bluuebunny/crossref_metadata_2025 huggingface dataset:
Classroom challenging behaviour: A social constructionist phenomenon that exists through pupil–teacher discourse
Authors: Pomerantz Kathryn Anne
Published: January 2023

This paper is based on a study that set out to investigate conversations that took place between teachers and a young person with challenging behaviour in a secondary classroom. The author’s underlying philosophy is to view challenging behaviour from a social constructionist and interactionist perspective. That is to say that challenging behaviour is perceived to be constructed through the interactions that take place between the pupil and the teacher in the classroom setting which in turn serve to reinforce its presentation. This contrasts with a positivist perspective that is more likely to perceive problem behaviour as a fixed characteristic of the child. The educational psychologist selected a year 7 boy deemed to be ‘at risk of permanent exclusion’ and audio taped all the discourse that took place between the pupil and teachers within four class-based lessons. Transcripts of these conversations were scrutinised using a conversational analysis approach. The target pupil was found to be skilled in utilising specific speech acts and linguistic strategies in an attempt to gain power in the interaction and so disrupt the lesson. Differences emerged between the adults as to who used linguistic devices and strategies to minimise the challenging behaviour and who incited the behaviour or reinforced it through their interactional style.
A broad conceptual framework for the development and management of young people’s behavioural difficulties
Authors: Bennett Peter Lloyd
Published: January 2023

A systemic framework for viewing young people’s behaviour difficulties is proposed, including therapeutic and non-therapeutic influences on behaviour difficulties at all interconnected levels of the individual, the family, professional organisations and society. The concept of emotional and behavioural difficulties is examined and questioned in terms of research evidence which appears incisive and takes account of social constructs. A brief view of each level is considered as part of a framework which may contribute to our understanding of this complex area.
From welfare to correction: A review of changing discourses of secure accommodation
Authors: Milligan Ian , Smith Mark
Published: January 2023

Secure accommodation refers to locked facilities within the child care system. In England the term includes local authority secure children’s homes and secure training centres and in Scotland a more unitary system of secure units run by local authority or voluntary-sector providers. In a climate of heightened awareness of youth crime, such provision can be seen in the public mind and increasingly in political discourse as a response to youth offending. However, while it does work with young offenders, its purposes and regulations are rooted in a human rights imperative to limit rather than facilitate the restriction of young people’s liberty. Secure units have their origins in welfare-oriented child care philosophies rather than in the justice system. Many young people placed there have needs that have been difficult to address elsewhere but they do not fit the profile of the ‘persistent offender’, which has driven the expansion of provision. The commitment to expanding such an expensive resource, especially one with a long history of uncertainty around its purpose and effectiveness, reflects a hardening ideology towards young people who offend and misconceived ideas about what secure accommodation can realistically do. This paper traces the history of secure accommodation, identifying the expansion of provision over the past forty years. It locates this expansion within changing public and professional discourses around young people and crime. It goes on to consider what secure accommodation might realistically offer young people within a continuum of child care provision. The article is written from a Scottish perspective; while there are differences in the legal framework and structure of the sector in Scotland and England, the political and professional trends are sufficiently similar to be of interest to professionals in both jurisdiction.
Superiority: Always and everywhere? On some misconceptions in the validation of dynamic testing
Authors: Beckmann Jens F.
Published: January 2023

Dynamic assessment, as an alternative approach to assessing intellectual capacities, focuses on examinees’ ability to benefit from learning opportunities provided within the assessment process. The level of appreciation of the potential advantages of this assessment concept is not mirrored by the extent of its utilisation in practice. One reason for this constraint might be that, allegedly, the proponents of this approach have not yet succeeded in showing sufficient evidence for the validity of their assessment tools. The diversity within the field of dynamic assessment, characterised by a variety in the goals pursued, the methods employed, and philosophical perspectives on measurement makes it difficult to pass sentence regarding its validity. In the study presented, a set of dynamic tests has been used to exemplify a suggested strategy to evaluate dynamic tests in terms of validity. This strategy emphasised: (1) the explication of the construct dynamic tests are aiming at, and its relationship to other constructs; (2) the definition of construct representative external criteria; and (3) the demonstration of both predictive and incremental validity. Furthermore, it was conceptually argued and empirically demonstrated that a variation of correlations between tests and external criteria across different (sub-) samples or studies can be explained as differential validity of dynamic tests, which is compatible with the conceptual understanding of the construct addressed in such learning tests and would be misinterpreted as an indicator of inconsistencies in validity-related findings in dynamic tests.
Analogical reasoning in students with moderate intellectual disability: Reasoning capacity limitations or memory overload?
Authors: Büchel Fredi
Published: January 2023

