayley Sydney
Published: January 2023

This article has been written in order to inform and stimulate debate amongst educational psychologists about the issue of clinical supervision. At present a British Psychological Society DECP Working Party, in conjunction with the AEP, is meeting to produce guidance on Policy, Practice and Competencies for supervision of EPs.
International News
Authors: Sykes Greta
Published: January 2023

Excerpts fromreportpsychologie 4/2010, the journal of the BDP (German equivalent of the British Psychological Society).
International News
Authors: Sykes Greta
Published: January 2023

Excerpts fromreportpsychologie 6/2010, the journal, of the BDP (German equivalent of the British Psychological Society).
Research participation as CPD: Illuminating professional learning outcomes for Teaching Assistants involved in a secondary school literacy initiative
Authors: Roberts Will
Published: January 2023

Eight teaching assistants (TAs) took part in a four school-term research programme focussing on the development of student word-reading skills using an intensive formative assessment approach known as Precision Teaching (PT). As part of this project the TAs underwent an intensive initial training experience and took part in regular centre or school-based support sessions designed to progressively enhance staff competence in PT delivery. Following cessation of the formal research into the outcomes of PT on student word-reading skills, each TA participated in a semi-structured interview designed to illuminate their learning through their involvement in the initiative with reference to formative assessment practices. In combination with the records kept during the planned support sessions, responses to the interviews point to developments in TAs’ understandings of the processes of ‘teaching and learning’ within the context of broader formative or ‘assessment for learning’ (AfL) practices that could be generalised across their working environments. Moreover, it is argued that within a context of striking cuts to public sector budgets practitioner-based research projects such as these represent an effective investment of EP resources in offering a marked contribution to staff development.
Working as an Assistant Educational Psychologist
Authors: Kimber Lucy , Cleary Caroline
Published: January 2023

This article provides an account of the role of two Assistant Educational Psychologists (Assistant EPs) who were employed by Educational Psychology and Specialist Support Service (EPSS) in a large shire county prior to commencing the Doctorate in Educational and Child psychology. It is written in response to a dearth of available literature regarding the role of the Assistant EP and highlights the potential benefits of the position to the Local Authority (LA) and in preparing candidates to meet the future demands of the EP service. It aims to provide a personal overview of experiences of working as an Assistant EP, the roles and responsibilities, training and support received, supervision and continuing professional development (CPD) and experience applying for the doctorate. It also explores the range of skills and experiences acquired and the importance of supervision in enhancing professional development. It is hoped that the article will be of interest for anyone considering becoming an EP.
‘Talking has really helped’: A pilot project to offer support to parents of children with disabilities by an educational psychology (EP) service
Authors: Warner Rachel
Published: January 2023

A pilot project by an educational psychology service was commissioned by the Integrated Service for Disabled Children in a local authority, to offer support to parents of children with disabilities – both through giving them a chance to better understand their child’s diagnosis and talk about the impact of the diagnosis on themselves, as well as having the opportunity to discuss issues arou.nd their child’s bebav-iour. This article describes work undertaken with five families: four children had autism or were being assessed for autism and one had global developmental delay. Denalualion indicated that outcomes for parents were very positive, especially for three of the five parents. One of the recommendations of the pilot priject was to extend the current Service Level Agreement (SLA) for EP work in Children’s Centres to include home visits to families of disabled children – to give parents the chance to talk with an EP about the impact of the diagnosis in the way that is described in this article.
DECP Trainee Conference – Myth, Legend or Reality?
Authors: Gibbs Janine , Newton Jennifer , Tudor Angela , Plaskett Lisa
Published: January 2023

Observations on the DECP Trainee Conference by Janine Gibbs, Jennifer Newton, Angela Tudor & lisa Plaskett of the Institute of Education, London.
Distinguishing between the behaviour patterns of ASD and significant attachment problems: The Coventry Grid
Authors: Moran Heather
Published: January 2023

Heather Moran’s path to clinical psychology was a long one. Initially, she was a residential social worker and then a teacher in a residential school for children with social, emotional and behavioural difficulties. She trained as educational psychologist on the Birmingham course, and worked in Leicester and then in Coventry for about seven years. She transferred to clinical psychology via the British Psychological Society and she has worked in Coventry CAMHS for the past 14 years. Heather and her husband were specialist foster carers and have four adopted children. She specialises in work with children with ASD and also with children who are adopted. She runs a therapeutic group for girls who are depressed and self-harm and work with children who have had traumatic and emotionally abusive experiences. Her interest in attachment and ASD arose from elements of work in all these areas and from life experiences living with her children and foster children.
Developing an ‘Attachment Focused Clinic’ for young children with complex neurodevelopmental difficulties in Community Paediatrics
Authors: Thompson Suzanne , Giurgiu Mariana
Published: January 2023

