bluuebunny/crossref_metadata_2025 huggingface dataset:
Promoting the inclusion of migrant children in a UK school
Authors: Gaulter Amanda , Green Rob
Published: January 2023

Aim:The expansion of the European Union has led to many Eastern European families migrating to the UK, which in turn has placed increasing pressures on schools to foster the inclusion of migrant children. This research explored how an English primary school, which had seen a significant rise in the number of Slovakian pupils attending, promoted the inclusion of migrant pupils.

Method:Using an action research design, information about issues surrounding the inclusion of Slovakian pupils was gathered through the collaborative reflection of nine staff and the use of visual methods with five Slovakian children. Staff used the information gathered to devise actions that could promote inclusion.

Findings:Thematic analysis of the children’s experiences indicated that they valued coming to school but experienced vulnerability. Data from staff indicated that both their perceptions of Slovakian culture and their self-efficacy towards promoting inclusion changed across the research.

Limitations:Ethical issues of empowerment and equality of both staff and children were questioned throughout the research. Clear measures of how the research benefited the migrant children were not used and the restricted timeframe of the research limited the scope for measuring long-term impact.

Conclusions:The research highlighted an approach for fostering community cohesion in schools. Findings raised implications for school staff and Educational Psychologists working in diverse communities and highlighted the value of action research in such contexts.
How can teacher resilience be protected and promoted?
Authors: Greenfield Ben
Published: January 2023

Aims:These are challenging times for the entire education community, with an estimated 50,000 teachers leaving the profession every year. In order to inform educational psychologists’ understanding and practice, this paper offers a systematic review of the literature surrounding the relatively young concept of teacher resilience, along with the multi-layered conditions that may promote it.

Method/Rationale:The review takes the form of a meta-ethnography. Following a systematic search of the literature, a small number of relevant, qualitative studies are identified and analysed. Key concepts from each paper are then synthesised, allowing interpretations to be made and a new model of teacher resilience to be constructed.

Findings:It was found that teacher resilience can be characterised as a collection of dynamic interactions between four broad constructs: thoughts, relationships, actions, and challenges. Teachers’ relationships with key others and the actions they take (e.g. problem-solving) may act – often in combination – as a buffer, which protects their beliefs about themselves and/or their role from external challenges.

Limitations:As with any meta-ethnography, the findings of this in-depth but small-scale review are open to alternative interpretations.

Conclusions:With the right support, teacher resilience can be protected and promoted. Providing such support must, therefore, be a national priority. This responsibility must be shared primarily between school leaders, government policy makers and teachers themselves. Suggestions about the various contributions EPs can make to this process are offered.
A randomised controlled trial of theFRIENDS for Lifeemotional resilience programme delivered by teachers in Irish primary schools
Authors: Ruttledge Richard , Devitt Eileen , Greene Gabrielle , Mullany Mary , Charles Elizabeth , Frehill Joanne , Moriarty Maura
Published: January 2023

The FRIENDS for Life programme is a cognitive behavioural based programme designed to reduce childhood anxiety and promote emotional resilience. Teachers are in a unique position to monitor children who are at risk and to intervene early with preventive social and emotional learning programmes. This study was designed to replicate very positive international evaluations of the FRIENDS for Life programme for anxiety reduction and extend the evidence base by investigating effects on strengths based qualities such as self-concept, coping and school connectedness. Further, for the first time in an Irish context primary school teachers were the lead facilitators of the programme, with 709 children aged 9 to 13 years in a representative sample of 27 primary schools from across Ireland. Schools were allocated to an intervention group or a wait-listed control group. Teachers were trained and supported to deliver the programme by educational psychologists. Quantitative and qualitative data including measures of anxiety, self-concept, coping, school connectedness and social validity indicated that the FRIENDS for Life programme was very positively received by children, parents and teachers. The programme was implemented successfully by teachers and resulted in positive outcomes for students including improved emotional wellbeing, greater coping skills and an enhanced sense of connectedness with school.
How to make teachers happy: An exploration of teacher wellbeing in the primary school context
Authors: Paterson Annie , Grantham Robyn
Published: January 2023