Analogical reasoning is a central part of intelligence and a prerequisite for the transfer of learning. The capacity to profit from help in analogical reasoning is a promising predictor for cognitive intervention in special education. However, static analogical reasoning tests do not foster the information needed for the planning of such intervention. Unfortunately, there still is a lack of standardised dynamic instruments for individuals with moderate to severe intellectual disabilities (ID). We therefore developed the Analogical Reasoning Learning Test (ARLT), which is a standardised dynamic procedure in multiple-choice format. In the ARLT, only one-third of the students with moderate ID are able to solve more complex tasks. This conforms with the generally accepted belief that the majority of these students are not able to solve complex analogies. However, qualitative analyses indicate that these students may not have that much a problem with analogical thinking as a problem of memory overload. In order to test the memory overload hypothesis, a series of analogical matrices were constructed (CAM) that prevent memory overload. With this new arrangement 13 out of 15 students who were not able to solve any of the three items of second level complexity in the ARLT were able to solve at least one item of second or higher complexity level on the CAM without help. Some consequences for special educational practice are suggested.
EMDR as treatment of post-traumatic reactions: A field study on child victims of an earthquake
Authors: Fernandez Isabel
Published: January 2023

This field study explores the effectiveness of EMDR (eye movement desensitisation and reprocessing) for the post-traumatic reactions of child victims in the post-emergency context of an earthquake that occurred in 2002 in Molise, a region of Central Italy. EMDR was chosen as the treatment for the children of the San Giuliano Primary School in Molise. Twenty-two of the children who experienced the traumatic event, being suddenly buried under the debris of their collapsed school and in contact with the bodies of their dead classmates for hours, received three cycles of EMDR treatment over one year, with a total average of 6.5 sessions of EMDR each. The results show that EMDR contributed to the reduction or remission of PTSD symptoms and facilitated the processing of the traumatic experience.
Investigating variability in classroom performance amongst children exhibiting difficulties with early arithmetic
Authors: Houssart Jenny
Published: January 2023

Researchers in both psychology and mathematics education acknowledge that children’s mathematical performance can vary inexplicably from day to day, though there has been little detailed investigation of the form of variability discussed in this paper. The paper builds on research suggesting this might be a particular issue for children considered to have learning difficulties in mathematics. The children concerned were seven- to nine-year-olds taught together for mathematics in a small group with high levels of adult help in assessment, planning and teaching. Observational research was conducted, with the researcher making weekly visits over the course of a year. Findings synthesise a range of evidence for each child gathered both during planned assessment tasks and as part of routine classroom activity. The data are used to chart the performance of individuals over this period. Findings suggest that arithmetical capacities were not fixed and easily assessed, but varied from day to day. This variability is considered in some detail with the aim of offering explanations for perceived differences. Elements such as task presentation and subtle mathematical differences between tasks provide partial explanations. Many differences remain unexplained, and it is argued that variability is in fact a feature of learning. Finally, implications for practice in assessing children and planning for their mathematical development, are considered.
Language-based retrieval difficulties in arithmetic: A single case intervention study comparing two children with SLI
Authors: Koponen Tuire , Aro Tuija , Räsänen Pekka , Ahonen Timo
Published: January 2023

The aim of this single-case intervention study was to examine whether difficulties in fluently retrieving language-based material are related to learning to retrieve arithmetical facts from long-term memory. Two 10-year-old Finnish-speaking children considered to have Specific Language Impairment (SLI) were trained individually twice a week for two months using computerised game-like addition tasks. The participants were matched for non-verbal reasoning and non-verbal numerical skills as well as linguistic skills (verbal short-term memory, comprehension and vocabulary). The key cognitive difference between the participants was naming fluency. Child A had difficulties in fluently retrieving language-based material while child B’s performance on the same task was close to age-mean. A multiple baseline across-subjects design was used, with three baseline assessments and three follow-up assessments. Before the intervention both children used finger-counting strategies only. During the intervention child B progressed from finger-counting strategies to fact retrieval, while child A continued to use finger counting only. The results suggest that the benefit of an intervention programme, focusing on teaching fluent calculation skills with simple additions, is related to the specific features of the child’s language competencies. It is proposed that an inability to shift from a finger counting to a fact retrieval strategy is connected to difficulties in fluent retrieval of language-based material from long-term memory.
German deaf children’s understanding ofreferential distinctionin written German and German Sign Language
Authors: Mann Wolfgang
Published: January 2023