Dr Suzanne Thompson and Dr Mariana Giurgiu are Clinical Psychologists working in an Attachment Focused Clinic which is part of the Child and Families Psychological Therapies Service, Suffolk Community Healthcare.
Psychopharmacology in Autistic Spectrum Disorder
Authors: Perkins Marian
Published: January 2023

Dr Marian Perkins is a Consultant Child and Adolescent Neuropsychiatrist heading a specialist service for children and families where autism is a concern. She is also a Honorary Senior’ Lecturer (Oxford University).
Precision Teaching: A newly-developed practice framework for practitioners
Authors: Roberts Will
Published: January 2023

This paper describes a particular outcome of a project primarily focussed on improving the word reading skills of a group of (N=77) students from five different secondary school settings in a Local Authority in the south-west of England. The project involved the regular delivery of Precision Teaching (PT) as a formative assessment intervention for enhancing student reading skills across two cohorts (1 and 2) of students by Teaching Assistants (TAs) in each school. The element of the research reported here describes an investigation into the changes made by TAs to PT programmes from which a framework for systematic teaching adaptations was formulated, trialled and reviewed.
Working abroad: Where the grass is greener?!
Authors: Greene Jennifer
Published: January 2023

Jean Law’s article in this issue looks at the experience of EPs working outside of local authority services in the UK. This article provides a snapshot on where your qualification and experience can take you overseas. Four EPs who trained and worked in the UK discuss their experiences, the work they do and offer some insight for others who may be considering immigrating or for those just curious about EP practice outside of the UK.
Complex medical conditions: Issues for parents and what can be done in practice?
Authors: Bunn Helena
Published: January 2023

The issue of children with complex medical conditions is not necessarily a mainstream one for educational psychologists, though an increasing number of such children make it into mainstream education nowadays under the ‘inclusion’ agenda.

This article draws on a pilot study of mothers’ experiences on how their children have experienced school life whilst having a complex medical condition. The journey experienced by mothers emphasises their emotional needs, which often do not align with temporal and logical requirements placed on the parent by agencies such as the medical and educational system. Some consideration is also given to the implications of the model, and what could be done to fill gaps in provision.
Summary of an expert meeting about human rights and psychology, held in Venice, 9–11 October 2016
Authors: Sykes Greta
Published: January 2023

The meeting was jointly held by the European Federation of Psychological Associations (EFPA), the European Union Agency for Fundamental Rights (FRA) and the European Inter-University Centre for Human Rights and Democratisation (EIUC). The meeting took place at the Monastery San Nicolo. It consisted of presentations and workshops. I was asked to be the official rapporteur of the event and drafted the report. The following is a short summary of some of the main points.
Agents of hope: The utility and pragmatism of hope in applied educational psychology practice
Authors: Cox Tim , Lumsdon David
Published: January 2023

Educational Psychologists have consistently debated the purpose and value of the profession throughout its history. Pragmatists have proposed that ideas find worth and truth in the action in which the idea prompts and the consequences of that. This paper explores the case for the use of hope as a unifying and pragmatic psychological concept for application within the field of Educational Psychology. The authors propose that hope is the common ground and language between children and young people, families, institutions and applied Educational Psychological practice. The authors highlight the evidence base for hope in the existing psychological literature and its coherence with the aims of the UK education system. The concept of hope can be utilised to help service users and commissioners to understand and value the unique contribution of Educational Psychologists, as agents of hope. The author then critically considers Hope Theory as proposed by Snyder and its application to school psychology. The authors propose a new application of Hope Theory; as a framework which can guide pragmatic consultation. Finally, the author considers how Educational Psychologists can understand and apply the ideas of good, wishful and wilful hope in guiding sustainably hopeful educational practice in schools and families.
Matt Baker interviews Peter Lloyd Bennett
Authors: Baker Matt
Published: January 2023

Matt Baker (in-coming member of the editorial group) interviews Peter Lloyd Bennett (out-going member of he editorial group
A case study of a pupil’s response to LEGO-based therapy to target socio-emotional skills
Authors: Lakhani Noureen
Published: January 2023