Teaching is considered a high stress profession, being associated with negative outcomes such as burnout. This is worrying given the links between teacher wellbeing and pupil academic performance and wellbeing. There appears to be little existing literature that focuses on the factors that support and maintain teacher wellbeing, and thus identifies a gap in the evidence base that this study aims to address. A strengths-based method, within an ecological framework, was employed to explore teacher wellbeing. Phase 1 of the study involved teachers from five primary schools from the same local authority completing the Glasgow Motivational and Wellbeing Profile to establish an overall wellbeing profile for each school. The school with the most positive wellbeing profile was selected for Phase 2, in which six teachers were invited to take part in a focus group to explore the factors that foster and support teacher wellbeing. Themes generated from the results included the importance of relationships, collaboration and the need for realistic perceptions of teaching, amongst others. Limitations, areas for future research, and implications for educational psychology practice are discussed in accordance with the findings. Results generated from the study, it is hoped, will inform future practice and policy development in order to meet teacher wellbeing needs more effectively.
Response to mediated intervention: Dynamic assessment in context
Authors: Robinson-Zañartu Carol , Mendoza Nancy , Mesa Diana Rosa , Wager James Derek
Published: January 2023

Aim:

This study demonstrates the usefulness of the Response to Mediated Intervention (RTMI) process, in which sociocultural contexts, dynamic assessment, evidence-based interventions and student responsiveness intersect. Recommendations useful to both teachers and students result. The process is strength-based, and uses an asset-oriented mindset.

Method/Rationale:

Using multiple baseline single case design methodology, effect sizes were calculated to determine outcome effectiveness in 11 case studies. Goal Attainment Scales (GAS) tracked cognitive integration. Assessors used dynamic cognitive assessment findings along with student contexts to create meaningful transfer of thinking skills to academic areas of concern. Modifiable cognitive skills were linked to evidence-based interventions for a minimum of six sessions.

Findings:

ES calculations demonstrated a range of effects across cases, from none to large, with the vast majority in the medium to large effect size range. All GAS measures of cognitive skill integration demonstrated positive trends. Social validity measures affirmed the value to students and teachers.

Limitations:

Due to the nature of single case design, one cannot generalise effectiveness of each intervention to the larger population. However, the RTMI process used successfully across multiple cases suggests that the process rather than each intervention might be generalised.

Conclusions:

Used in an ecosystems context, RTMI shows great promise for helping accelerate academic outcomes for students with education challenges who are not making sufficient progress with academic intervention alone. Attending to student thinking processes facilitates transfer.
Voices from practice: When is the gap between diagnosis and intervention apparent?
Authors: Tiekstra Marlous , Bergwerff Lotte , Minnaert Alexander
Published: January 2023

Aim:

In this manuscript an overview is provided of the current state of psycho-educational practice in the Netherlands, in particular the role of test outcomes considered. In order to detect clues for bridging the gap between diagnosis and intervention, one should investigate the ecology in which this gap is apparent.

Method:

Twoin vivostudies have been carried out. In a first study, a questionnaire has been administered to a total of 36 school psychologists, 21 special care coordinators, and 44 teachers.

Results:

A qualitative analysis of the answers, by means of a classification scheme (κ.82), revealed questions about the specific role of intelligence tests and its consequences to educational practices. Therefore, a case study has been carried out in a second study. The case study provided in-depth information about the targeted care process around a grade 1 student.

Conclusion:

Results indicated a gap between diagnosis and intervention that followed after the administration of the intelligence test. Suggestions are proposed for improvement, and the need for interventions at the level of educational professionals is highlighted.
Parents’ experiences of the diagnostic process for girls with autism spectrum disorder in Ireland: An Interpretative Phenomenological Analysis
Authors: Rabbitte Kate , Prendeville Paula , Kinsella William
Published: January 2023

Aims:

This study aimed to explore parents’ lived experiences of securing a diagnosis of autism spectrum disorder for their daughters in Ireland.

Rationale:

Autism spectrum disorder (ASD) is diagnosed four times more frequently in boys than girls. Where there is no co-occurring intellectual impairment, the ratio rises to approximately 10:1. Emerging research is suggesting that this ratio is a result of more subtle difficulties experienced by girls and an increased ability in girls to camouflage their symptoms. There may be a poorer understanding of girls’ symptoms due to fewer research studies with females as participants. It is hypothesised that the diagnostic criteria could be biased towards a male understanding of ASD and that screening instruments may be unreliable for girls, especially for females who are more cognitively able.