This study investigates the relationship between German deaf learners’ understanding of referential distinction (i.e. the semantic role of referents) in German sign language (GSL) and in written German (WG). Subjects included 117 German deaf students, ages 6–18 years, from five German schools for deaf students with bilingual classrooms. The underlying motivation for this study was the question whether German deaf students’ understanding of referential distinction in GSL and WG can be measured and compared across participants from different groups (i.e. students with German parents and those from diverse linguistic backgrounds). All subjects completed two self-generated, computerized tests for GSL and WG. Each test incorporated three comprehension tasks including: (a) pictures, (b) narratives, and (c) translations between GSL and WG. Findings indicate that students in both participant groups who score high on the test to measuring referential distinction in GSL perform similarly on the test of written German. The data strongly suggest that deaf students’ literacy skills in written German co-vary significantly with their proficiency in GSL.
A Grounded Theory study of Circles of Friends groups: The power of the set-up meeting as a tool for opening the social field for isolated children in schools
Authors: James Alistair , Leyden Gerv
Published: January 2023

‘Circle of Friends’ (CoF) was originally developed in Canada as a social tool for including vulnerable children or adults within their mainstream communities (Pearpoint, Forest & Snow, 1992). Within the UK context, CoF has been increasingly introduced by schools as a strategy for including pupils, with a range of challenging needs or behaviours, who have become rejected by or isolated from their peers.

The initial set-up meeting plays a critical role in establishing CoF interventions. The present paper focuses on a review of relevant qualitative and quantitative literature and a Grounded Theory analysis of a research study undertaken by the lead author. The design involved interviews with 25 facilitators of CoF within mainstream schools in a large shire county and an outer London suburb. The children participating in the CoF groups ranged in age from seven to twelve years.

The psycho-social theories emerging from the analysis contribute to our understanding of the part played by the set-up meeting and ‘perspective taking’ in the initial stages of the change process.

At its highest level of conceptualisation the final theory describes how a ‘Circle of Friends’ can facilitate the movement of a pupil from a ‘closed’ or isolated social field to more ‘open’, peer based, social relationships. Hypotheses for subsequent social action and future research are discussed.
The professional practice of educational psychologists: Developing narrative approaches
Authors: Hobbs Charmian , Durkin Rachel , Ellison Gillian , Gilling Jennifer , Heckels Tracey , Tighe Sarah , Waites Barbara , Watterson Carol
Published: January 2023

People (parents, carers, teachers, adults, other professionals) seeking the involvement of an educational psychologist (EP) frequently bring longstanding and difficult concerns. Usually, many ways have already been tried to address the difficulty and generally these have been felt to be unsuccessful. The problem then often becomes one that is described as belonging to the person or setting – the angry child, the bad parent, the weak teacher, the inexperienced leader. Once labelled as such, it becomes less likely to remedy a concern that has become part of someone’s identity – the label becomes an established fact. The problem is stuck.

Narrative approaches construct problems in a different way; the educational psychology team in Darlington has been interested in applying narrative ideas to the practice and ethos of the service over a number of years. Narrative approaches (White, 2007) view problems as separate from the person or setting and as such are one story amongst many that people have in their lives.

This paper presents a reflection on the work of Darlington Educational Psychology Service (DEPS) in developing narrative approaches to practice. The work is considered through a number of case studies including direct work with children and young people, training to bring about organisational change and research. It is suggested that a narrative approach provides a challenge to prevailing socio-cultural narratives and offers alternative richer understandings of behaviours often characterised as problematic.
Reading Rosie: The postmodern disabled child
Authors: Goodley Dan , Runswick-Cole Katherine
Published: January 2023

This paper reads disabled childhoods in a number of distinct ways in order to stimulate debate around the kinds of stories that researchers and practitioners tell about the children that they work with. Narratives of bio-power – discourses of the self – have expanded as knowledge from the human and social sciences grow and institutions of society become more pronounced. Nowhere is this growth of bio-power more evident than in the lives of disabled children. It is becoming increasingly apparent that distinct bio-political discourses are building up around disabled children at the same time as these children have become the focus of participation, policy and service provision. Consequently, we believe the time is ripe to step back from the current discursive context to question how we as researchers and practitioners understand the disabled children whom we work with. Our aim, then, is to deliberately and self-consciously read the story of Rosie – a disabled child we have worked with in our research – guided by four disability discourses, with an emphasis on making this reading useful to practitioners in the area of childhood and disability.