‘Anna’ was referred to the Educational Psychology Service due to presenting difficulties in speech and language, under-developed socio-emotional skills and a lack of ability to attend to tasks at hand. The Problem-Analysis framework, commonly practiced in educational psychology, was used to structure the case study. Various aspects of Anna’s development were assessed through consultation with school staff, direct observation and standardised assessment. Problem dimensions were identified on the basis of assessment information, which was used to support the formulation of Anna’s difficulties. Based in psychological theory and evidence, formulation suggests a limited sense of belonging, limited meta cognitive awareness on employing self-help skills and less secure attachment. A LEGO Based therapy intervention was implemented across six-weeks, to address Anna’s difficulties within a child-led context and analyse its impact over time. A three-tiered evaluation of the effectiveness of LEGO-based therapy, comparing Anna’s behaviour pre- and post intervention, illustrated a positive improvement in Anna’s problem dimensions. The findings may be interpreted in light of the limitations and potential bias, which are reflected on within the context of the author’s personal and professional learnings. The application of Anna’s case for future practice is discussed.
Biology, behaviour and education: ADHD and the bio-psycho-social perspective
Authors: Cooper Paul
Published: January 2023

ADHD is a symptom or a shift in dominant ways of understanding human behaviour. Superficially it appears to challenge the ways that educational psychologists, educational researchers and policy makers currently construe the nature of behavioural and emotional problems in school children by asserting that a significant proportion of these problems may be in part influenced by individual biological characteristics as opposed to being of a solely psychosocial nature. To dismiss ADHD as ‘the new dyslexia’, or as simply a re-run of the crude medicalization of social problems is unlikely to best serve the interests of children with Emotional Behavioural Difficulties (EBD). The constructive route forward is for EPs and other educationists to develop an understanding of ADHD that draws together biological and psycho-social understandings in a bio-psycho-social perspective. Such a development is necessary not only in relation to the topic of ADHD but with regard to the much wider implications of contemporary developments in the biological sciences.
A residential placement – for your own good?
Authors: Peake Anne
Published: January 2023

Young people are frequently told when a residential placement is being suggested, “It is for your own good”. The decision to place a young person away from home rests on a detailed assessment of the needs of the young person and the conviction of professionals that those needs can be better met in a residential placement. There are clear expectations that young people will be given high levels of care and protection in residential settings.

This paper outlines how a residential placement contributes to the vulnerability of young people. It is argued that if a young person is abused by staff and/or peers in a residential setting, it is even harder for victims to speak out because they are away from home. It is proposed that residential settings and all professionals involved in planning and supporting the placement of young people should take an active and systemic approach to the prevention of abuse of children in residential settings.
Using ideas from systemic family therapy in the context of education: Introducing not knowing to the world of education
Authors: Blow Kirsten
Published: January 2023

The task for the educational psychologist is ambiguous, It is often difficult to identify the hidden intentions behind requests for help. In this article, an argument is made for the use of systemic ideas and techniques to assist and enrich the educational psychologist’s practice, not only when working with the wider system, such as in giving consultation to schools, but generally. It argues that these ideas can transcend educational psychology practice. It will consider how the structure of the questions we ask affects what can be known, and will link these ideas to assessments. It will discuss how this method was used in a project with teachers as a way of creating a new dialogue between the psychologist and teachers about the likely causes of pupils failing to make progress. More generally, the article is meant to demonstrate how systemic ideas can help the psychologist unravel problems when he/she is apparently at an impasse.
One night Vygotsky had a dream: ‘children learning to think …’ and implications for educational psychologists
Authors: Stringer Phil
Published: January 2023

This response argues that Sara Meadows’ article has significant implications for how educational psychologists can better establish a contribution as applied psychologists to theorising, research and practice in the field of learning and development. Vygotskian and neo-Vygotskian approaches offer the theoretical and practical tools by which educational psychologists can reformulate the best of their current practice and formulate new practice.
Feminist questions about children’s competence
Authors: Bird Lise
Published: January 2023

A feminist account informed by post-structural questions is used here to consider issues of gender and culture in the area of children’s ‘competence’. Competence is defined broadly to refer to both adequacy of performance and good use of talents. Early debates about rates of development for individual children are described in order to raise questions about the sexism and racism of foundational ideas in development. Contemporary work on the development of expertise in children points to the importance of family and school supports rather than individual differences in determining a child’s performance. The recognition of competence as multi-faceted also has implications for the assessment of children. This allows for more acknowledgement of differences between children as positive rather than as deviance to be suppressed.
Students’ perceptions of just and unjust experiences in school
Authors: Fan Ruth Mei-tai , Ngan Chan Silver Choi
Published: January 2023