Findings:

Semi-structured interviews were completed with six sets of parents of girls aged 11–17 with ASD. An Interpretative Phenomenological Analysis (IPA) revealed four superordinate themes experienced by parents of the diagnostic process for their daughters: noticing the signs; an emotional journey; moving forward; and looking to the future.

Conclusion:

This paper reveals the impact that a lack of diagnosis or misdiagnosis can have on girls with ASD and their parents, particularly with the necessity for parents to advocate for their daughters where a diagnosis was only obtained following parents’ persistence. Of note, are parents’ experiences of their daughters obtaining inappropriate interventions to meet their specific needs in the context of their diagnosis. Implications of the findings for educational psychologists are discussed.
Pakistani mothers’ experiences of parenting a child with autism spectrum disorder (ASD) in Ireland
Authors: Habib Saima , Prendeville Paula , Abdussabur Asma , Kinsella William
Published: January 2023

Aim:

This study explores the parental experiences of Pakistani mothers living in Ireland who have a child with autism spectrum disorder (ASD).

Rationale:

The stresses of raising a child with ASD are potentially exacerbated in the context of an immigrant family.

Method:

Using a constructivist interpretative paradigm and a culturally sensitive approach, semi-structured interviews were conducted with seven Pakistani mothers who have children with ASD. An insider’s perspective, arising from the experiences of one of the researchers as a Pakistani Muslim immigrant parenting a child with ASD, aimed to increase the validity and reliability of the information disclosed by mothers. Transcripts were analysed via thematic analysis.

Findings:

Three themes emerged from the analysis – satisfaction and contentment, challenges of parenting a child with ASD, and immigrant experiences of parenting. The positive experiences of mothers are elaborated under the three sub-themes that include mothers’ positive experiences of schools, effective communication and the positive impact of parenting a child with ASD. The challenges faced by mothers highlight additional concerns revealed by immigrant mothers including the impact on their role within the family and their lives in the wider community.

Conclusions:

The results reveal the cultural factors that impact on Muslim immigrant mothers in the western world and how the perception of ASD in Pakistan can have an impact on mothers’ experiences of parenting a child with ASD. Implications for educational psychologists, who work with Pakistani families that have children with ASD, are also discussed.
Labels, literacy and the law. Implications for EP practice post-school in the UK
Authors: Arnold Christopher
Published: January 2023

Aim:

This paper considers the differences in legislation between pre- and post-sixteen students regarding the use of the label ‘dyslexia’.

Rationale:

The Children and Families Act 2014 introduced new responsibilities for Local Authority educational psychology services. Some existing legislation takes a different view of the use of educational labels such as ‘dyslexia’ from that used traditionally with school-aged students. This can cause conflict and confusion for both clients and educators.

Findings:

Detailed examination of key cases that have set legal precedents reveal that the use of the label is not as essential as many have thought. A move towards an approach that considers the skills of an individual in the context in which they are working is compatible with current case law and would facilitate conclusions about an individual that may protect their entitlement to assistance without applying a specific label suggesting a life-long condition.

Limitations:

This article makes suggestions that may be subject to challenge by some pressure groups that have not been consulted. It further makes recommendations that have not been tested in UK courts of law.

Conclusions:

For educational psychologists working in this area, a new approach to assessment that highlights the functioning of an individual in a particular context rather than the traditional decontextualised assessments is compatible with existing UK law and removes the need for labels for individuals.
Studying the implementation of PECS in a naturalistic special education school setting
Authors: Chua Beatrice Y.E. , Poon Kenneth K.
Published: January 2023

Aims

This study sought to investigate the predictors of spontaneous Picture Exchange Communication System (PECS) use in a naturalistic school setting.

Method

The study recruited 44 students (36 boys and eight girls), aged between 6 to 18 years and their teachers (26 teachers and two teaching assistants). Teaching staff completed measures of student’s communicative ability, autism symptomology and PECS abilities. Teachers also provided information of their PECS training history and PECS teaching experience.

Findings

Stepwise Multiple Regression Analysis revealed that: (1) teacher’s intentional pre-planning of PECS; (2) context in which PECS is used; (3) PECS phase level; and (4) the number of months of PECS teaching experience teachers had significantly predicted spontaneous PECS use. Child-dependent variables such as the severity of student’s autism symptomology and level of student’s mastery and age did not significantly predict spontaneous PECS use.

Limitations

The limitations of this study are the small sample size, teachers’ self-reported bias, and the lack of exploring other potential factors.