The first reading attends to the teachings of what we describe below as the autism canon, the second reading is located in an orthodox social model approach to disability, the third draws on a Nordic relational model of disability, and the fourth is filtered through what we term a socio-cultural lens. In narrating Rosie from different discursive repertoires, our aim is to explicate different understandings of disability and child that emerge and to warn against the dominance of readings which threaten to pathologise, other and separate disabled children from their peers, their families and the wider community.
Exploring the effects of the ‘Seasons for Growth’ intervention for pupils experiencing change and loss
Authors: Riley Anna
Published: January 2023

The purpose of this study was to critically evaluate the impact of the Seasons for Growth (SFG) programme for pupils experiencing loss and change. SFG is a manualised group intervention led by a trained facilitator (a ‘companion’) for young people aged 6 to 18 who have experienced significant loss (Graham, 1996). A repeated measures design was used whereby two groups of Year 7 and Year 8 pupils (N=5; N=7) took part in the study, within a mainstream secondary school. Pupils’ self-ratings of anxiety, self-concept, depression and emotional resiliency were collected pre-intervention, post-intervention and, at two months’ follow-up. All pupils were interviewed individually to explore their experiences and perceptions of the SFG programme. Qualitative and quantitative analysis of the data provided evidence that the SFG programme had a positive and significant impact on pupils’ emotional health and coping behaviours. The findings of this study are discussed in relation to the wider theoretical framework and the practice of educational and child psychology.
Creative giftedness and educational opportunities
Authors: Besançon Maud , Lubart Todd , Barbot Baptiste
Published: January 2023

In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education.
Evidence-based practice in educational and child psychology: Opportunities for practitioner-researchers using problem-based methodology
Authors: Kennedy Emma-Kate , Monsen Jeremy J.
Published: January 2023

Aim:

This paper proposes that certain interpretations of evidence-based practice contribute to a research-practice gap in Educational and Child Psychology [ECP]. It critically analyses one methodology – Problem Based Methodology [PBM] – that may help narrow such a gap.

Rationale:

Evidence-based practice is sometimes perceived as the use in applied practice of the best available research evidence, almost to the exclusion of practitioner expertise and client preferences. There is even less acknowledgement of how applied psychologists effectively integrate research, clinical judgment and client choice in applied practice contexts. Research methodologies that support practitioner-researchers with decision-making processes undertaken in complex human systems may therefore have significant advantages. In particular, those undertaking research for the purpose of enhancing practice, often an aim of ECP enquiry, may benefit from utilising methodologies that are well matched to the nature of applied practice.

Findings:

Problem Based Methodology is an approach to systematically researching applied practice with the explicit purpose of improving it. PBM advocates active discovery of and engagement with an individual’s thinking, reasoning and decision-making [referred to as their Theory of Action]. In this paper, the epistemological and theoretical bases of PBM are outlined and empirical studies that have employed it are briefly described. An example of research on client outcomes in integrated early intervention contexts is discussed to illustrate the rich learning that comes from using PBM.

Conclusions:

The paper concludes with some suggestions for future developments in PBM.
Grounded theory: A method for practitioner research by educational psychologists
Authors: Sutcliffe Andrew
Published: January 2023

From its origins during the qualitative revolution of the 1960s, grounded theory has become one of the most popular methodologies in use today. Glaser and Strauss’s (1967) book introducing the method represented a breakthrough, standing out for the systematic procedures it presented and how it countered the dominant view that quantitative research is the only valid approach to scientific inquiry.

Grounded theory is a broad method, spanning contrasting ontologies but with nevertheless consistent guidelines and procedures, where the researcher avoids formulating a hypothesis in advance and instead takes a reflexive approach to prior knowledge and assumptions, focusing on the individual and how they see the world that they experience. The guidelines of grounded theory are applied as flexible tools rather than strict rules, providing a system for developing conceptual frameworks that define the relationships between categories.

In grounded theory research, through the recursive processes of theoretical sensitive coding, theoretical sampling and constant comparison, data is broken down before the relationships between categories are used to construct an integrated framework which expresses the core concepts of the data, and can be used to explain or predict phenomena.