The present study aimed to investigate the phenomenology of students’ just and unjust experiences in educational settings. Participants were 680 Chinese secondary school students (mean age 14.9 years) in Hong Kong. They were asked to report a just and an unjust event that happened to them in school. Eighteen categories of justice issues were identified. The major justice issues students reported were punishment, assessment of performance, interpersonal treatment, reward, and unjustified accusation. Students primarily used equity and equality rules to assess the fairness of punishment and assessment. Positive interpersonal treatment (e.g., with understanding and kindness) was perceived as just while negative interpersonal treatment as unjust. Students were also concerned with the fairness of distributive procedures, as shown by their use of seven procedural rules such as consistency, bias-suppression, accuracy, and representativeness. Two new procedural rules identified were confidentiality and transparency. The study has provided a comprehensive account of students’ perceptions of justice experiences in school, which was useful not only for the understanding of students’ justice perception, but also for the development of instruments that measure justice perception in educational settings.
Transition: The child’s perspective
Authors: Durkin Carmel
Published: January 2023

Transition from one school to another is one form of change which children experience. Extensive research exists to suggest that changes such as this can evoke memories of earlier separations and losses, particularly if the original experience was of a traumatic nature. This paper uses a systemic framework to analyse the impact of externally imposed changes on schools. It considers the extent to which the current focus in schools has become an external one as they aim to accommodate the fast pace of change expected. The paper then considers how this can take the focus away from the individual needs and experiences of children. One small action research project is described which aimed to increase the awareness of staff in two schools about the thoughts and feelings of children involved in the process of transition.
The work of learning support assistants in mainstream schools: Implications for educational psychologists
Authors: Farrell Peter , Balshaw Maggie , Polat Filiz
Published: January 2023

In recent years there has been a dramatic increase in the number of learning support assistants (LSAs) working in mainstream schools, mainly with pupils who have special educational needs. The implications of this for the development of effective practice is referred to in the Green Paper Excellence for All Children: Meeting Special Educational Needs (DfEE, 1997) and in the follow-up documentMeeting Special Educational Needs: A Programme of Action(DfEE, 1998a). Furthermore the Green PaperTeachers Meeting the Challenge of Change(DfEE, 1998b) signals the projected increase in the numbers of classroom assistants who will provide general support in mainstream schools that is not restricted solely to pupils with special educational needs. These developments raise a number of questions related to effective practice in the management, role and training of LSAs particularly in mainstream schools. This article reports on some of the main findings of a DfEE funded study (Farrell, Balshaw & Polat, 1999), carried out at the University of Manchester, that set out to explore these issues. It concludes with a discussion of the implications of these findings for the work of educational psychologists.
Intelligence testing in the 21st Century: A look at the past and suggestion for the future
Authors: Naglieri Jack A.
Published: January 2023

Intelligence tests have changed little despite nearly a century of research on these measures and changes in our understanding of human abilities. Two recent tests have challenged the Wechsler and Binet stronghold – the Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983) and the Cognitive Assessment System (CAS: Naglieri & Das, 1997a). Research on the CAS is reviewed in this paper. Initial research on the CAS suggests that if a new theory is used to build a new test several important advantages can result. Prediction to achievement can be improved; sensitivity to the cognitive problems children with learning disabilities and attention deficits have can be achieved; ability test results can be used to inform instructional and intervention decisions; and increases in test fairness results. The research findings in these four factors argue for careful consideration of this new approach.
An interdisciplinary approach to investigating the use of virtual reality environments for people with Asperger syndrome
Authors: Beardon Luke , Parsons Sarah , Neale Helen
Published: January 2023

Asperger syndrome is a disorder which can greatly affect an individual’s ability to relate on a social level. Asperger Syndrome Interactive is a project which assesses the potential use of virtual reality environments to develop social skills among people with Asperger syndrome. The project incorporates a user-centred design developed in a multidisciplinary setting. This paper outlines the collaborative methodology of the project which incorporates several disciplines from the University of Nottingham in partnership with the National Autistic Society. It provides a rationale for the project and discusses issues arising from the first six months of the research.
Computer-based assessment in education
Authors: Singleton Chris
Published: January 2023