Conclusions

The findings of the study highlight the importance for professionals, such as Educational Psychologists (EPs), to consider implementation factors that will impact the efficacy of intervention. In this study, it was the orchestration of how PECS is taught that had significantly predicted better PECS spontaneous use, rather than within-child factors. This suggests that PECS is suitable for a wide range of ASD learners. Additionally, it provides new insights for EPs to emphasise certain components over others during PECS teachers’ trainings.
Towards a community psychological service
Authors: Loxley David
Published: January 2023

David was Principal Educational Psychologist in 1970–1991. He led the development of the Psychological Service, building upon the earlier work which had transformed the child guidance clinic into a child guidance service, which included a limited schools psychological service as well as child guidance clinic. In the 1970s David was an inspirational PEP who appointed other progressive, creative educational psychologists who together developed a forward looking service which sought to go beyond the clinic, into schools, and to become a community psychological service. The aim was to go beyond applying psychology with a focus on problems, ill health and special educational needs. In addition to these important areas of work, the service sought to apply a psychology to improve the health and wellbeing not only of children and parents but also schools and the wider community.

This chapter was originally written by the late David Loxley around 1995, with small additions to clarify chronology in the text.
The early years: Child guidance
Authors: Desforges Martin
Published: January 2023

In this chapter we briefly outline the origins of child guidance and then review the beginning of the child guidance service in Sheffield.
Dynamic testing of children with a developmental language disorder: Progression in series completion performance and need for instruction
Authors: Touw Kirsten W.J. , Vogelaar Bart , Thissen Floor , Resing Wilma C.M.
Published: January 2023

Background

Outcomes of static tests provide an indication of what children have learned in the past, up to the moment of testing, and can therefore underestimate the cognitive abilities of atypically developing children, such as children with language difficulties. In contrast, dynamic tests aim to examine children’s potential for learning. The information obtained during dynamic testing has the potential to be helpful in education. However, the administration of dynamic tests is often time consuming.

Aim

The current study aimed to investigate the value of a computerised dynamic test utilising graduated prompts, as a means to provide insight into the extent to which children with language difficulties show progression in accuracy of their series completion skills (a subform of inductive reasoning). We sought to investigate whether dynamically versus statically tested children diagnosed with a Developmental Language Disorder (DLD) attending special education showed differential patterns in their serial reasoning performance and their need for instruction.

Rationale/Approach

Forty-seven children with a mean age of 8.06 years participated in the study. They were tested dynamically by means of a pre-test, two training sessions, and a post-test. We examined in detail children’s learning processes when solving visual-spatial series completion tasks.

Findings/Conclusion

The graduated prompts training resulted in larger changes in accurately applied transformations than repeated practice only. Furthermore, children with weaker initial scores seemed to show larger progression paths after training than those with stronger initial scores, although no significant differences were found. The current study also reveals that, in general, children needed fewer prompts in the second training session than in the first, although large individual differences in the amount and type of help needed were observed. Overall, these findings provide a first indication of the value of a computerised dynamic test in unveiling the potential for learning and individuals’ needs for instruction in the population of children with DLD.
Care leavers’ priorities and the corporate parent role: A self-determination theory perspective
Authors: Hyde Rebekah , Atkinson Cathy
Published: January 2023

Aim

Corporate parenting in the UK may not be well-operationalised, with a potential role for educational psychologists (EPs) in promoting effective practice. This paper explores care leavers’ needs and priorities from the perspective of self-determination theory (SDT), which relates the individual’s motivation to the human need for competence, relatedness and autonomy.

Method

Ten young people aged 16–19 from two UK local authorities were interviewed about their priorities in preparing for adulthood. Interview findings were then deductively analysed using a SDT framework.

Findings

Interviews highlighted the young people’s preference for graduated transition to adulthood. Analysis showed relatedness to be the most salient SDT domain, foregrounding the importance of consistent, authentic and personalised relationships. Consistent relationships motivated care leavers to engage with support and to pursue post-16 goals with enhanced self-determination. Conversely, gaps in young people’s support networks undermined service engagement, potentially impeding a supported and successful transition to adulthood.

Limitations

The study was small-scale and the age range, demographics and quality of leaving care support may not have been representative of a wider population.