This paper outlines the history and development of the method, along with the relationship between different versions of grounded theory and their epistemological and ontological positions. Grounded theory research carried out by educational psychologists and psychologists working in education will also be examined before using the author’s own experience to outline a worked example of the method.
Children’s access to their right to play: Findings from two exploratory studies
Authors: Atkinson Cathy , Bond Caroline , Goodhall Natasha , Woods Francesca
Published: January 2023

Aim:

This article explores possibilities for educational psychologists (EPs) in supporting children’s right to play, which constitutes Article 31 of the United Nations Convention on the Rights of the Child (UNCRC, 1989).

Method:

Two small-scale studies explored the role EPs can play in facilitating a child’s right to play. The first used a focus group to seek EP views about supporting play. The second used single-case design to understand the play experiences of a six-year-old child with special educational needs and disabilities (SEND) within a mainstream classroom.

Findings:

Focus group EPs highlighted how play influenced social and learning development and felt well-positioned to advocate for Article 31. The national curriculum, the local authority context and staff and parental awareness of the benefits of free play were seen as potential barriers, with access for children with SEND seen as particularly problematic. In the single case study, the pivotal keyworker role and child’s personality were facilitators of play access, although this was enabled through placement amongst younger children and could not be maintained.

Limitations:

Both studies were exploratory and small scale. Findings were influenced by the context, affecting their transferability. Nonetheless, outcomes provide numerous avenues for further study, in an under-researched area.

Conclusions:

Understanding international legislation regarding children’s access to play and its potential benefits is important for school-based practitioners. EPs are potentially well- positioned to advocate for this right and may be able to develop practice through case and systemic work.
Child psychology beyond the school gates: Empowering foster and adoptive parents of young people in public care, who have been rejected, neglected and abused
Authors: (Seán) Cameron R.J.
Published: January 2023

Aim:

In this article, an applied psychology approach designed to support carers of looked-after children is described and its impact on these young people is evaluated.

Rationale:

Children and young people in public care are arguably the most vulnerable group in our society and despite considerable support and financial expenditure, their personal, social and wellbeing outcomes have remained stubbornly poor. In particular, school-based interventions have led to only slight improvements in attainment levels and these children still lag far behind their peers.

The ‘Emotional Warmth’ model of professional child care was developed to empower residential carers and foster/adoptive parents to understand and meet the often-complex needs of these children. In this article, the main components of the ‘Emotional Warmth’ model are described, the key role of the psychologist consultant is outlined and some input outcomes are considered.

Findings:

The results of a ten-month ‘Emotional Warmth’ project involving the foster and adoptive parents of fourteen children are presented. The analysis shows that significant positive change occurred in both the behavioural and affective measures (p less than 0.05). These results are discussed, as are the serendipitous benefits for both the educational psychologist consultants and their local authority service manager.

Limitations:

Some methodological constraints are considered.

Conclusions:

It is argued that this model of professional child care can enable foster and adoptive parents to achieve positive outcomes for the young people in their care.
Brief Behavioural Activation (Brief BA) in secondary schools: A feasibility study examining acceptability and practical considerations
Authors: Pass Laura , Sancho Michelle , Brett Simon , Jones Mona , Reynolds Shirley
Published: January 2023

Aims

This paper reports on a feasibility study of delivering Brief Behavioural Activation in schools, focusing on acceptability, demand, implementation, practicality, adaptation and integration.

Rationale

Depression in adolescence is a common and serious mental health problem, with long-term negative impacts on social and academic functioning. In the UK, access to evidence-based psychological treatments is limited and training and employing therapists to deliver these is expensive. Treatments are typically offered in specialist Child and Adolescent Mental Health services (CAMHs) following a General Practitioner (GP) referral, yet few depressed young people seek help from their GP or other health professionals. In the UK there are current proposals to significantly increase the role of schools in providing access to mental health treatment for children and young people but currently there is little evidence that this is acceptable, feasible or effective.

Behavioural Activation (BA) is an evidence-based treatment for depression in adults. BA has recently been adapted for young people (Brief Behavioural Activation; Brief BA, Pass & Reynolds, 2014). The adaptation is developmentally sensitive, acceptable to parents and young people, links behaviours to values and is highly collaborative.

Method

Brief BA was introduced into five schools where feasibility data were collected. Brief BA was delivered by four therapists from differing professional backgrounds and experience.