Previous studies have indicated that computerised assessment enables psychologists and teachers to carry out assessment of cognitive abilities and basic skills speedily and easily, and pupils generally have positive attitudes towards this type of assessment. To examine this view, 90 children aged 6–7 years were administered computer-delivered assessments of verbal ability (verbal concepts) and non-verbal ability (mental rotation), and the scores were compared with measures of verbal and non-verbal ability derived from conventional assessment using the British Abilities Scales (second edition). The results revealed an expected pattern of intercor-relations indicating that the different assessment formats did not significantly affect the ability being assessed. Contrary to some suggestions that computer assessment may favour boys, no gender differences were found in either the conventional or computer assessment formats. Most of the children expressed a preference for the computer format. These findings are evaluated in relation to the various advantages and disadvantages of computer-based assessment in education, and in particular the dangers that because an assessment is computerised, users may overrate its psychometric integrity and hence its value.
A meta-analytic evaluation of Feuerstein’s Instrumental Enrichment program
Authors: Romney David M. , Samuels Marilyn T.
Published: January 2023

Proponents of Feuerstein’s Instrumental Enrichment (FIE) claim that the program results in an improvement in school achievement, cognitive ability and classroom behaviour. However, because some outcome studies have produced negative results, a meta-analysis was undertaken to provide a reliable and comprehensive assessment of the efficacy of FIE. A total of 40 controlled studies, comprising 47 different samples, were examined. Significant, though modest, average effect sizes were found in all three areas – achievement, ability, and behaviour – with the most extensive improvement being made in ability. Gains in spatial/perceptual ability were related to the length of the intervention (number of hours), and self-esteem was related to age, with older children showing increases and young children showing decreases. These and other findings are discussed and suggestions made for future research.
Becoming a learning organisation in the context of local education authority psychology services
Authors: Bracher David
Published: January 2023

A key question addressed by this paper is to what extent an educational psychology service (EPS) can become a learning organisation if the local education authority (LEA) has not yet become a learning organisation, thereby informing its host? Theoretically, an EPS is in a very influential position to become a learning organisation, directly influencing an LEA in also becoming a learning organisation, principally because of the collective expertise and experience of its members. Of the many ways an EPS can achieve this major objective, two of the most powerful ways are via ‘environmental scanning’ and by undertaking and disseminating research. The way in which the research role of the educational psychologist (EP) has been viewed is critical, as there is a common perception amongst EPs that their research role is often marginalised at best, and certainly underused, a view supported by Webster and Beveridge (1997).

Summarising the principal issues, the evidence from the literature is that contemporary organisations (e.g. LEAs) may wish to become learning organisations. The perceived advantages may include general effectiveness, and within the schools context, meeting ‘targets’ and outcome measures. At a deeper, systemic level, the advantages could include improved functioning of the complex processes which lead to educational outcomes. LEAs may also wish to ensure the psychological health of its members, through personal motivation, professional satisfaction and helping them to meet their personal aspirations. Through the involvement of its EPS, an LEA could more effectively carry out its statutory and some non-statutory responsibilities, particularly in the light of the recommendations of the DfEE (2000) working group regarding the future role of educational psychology services (England).
Where inclusion stops:An investigation of reasons why young children are referred to special education in the Netherlands
Authors: van der Aalsvoort G. M. , van Tol A. M.
Published: January 2023

The investigation was aimed at revealing the problems with young at-risk children referred to special education to study the possibility of including these students in regular primary schools. The subjects came from regular primary schools and special care centres in one Dutch town and its surrounding communities. Content analysis of the diagnostic information in the portfolios from the 72 children (mean age 66 months) was carried out. This included the teachers’ decisions related to educational planning before the referral procedure was set in motion, as well as interviews with 13 of the preschool teachers who had referred the children to special education. The portfolios revealed that most information concerned behavioural problems in the institutions that were associated with both child characteristics and parenting problems and that information about caring and teaching content was sparse. The interviews made clear that referral mostly took place after an extended period of time in which educational plans had been carried out and evaluated as unsuccessful. It is discussed that information with respect to situated problem behaviour needs more attention when the possibility of inclusion is considered.
The dilemma of diagnosis: Working in adult education
Authors: Ohlsson Lisbeth I. M.
Published: January 2023