Conclusions

SDT is potentially useful for highlighting care leavers’ needs and priorities when preparing for adulthood, with clear implications for corporate parenting, particularly within the relatedness domain. A possible role for EPs is proposed, which could strengthen service delivery through both systemic and individual work.
Young people’s considerations and attitudes towards the consequences of sexting
Authors: Walsh David
Published: January 2023

Aims

To explore and investigate young people’s considerations and attitudes around sexting using a unique, qualitative approach. To generate research in this area from young people’s perspectives.

Method/Rationale

The study used vignettes in focus groups to explore young people’s considerations and attitudes towards the consequences of sexting and analysed the data using thematic analysis (Braun & Clark, 2006). Sexting is under-researched, particularly given the diverse psychosocial consequences which typically arise when an image travels beyond the intended recipient. This study aims to contribute to the developing understanding of this seemingly increasingly prevalent behaviour.

Findings/Implications

Specific implications for Educational Psychologists in relation to consultation, intervention, training and research are outlined.

Limitations

Sample size and generalisability of findings typical to smaller scale studies.

Discussion

Considering and applying adolescent cognitive development supports the finding that consequences are rarely considered when engaging in sexting. There are complex attitudinal responses reported by young people when considering the consequences of sexting.

Conclusion

As an alternative to an abstinence approach, a more effective approach might be to engage young people in a depersonalised, compensatory, non-judgemental discussion of the legal and psychosocial implications and consequences that can potentially arise from participating in sexting. This could lead to the development of an understanding for young people of rules and etiquette for participating in sexting.
‘School for Everyone’: An exploration of children and young people’s perceptions of belonging
Authors: Midgen Tara , Theodoratou Theodora , Newbury Kirsty , Leonard Matt
Published: January 2023

The Aim

Following the Children and Families Act (2014) Local Authorities must involve children and young people with Special Educational Needs and Disabilities (SEND) in reviewing the special educational provision in their area and planning future provision. As part of one council’s review of its special educational provision, the views were sought of children and young people with a range of needs to explore the factors influencing their sense of belonging within their educational settings. Research suggests that children’s sense of belonging has significant implications for schools, as it is likely to be positively associated with important outcomes such as engagement with learning, mental health and happiness.

Method/Rationale

A two phase project was delivered using exploratory and emancipatory mixed-methods with 84 children and young people, aged 3 to 16 with a range of SEND. Young people’s sense of belonging was collected using the Belonging Scale and School Connectedness Scale, alongside individual or semi-structured group reflection sessions, which allowed for a detailed understanding of participant perspectives. Key themes were identified and quantitative data from the questionnaires was analysed.

Findings

Four key themes were identified as important in supporting children’s sense of belonging in school: Relationships, School Environment, Teaching and Learning and Extra Curricular Activities. Children and young people also ranked the emerging themes to create a list of Top Ten tips for inclusion and belonging.

Limitations

Participants comprised a small number of children across a wide range of ages/needs from each setting limiting the possibility of any generalisability.

Conclusions

Results provided an understanding of how children and young people perceive and feel a sense of belonging in their schools. Perspectives will help influence the local authority’s future educational provision and inclusion strategy.
‘It’s autism, it’s just a name’: Exploring the impact of autism spectrum diagnosis with adolescent females using Interpretative Phenomenological Analysis
Authors: Gaffney Joanne Claire
Published: January 2023

Aim:To explore how adolescent females, who have an autism spectrum diagnosis, make sense of this diagnosis and how autism diagnosis has affected and influenced their sense of self or identity.

Rationale:Educational Psychologists often work with children and young people who are diagnosed with autism and they can also be involved in the diagnostic process. Research findings will suggest what educational and health professionals may learn by listening to the voices of adolescent females who have an autism spectrum diagnosis.

Method:This was a qualitative study. Interpretative Phenomenological Analysis (IPA) was used as a methodological approach as this offers insight into how a person makes sense of a given phenomenon.

Findings/limitations:Research findings indicate that some participants were uncertain about the meaning of autism. Participants accepted, rejected or seemed unsure of their autism diagnoses. Some participants maintained a positive sense of self and achieved separateness from their diagnosis, but some participants experienced low self-esteem and depression which were linked to a sense of being different. This research included six participants, hence findings cannot be generalised.