Findings

Initial data suggest that Brief BA is feasible to deliver in schools. Brief BA was integrated successfully with some adaptation, demand was high, and the service was highly acceptable to students, parents and school staff.

Conclusions

This study provides early evidence to support the use of Brief BA to treat adolescent depression in schools, with clear learning points for future feasibility evaluation.
Identification with the school predicts better mental health amongst high school students over time
Authors: Miller Kirsty , Wakefield Juliet , Sani Fabio
Published: January 2023

Aim

The aim of the current study was to investigate, in line with the ‘Social Cure’ tradition, whether identification with various groups (including the family, school and friends) predicted better psychological wellbeing amongst high school students. While previous research had shown there was a relationship between identification with these groups and mental health in adolescents, this work was cross-sectional, meaning that the direction of the relationship could not be established. The further aim of the current study was therefore to investigate these relationships over time.

Method

Data were collected via self-report questionnaires from 409 pupils in several Scottish high schools. We measured students’ mental wellbeing via the GHQ-12 questionnaire, as well as identification with their family, school and friend groups.

Findings

Of the three groups investigated, only school identification predicted psychological wellbeing over time, indicating that educational practitioners are in a unique position to influence young people’s mental health. Furthermore, the finding that school identification predicts mental health over time supports the theory presented in the social cure literature: that group identification predicts mental wellbeing.

Limitations

A potential limitation was the use of self-report questionnaires. However, we feel that the strict policy of anonymity will have reduced socially desirable responses.

Conclusion

The findings highlight the importance of the school for young people’s mental health. Future research and interventions should consider the importance of identification with the school when attempting to enhance young people’s mental wellbeing.
The training imperative
Authors: Thompson David
Published: January 2023

The changes taking place within the Sheffield service from 1970 onwards, away from child guidance towards a broadly based application of psychology within the whole education department, not just schools, raised questions about training psychologists to take up this new role. Since the publication of the Summerfield report in 1968 (DES, 1968), there was pressure to increase initial training places by opening up new courses rather than simply expand places on existing courses. Sheffield University had an excellent Department of Psychology as well as a strong School of Education. David Loxley was a graduate from the Psychology department in Sheffield University, and was keen to support the development of such a course.

The first course tutor to be appointed to the course was David Thompson, already working as a Senior EP in Sheffield. Later associate tutors working part-time in the Sheffield Service and part-time on the Sheffield University training course cemented the close relationship, and had a profound influence on the course structure and content.

By the 1990s pressures for structured continuing professional development (CPD) for serving psychologists was growing, both through the requirements of the British Psychological Society (BPS) for chartered psychologists and through the rapid changes in education (national curriculum and its associated assessment procedures, introduction of the Code of Practice for SEN). The tutors on the Sheffield MSc course saw opportunities to develop a taught doctorate to meet these needs, with the first students accepted onto this new doctorate programme in 1996 The experience of developing and teaching this new programme was valuable when initial training for EPs moved to a three-year doctoral course.

David Thompson remained as course tutor from 1974 until his retirement in 2007. He reflects on his long experience in the field of initial training and continuing professional development in the field of EP training in the following chapter.
Literacy difficulties: What are learners’ experiences?
Authors: Pollock Susan
Published: January 2023

Aims

The aim of this research was to explore the school experiences of learners identified as having literacy difficulties.

Rationale

A sizable minority of learners receive additional literacy support during their school career. Poor literacy skills are believed to have an impact on social and emotional wellbeing and future success in life. However, there has been little research which seeks to explore the experiences of learners. Such exploration is likely to support Educational Psychologists to facilitate conversations which provide a more holistic understanding of literacy difficulties.

Method

This research used an exploratory case study methodology. The participatory method of photovoice was used to gather data, with each participants’ experiences of school represented on individual experience boards. These were analysed using thematic analysis.

Findings

There was a surprising lack of photos explicitly about literacy and learning ‘tools’. The student photographers’ work highlighted both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. This indicated an inextricable link between their social and learning experiences.

Limitations

The findings of this research are limited by the small sample size and use of convenience sampling. Participants were in part identified because of their perceived willingness to take part. Furthermore, the participatory nature of the research and degree of student photographer choice may have at times taken the research away from the focus of literacy difficulties.