This paper describes an educational encounter between an educational psychologist as teacher and researcher, and an adult with learning difficulties. The aim was to understand the learning history and the educational needs of the student and to plan her studies in adult education, but also to understand the practice of the teacher/researcher. It is concluded that intelligence as a construct cannot be defined and measured as a single capacity. Theories of intellectual capacity need to be viewed in a relational perspective. From this standpoint, the psychologist/teacher as a fellow being is part of the other’s intelligence who has a function as a catalyst, facilitating or hindering the possibilities for the student to express hidden resources. An issue of great importance is how to capture, describe and understand the relational aspects of the educational encounter in existential terms.
Research evidence, polemic and evangelism: How decisions are made on early intervention in autistic spectrum disorder
Authors: Webster Alec , Webster Valerie , Feiler Anthony
Published: January 2023

Strategies for intervening in autistic spectrum disorder (ASD) have emanated from a wide range of theoretical perspectives, although there is consensus that early and intensive work with young children in the context of the family is likely to have the greatest impact on children’s subsequent development. Data derived from the evaluation of intervention programmes are only one influence on decision-making when provision is made for individuals or groups of children, once diagnosis has been made. Evaluation data are themselves a source of contention among researchers, with no clear or consistently replicated findings which favour one form of action over another for all families. Despite this lack of unequivocal evidence, arguments are frequently put forward by parents, their legal representatives and ‘experts’ in the field for the efficacy of particular interventions. Many LEAs, particularly those without policies or provision for pre-school children with ASD, have been committed by default to resourcing pre-school programmes which are subsequently poorly monitored or evaluated, if at all – a reactive process which does not add to our collective understanding of best practice. Lessons are drawn from a current autism research programme for more informed decision-making, identifying the conditions required for evidence-based practice.
Changing minds
Authors: Adey Philip
Published: January 2023

The notion of intelligence is conceptualised here as (1) to do with making connections in the mind and (2) amenable to stimulation. Working memory is offered as the ‘central processor’ in a simple model of the mind, and the development of intelligence is related to both growth in working memory capacity and to more effective use of available capacity. Features of cognitively stimulating classrooms are considered, and implications drawn for educational policy.
Teaching children to think inductively: Looking through the theoretical mirror
Authors: Resing Wilma C. M. , Roth-Van der Werf Trudy J. M.
Published: January 2023

In this paper, part of the theory underlying a cognitive training programme, Klauer’s Denktraining1Programme I, is explored. The programme assumes that, by teaching cognitive strategies in combination with higher-order-thinking skills, it should be possible to provide individuals with better inductive thinking methods. In the present study an adapted Dutch version of the programme was used that teaches inductive reasoning paradigms by way of prototypical examples to children and that offers practice in applying specified solution procedures to various tasks. We focused on the validity of Klauer’s claim for paradigmatic transfer. The central question was whether we can be sure that paradigmatic training causes the highroad transfer effects reported elsewhere. A pretest-posttest control group randomised block design was used. Children were, based on their scores on inductive reasoning tasks, randomly assigned to one of three conditions: an experimental condition in which children were offered the full paradigmatic training (n = 41); an experimental condition in which children were offered only practice (n = 40); and a ’control condition’ (n = 38). A variety of transfer tests served as pre- and post-tests for measuring effects of training. Both training conditions resulted in moderate to large pre- to posttest effects. All pre- to post-test effect sizes of both training conditions appeared to be significant, as well as most of the pre- to post-test effect sizes of the control condition. Children in the paradigmatic condition performed significantly better on only one near transfer test. On the non-inductive test, no significant effects were found, indicating that children in the three different conditions were not differentially affected by the various training procedures. The rather small transfer effects might be the result of completely standardised instruction procedures. It was concluded that clearly prescribed trainer scripts, in combination with a full experimental design, are necessary elements in evaluative research on training effects.
A framework for the creation of practitioner-based evidence
Authors: Matthews Jeff
Published: January 2023

This paper introduces a framework for the evaluation of intervention work that is based on a generative realist view of science. It is suggested that this approach can accommodate features of EP work such as the need to take a realist view of the world, to work in a social context, and to implement interventions in ‘open systems’ such as schools and homes. Suggestions are made on how this framework might be used by EPs to establish an evidence base that can be used to develop effective practice in intervention work.
Age differences in patterns of spontaneous production of strategies for analogy problems among five- to eight-year-old children
Authors: Tunteler Erika , Resing Wilma C.M.
Published: January 2023