Conclusion:It is suggested that some young people find autism spectrum diagnosis useful, or may find it useful at certain times, but for some young people this label can be unwanted and even at times harmful to personal identity.
Whole-school nurturing approaches: A systematic analysis of impact
Authors: Amy Nolan , Elizabeth F.S. Hannah , Elizabeth Lakin , Keith J. Topping
Published: January 2023

Aims:This systematic analysis aims to address the research question – do whole-school nurturing approaches show any impact in the short or long term on (1) emotional/behavioural, (2) cognitive/educational or (3) teacher/school variables?

Rationale:Trauma or Adverse Childhood Experiences can have long-term consequences though causing problems in attachment, which nurturing approaches seek to ameliorate. Whilst there is a good deal of international research evidence on the impact of Nurture Groups in schools, less is known about the impact of whole school nurturing approaches on pupils and schools. This paper aims to address that gap.

Findings:A total of 146 papers were retrieved from four databases and 13 from other sources. After excluding 61 duplicate papers, 98 papers were screened in relation to inclusion and exclusion criteria, and only 13 papers were finally selected. Results suggest that nurturing approaches can have a positive impact on pupils’ social, emotional and behavioural needs, academic progress, other pupils in the mainstream class/school, parents and home life, and the whole school. Additionally, the length of time a nurturing approach is in place in a school contributes to its effectiveness.

Limitations:Limitations include the quality of research available, lack of papers focusing on universal whole-school nurturing approaches and lack of international studies.

Conclusions:The paper highlights the need for more robust research focusing on universal whole-school nurturing approaches to be carried out.
How do people with intellectual disabilities experience the adapted sex offender treatment programme?A qualitative study using interpretative phenomenological analysis
Authors: Patterson Christopher Wynne , Williams Jonathan , Jones Robert
Published: January 2023

• Sometimes people commit crimes called sex offences. This is when someone does something sexual to someone who did not want it to happen or were not able to agree to it. A small number of sex offenders have an intellectual disability.

• We interviewed five men with intellectual disabilities who had committed sex offences. These men had completed group treatment to stop them from committing sex offences in the future. All of the men were living in the community.

• The men we interviewed talked about joining and being part of group treatment.

• Most said that they did not feel like they had a choice about starting group treatment. Others said that group treatment reminded them of school. Some told us they felt anxious about talking to other members about their sex offences. When they overcame their anxiety and shared their sex offences with other group members, they felt relieved.

• The findings of this study are important because they will help professionals make sure the treatment is as good as possible.
Driving with dementia – to what extent is risk of accident really increased?
Authors: Holland Carol
Published: January 2023

Dementia clearly affects many abilities, e.g. memory, reaction time, visuo-spatial skills, attention and problem solving, that would be expected to be central in maintaining safe driving; although in the early stages only one or two symptoms may be noticeable. Many people with dementia, especially in the early stages, continue to drive, and it is assumed that many of these may be posing a considerable threat to themselves and to the general population. However, not all studies find an increase in accident risk amongst those with a diagnosis of dementia, and those which do often find that the increase in accident risk is no greater than the level posed by healthy, inexperienced younger drivers. Reasons for the lower than expected accident risk, and implications of this data, will be examined: (i) The studies may be largely examining early stage patients, who may not yet have impairments that seriously affect their driving; (ii) Actual, specific functional measures of driving relevant capabilities, rather than general diagnosis, are more likely accurately to predict accident risk; (iii) Some patients, even those with more serious impairments, are greatly reducing or restricting their driving, either on their own initiative or under advice from medical practitioners or friends and family, significantly reducing their risk, thus driving only in situations in which they are within their capabilities. Most patients with more severe impairments do give up driving and it is generally agreed that these patients would present serious risk to themselves and the public as drivers if they were to continue.
Weight change and in-patients with dementia: A preliminary study
Authors: Hamid El-Awad , Cheston Richard , Watkins Rebecca
Published: January 2023

Objectives:The aims of this study were to identify those nursing, psychiatric and psychosocial aspects of care which predicted changes in BMI and body weight amongst people with dementia in the first six and 12 weeks after admission to hospital.

Participants:33 patients with moderate or severe levels of cognitive impairment who were admitted to three NHS assessment wards for people with dementia in the South-West of England were recruited. Twenty-one patients were re-assessed after six weeks, with measures repeated again 12 weeks after admission with 15 patients.