Conclusions

There are implications for educational psychology practice both in relation to taking a more holistic view of understanding, and also supporting learners with literacy difficulties. The use of ‘photovoice’ to elicit and foreground student views and experiences as part of a consultation, or at a more systemic level, was also highlighted.
Peer-peer relationships: A key factor in enhancing school connectedness and belonging
Authors: Gowing Annie
Published: January 2023

Aims

The relational climate of schools is highly influential in nurturing a sense of connectedness to school with the teacher-student relationship widely recognised as the central relationship for students. Peer-peer relationships have been less scrutinised in terms of their contribution to students’ feelings of closeness to school. This mixed-methods study explored young people’s understandings of school connectedness and their experience of their peer relationships at school.

Method

Data sources included focus groups, a questionnaire and diaries with a total sample size of 336 students aged between 13 and 18 years. Focus groups and diaries were analysed using thematic analysis and the questionnaire data were examined using descriptive and inferential statistical analyses.

Findings

Students’ relational worlds at school were peopled by teachers and peers, however peers emerged as the lead relationship. This was evident for students across the school connectedness spectrum. For some students with low self-reported connectedness, their peer relationships were the single positive aspect of their school experience.

Conclusions

Young people in this study were unequivocal in naming peer relationships as the most valued aspect of their school experience. This view of peer relationships as a resource that builds connectedness to school invites all school staff to provide multiple planned and spontaneous relational opportunities among peers, both within and outside the classroom. The educational psychologist, as a relational specialist, has a key role in this work.
Wellbeing in international schools: Teachers’ perceptions
Authors: Wigford Angie , Higgins Andrea
Published: January 2023

Aim(s)

This study explored the perceptions of wellbeing of teachers and teaching assistants who work within the international school sector.

Method

A mixed methods approach provided quantitative and qualitative data. An online questionnaire was completed by 1065 staff in international schools from 72 countries worldwide. Data was summarised to provide an overview of the important wellbeing factors for participants. From this, a semi-structured interview was devised and conducted with 18 people, then analysed using thematic analysis to extract major themes.

Findings

International schools provide a unique perspective on wellbeing, possibly due to the multicultural, multilingual staff and student body as well as the relatively high frequency of transition between schools. The importance of appreciation, relationships and belonging were highlighted. When sufficiently robust, these are effective in balancing out the impact of negative factors such as weak leadership, workloads and lack of resources.

Limitations

This study was broad; the initial focus was on wellbeing generally not belongingness. Future studies could deepen our understanding of belongingness in terms of what it is perceived as, how it develops and the benefits. The student voice was not represented. The sample was opportunist and voluntary.

Conclusions

Collaborative and respectful relationships, the appreciation of colleagues and leaders and strong feelings of belongingness were central to positive wellbeing. This could have implications for those who work within schools in all sectors. Educational psychologists are well placed to support leadership teams to implement strategies that enhance the development of relationships and belongingness in schools.
The social experiences and sense of belonging in adolescent females with autism in mainstream school
Authors: Myles Olivia , Boyle Christopher , Richards Andrew
Published: January 2023

Aim(s)

This qualitative study explored the social experiences and sense of belonging of adolescent females with autism in mainstream schooling.

Method/rationale

The research explored the views of eight adolescent females with autism. Semi-structured interviews were used to explore the ways in which the students experience a sense of belonging and exclusion in school; and what they feel would support them socially.

Findings

The findings suggest that key friendships, understanding and perceived social competence are important for adolescent females with autism in developing a sense of belonging in mainstream school. Adolescent females with autism are motivated to form a sense of belonging in school, but they also experience pressure to adapt their behaviour and minimise their differences in order to gain acceptance.

Limitations

This study represents a small sample of adolescent females with autism, their parents and school staff. Further replication is needed before the findings can be generalised to other females with autism in mainstream school.

Conclusions

The current study addressed an identified gap in the literature by seeking the first-hand views and experiences of adolescent females with autism in mainstream school. Consistent with prior research, the findings suggest that adolescent females with autism are motivated to seek social contact and form friendships in the same way as females without a diagnosis of autism. The findings also highlight the specific social difficulties experienced by females with autism and the way in which this can add to their feelings of exclusion in the school environment.
An Evaluation of a Peer Support Group within a Psychological Service
Authors: Jones Polly
Published: January 2023