The study examined the applicability of analogies in intervention programmes aimed at promoting flexible problem solving in young children who have difficulty in attending spontaneously to novel tasks. Children of three grade levels participated: kindergarten, first grade and second grade. A considerable number of children of all three age groups demonstrated variability in their strategy use for analogy problems over time. This result indicates that changes in ‘normal’ children’s spontaneous construction of appropriate strategies for analogy problems extend beyond the age of eight years. Significant age differences were found in children’s patterns of spontaneous strategy use. By the second part of sessions, approximately a quarter of the children in the oldest two age groups fairly consistently reported use of appropriate strategies, whereas the youngest children did not. Twenty-nine per cent of the children in the youngest age group were consistently non-strategic across the study period. Based on these results it is not reasonable to expect that young at-risk children will benefit from a presentation of analogies without any instruction or explicit suggestion from the experimenter or teacher. This finding does, however, not mean that analogies could not be useful to them. Therefore, the authors recommend promoting the use of analogies in five- to six-year-old children through training, and examining whether this youngest group of children will benefit from training, prior to the experiment, that includes various analogy tasks with different solution principles.
Studying five-year-olds’ understanding of the components of death
Authors: Andrikopoulou Aikaterini
Published: January 2023

This study focuses on the understanding that five-year-olds have of the five components of a mature comprehension of death: causality, finality, irreversibility, universality and old age. The literature indicates that death has always been a sensitive subject and that adults usually avoid engaging in any kind of conversation related to death with young children. To investigate how much preschool children actually know about death and its components, Smilansky’s questionnaire (1978) regarding human death was translated into Greek and administered to 50 participants (25 girls and 25 boys). Findings suggest that causality, universality and irreversibility were easier for five-year-olds to understand than finality, especially regarding specific bodily functions. Statistical analysis (although most of the results did not prove to be statistically significant) indicated some gender differences in understanding, with boys demonstrating a slightly more mature grasp of some components.
Building home-school trust
Authors: Dunsmuir Sandra , Frederickson Norah , Lang Jane
Published: January 2023

Positive relationships between home and school are important for providing consistent support for pupil academic progress and behaviour. This paper explores the central role of trust between parents and teachers as an element of successful parent-teacher partnerships. Perspectives of 35 parents, defined as low or high trust, and 25 teachers in 4 schools were sampled through telephone interviews and focus groups. The format of the interviews was semi-structured and questions were asked about what schools need to do to build trust with parents. Transcripts were analysed using a qualitative procedure and commonalities and differences of view identified. The results highlighted a range of features that are consistently indicated in the development of trust. The central importance of communication was identified by teachers and parents (low and high trust). There was a high frequency of teacher statements across categories citing factors external to the school (such as child, family or societal factors) as being at the root of difficulties in establishing trusting home-school relationships. High trust parents were more likely to commend the school on the consistency of its procedures in managing behaviour. However, difficulties relating to discipline and dissatisfaction with the school’s approach to tackling bullying and disruption were more likely to be raised by less trusting parents. The results are discussed in relation to theory and research and implications for school policy and practice are outlined.
The impact of inclusion policy on school psychology practices in South Africa
Authors: Lomofsky Lilian , Green Lena
Published: January 2023

South African education is a special case because the shift to inclusion co-incided with, and was a consequence of, fundamental political changes. In the context of the development of an inclusive education policy in South Africa (as described by Lomofsky & Lazarus, 2001), the implications for educational psychologists are discussed in detail.
Childhood depression – Part 2: The role of the educational psychologist in the recognition and intervention of childhood depression
Authors: Greig Anne
Published: January 2023

Kovacs (1997) indicated that, as with adult populations, there is extensive under-recognition and intervention of childhood depression. The increasing likelihood that significant numbers of depressed children are now attending our schools, unrecognised and unsupported, obliges all professionals who come into regular contact with children and young people to become more informed about the signs and symptoms of depression, more equipped with knowledge of how to intervene directly; and more informed about the roles and expertise of other professionals who can be mobilised. Greig (2004, this volume) focused on the theoretical basis of the nature and causes of childhood depression, its intervention and broad practical implications. Of particular importance was the recognition of the multidimensional nature of depression and the resulting necessity of having a multidisciplinary, multi-level, longer-term approach to its prevention, recognition and management. This second paper (Part 2), considers in more detail how educational psychologists can better recognise the signs of depression, intervene as early as possible and collaborate with others on behalf of depressed children and young people.