Findings:A forward stepwise regression model indicated that weight change between admission and six weeks was predicted by the use of anti-psychotic medication, while weight change at 12 weeks was predicted by factors which impeded the patients’ capacity to eat (including physical illness). Increases in BMI were related to higher levels of ill-being.

Conclusions:The care of people with dementia on in-patient wards should be concerned to identify both those physical and psychological or psychiatric factors which act to prevent individuals from eating, and to develop effective means of intervening with those patients who are at risk of weight loss.
Tribal stigma
Authors: Duckett Stéphane
Published: January 2023

I here apply Irvin Goffman’s model for stigma to the population we serve to see how that might inform my intervention. It raises some potentially uncomfortable questions as to whether we, as psychologists, may on occasion be complicit with an ageist world.
Evolving facial composite systems
Authors: Frowd Charlie , Bruce Vicki , Hancock Peter J.B.
Published: January 2023

There are various systems available to construct faces of people who commit crime. The traditional method is for an eyewitness to select individual facial features from a kit of parts. There is good evidence, however, that this method does not produce a recognisable image when used the way that police typically do. While some progress has been made to improve the effectiveness of these techniques, a new system is required if composites are to be accessible to all. The new EvoFIT approach is described here, which is based on the repeated selection and breeding of complete faces. The system in its basic form did not work well, but a combined set of developments has enabled good quality composites to be produced.
Evaluation of a social problem solving group in a low secure forensic setting
Authors: Smith Rachel , Homewood Jo
Published: January 2023

Social problem solving has been defined as a ‘selfdirected cognitive-affective-behavioural process’ (D’Zurilla & Nezu, 2007) through which individuals seek solutions to inter-and intra-personal difficulties. Poor social problem solving skills have been associated with a range of problematic behaviours relevant to forensic populations including aggression and substance misuse (Hollin, 2001). Therefore, providing interventions to improve problem solving is an important aspect of rehabilitation and risk management. This paper presents a service evaluation of a social problem solving intervention called Sharing Solutions based on the Stop & Think! programme developed by Mary McMurran and colleagues.
A question of faith: Spirituality, faith and the rehabilitation of offenders
Authors: Bird Liz
Published: January 2023

Drawing on empirical evidence and theory this paper suggests that exploring faith and spirituality within the context of rehabilitative work can be valuable and does not necessarily conflict with secular approaches to rehabilitation and risk management.
Veterans in custody: A small scale needs analysis
Authors: Crane Mark , Scott Helen
Published: January 2023

As the number of veterans in custody is suspected to increase, limited studies have investigated the criminogenic needs of this population. It is recognised that the needs associated with this minority group of prisoners may differ as a result of their veteran status, and as such it is imperative to acknowledge these needs in view of reducing reoffending rates. Self report measures were used to investigate the prevalence of Intrusive Experiences, Defensive Avoidance and Dissociation (dimensions of Post Traumatic Stress Disorder) and mental health and substance use disorders in five veterans in custody. The data was considered in view of the participants’ experiences of combat, and the witnessing of serious injury or death. The findings highlighted that incarcerated veterans show a need to address their emotional management and past combat duties was associated with such a need. Accommodation and substance misuse were also criminogenic risk factors. Such findings have implications for future research studies using larger sample sizes, comparisons to the general prison population and reducing veterans’ risk of recidivism.
Annual DFP Conference June 2011: Conference review II
Authors: Henry Ann , Brown Natalie
Published: January 2023

The sunny (and showery) historic naval city of Portsmouth was the impressive backdrop for the 20th Annual Division of Forensic Psychology Conference, which was held at the university. As graduates of the MSc Forensic Psychology course in Portsmouth, the authors were delighted to return to the city and to the university and reminisce about the highs and lows of being a full-time MSc student. There was plenty of choice on the programme, with either three or four parallel sessions running each day. The sessions consisted of a plethora of interesting and inspiring symposia (four invited and 11 others) and four eminent and distinguished speakers for the keynote addresses. The keynote address speakers consisted of Professor Roy Baumeister, Florida State University; Professor Ron Fisher, Florida International University; Professor Rowell Huesmann, University of Michigan; and Dr Jackie Craissati, Oxleas NHS Trust.