The role of formal professional supervision and / or peer support within psychological services is not yet central to practice in the majority of psychological services. However there is an argument that all staff within the ‘helping professions’ require support and time for reflection in order to remain effective, and that Educational Psychologists are no different from Clinical Psychologists, Social Workers, Counselling Psychologists and others who contractually provide a therapeutic or casemanagement service. This paper presents an evaluation of a small-scale peer-support group project that was piloted in a Scottish psychological service as a means of evaluating this model of support. The preliminary findings suggest that this opt-in method of staff support was effective on a number of levels including providing emotional support for staff, bringing about changes to practice, teambuilding, and reducing stress and feelings of professional isolation. One issue that did arise however was the need for such structures to be supported by management, not least in making time available, if such formal peer support is to be sustained.
From NEET to EET: Is there a role for the Educational Psychologist?
Authors: Banks Margaret , Burke Tracey , Carmichael Sheena , Chapman Carron , Collins Sabrina , Daly Clare , Eodanable Miranda , Gardiner Lisa , Gardner Sandra , Geddes Lindsay , Gooch Diana , Irwin Ruth , Jamieson Sarah , MacDonald Elayne , Macleod Emma , Martorana Roseann , Powell Kate , Reid Elaine , Reilly Lawrence , Sargison Ian , Scott Ainsley , Singleton Elspeth , Smith Julie , Tallis Gillian
Published: January 2023

The ‘NEET’ population has recently become a national focus for concern. The term refers to young people, aged 16 to 19, who are ‘not in education, employment or training’. The nature of the NEET population is recognised as very diverse, and the size is estimated as between 13.2 per cent to 14.5 per cent of all 16- to 19-year-olds. Routes into the population can be explained through psychological theories such as developmental contextualism, the focal model and resiliency theory. Several interventions and preventative strategies are already in place, with varying degrees of success. It is proposed that EPs can play an important role in reducing the NEET population through application of their five core functions.
Evaluating the impact of Covid-19 on children and young people’s social, emotional and psychological wellbeing: A systematic review
Authors: Howard Kirstie , Quinn Heather , Thomson Marel
Published: January 2023

This systematic review investigated the impact of the Covid-19 pandemic on children and young people’s (CYP) social, emotional and psychological wellbeing (SEPW). It reviewed the current research available around the Covid-19 pandemic and how it relates within a Scottish context. Implications for educational psychology practice and future research were explored. Fifteen articles, including a mixture of qualitative/quantitative studies and narrative reviews were quality assessed. All articles were directly related to the impact of the Covid-19 pandemic on CYP SEPW. The main findings report that SEPW has been impacted in CYP due to Covid-19. While many of the findings indicate a negative impact on CYP SEPW, there were some positive outcomes. This review also highlighted a range of ecological factors that influenced the severity of this impact, including CYP from socially disadvantaged backgrounds, children with additional support needs (ASN) and parental influences. Ways to mitigate negative responses to the pandemic included suitable interventions, parental support, effective multi-agency working and support and training provision for educational professionals. Further research is required to explore the child’s voice in relation to the impact of Covid-19 on their SEPW. There is also a need for Scottish research to ensure the specific needs of CYP in Scotland are being met, following the Covid-19 pandemic.
Response to Covid-19: How do schools support children following a crisis?
Authors: Bangs Rose , Bhrádaigh Emma Ní , Brown Christie , Keane Eoin
Published: January 2023

The Coronavirus (Covid-19) pandemic is a global health crisis which has resulted in mass disruption to daily life, extended school closures and quarantine measures. Research suggests that the pandemic is likely to negatively impact children’s mental health. Therefore, it is imperative to understand how to support children returning to school following Covid-19. The aim of this systematic review was to analyse existing empirical research focusing on methods of supporting children following a crisis to identify the most effective school-based supports in response to the Covid-19 pandemic. Six databases were searched which initially identified 4301 articles. Through an iterative process, 18 articles were identified which met the inclusion criteria for review. This review highlighted the ecological nature of school-supports, with schools providing support to children across various levels such as direct support in the classroom in addition to indirect whole-school and community approaches. The role teachers play in supporting children’s wellbeing post-crisis through responsive teaching was also identified. Furthermore, results showed the effectiveness of universal strengths-based interventions to promote resilience and the role of peer support in enhancing children’s wellbeing. At a systemic level, findings also highlighted the importance of community-based school supports such as communication with families, the promotion of staff wellbeing and professional collaboration. Overall, this review identifies schools’ capacity to support children at various levels post-crisis. It also highlights the potential role of educational psychologists when children return to school post-Covid-19, whilst also establishing the need for more research on children’s mental health following Covid-19.