There were also opportunities for Forensic Psychologists in Training to discuss issues and ask questions regarding Stage 2 of the chartership process during an open meeting and a designated workshop for trainees, as well as two additional workshops – ‘Evolving the face of a criminal’ with Dr Charlie Frowd and ‘An introduction to offence paralleling behaviour’ with Lawrence Jones. In addition, there were 26 stimulating posters to peruse during breaks. The social activities included a welcome reception and barbecue along with an amazing nautical experience of dinner on HMS Warrior. Certainly a wonderful reminder of the naval history of Portsmouth.

This review is based on the personal views of the authors and it is limited to the sessions attended by them. The omission of any sessions in this review is not a reflection on the quality of those papers and it does not represent the views of the DFP,Forensic Updateor the DFP committee.
Enhancing staff capabilities to work more effectively with personality disorder
Authors: Chuan Stuart John , Clark Susannah , Simons Sarah
Published: January 2023

This study examined whether supporting offender managers (OMs) to adopt a psychologically informed approach to offender management could enhance their capabilities to understand and work more effectively with high risk offenders with personality disorder (PD). The hypothesis was that if OMs and Approved Premises staff were more effective in managing these clients in the community it would lead to fewer recalls back to prison.

In the first year evaluation of the intervention there was a significant reduction in recalls back to prison made by offender managers (OMs) targeted by the intervention (PPU OMs: N=10) when compared to the same period the previous year (i.e. 59 versus 29 cases – 49 per cent reduction). In contrast, there was a non-significant increase in recalls over the same period for offenders managed by probation staff not targeted by Impact (non-Public Protection Unit OMs: N=63) when compared to the same period the previous year (109 versus 134 – 23 per cent increase).
Sexual offenders, offence paralleling behaviour and how it relates to risk
Authors: Akerman Geraldine
Published: January 2023

This paper will explore the role of Offence Paralleling Behaviours (OPB) in relation to risk assessment and risk reduction in sexual offenders. Specifically, the paper addresses the difficulty of identifying OPBs in relation to sexual arousal and sexual interests due to the increased use of detection evasion skills (DES) in this domain. Sexual interest will be defined as the fantasies, thoughts, ideas or preferences that individuals find sexually attractive, and arousal defined as the resulting response. Previous research (Hanson & Bussière, 1998) concluded that sexual deviance was a significant factor in sexual recidivism. Further, meta-analytic reviews (Hanson & Bussière, 1998; Hanson & Morton-Bourgon, 2005) consistently show that deviant sexual interest, (for example sex with children, or to include adult sexual coercion), are the strongest predictors of future offending. Therefore a thorough understanding of current sexual interest is important to assess risk of further offending. However, it can be very difficult for service users to discuss such personal interests. The paper will also consider the importance of a thorough functional analysis of offending behaviour and briefly describe the development of a new tool to assist with the assessment of current sexual interest. Potential treatment pathways in relation to sexual OPBs are discussed, reflecting the complex nature of offence related sexual arousal.
Making waves in London
Authors: Glorney Emily
Published: January 2023

Emily Glorneytalks toClair Ongley, Operations Manager of Adventure, Help and Opportunities for Youth (The AHOY Centre) about how sailing and rowing can turn around the lives of young people in London who have offended or who are at risk of offending.
A proactive approach to engaging difficult to reach inpatients: A service evaluation
Authors: Crosby Katherine , Downsworth Katie , Gilchrist Katie , O’Hare Kristy
Published: January 2023

Purpose:

In December 2012 a ward-based programme which applied proactive engagement strategies tailored to the individual needs of forensic inpatients was implemented in a low/medium secure forensic setting. This evaluation demonstrates a link between this approach and an increase in formal psychological therapy uptake and improvement in patient experience.

Background:

Research has shown that many forensic inpatiets are unmotivated and resistant to engage with interventions (Prochaska & Levesque, 2002). Typically, psychological therapy is designed for those who are motivated to change and can, therefore, exclude many service users.

Method/Key points:

Data from 128 patients was analysed using a mixed method approach. A within subjects design used a paired samples t-test to determine whether there was a significant difference between the number of patients engaging in psychological therapy pre- and post-implementation. A correlation ascertained whether a relationship between engagement in ward-based activities and the increase in uptake of formal psychological therapy was apparent. A thematic analysis identified six key concepts relating to patient experience.

Conclusions:

The ward-based activities appear to have had a significant impact upon the uptake of formal psychological therapies. The overall feedback from patients highlighted six key themes: social interaction; new skills; improving mental well-being; enjoyment and opportunity; therapeutic alliance; and autonomy. These findings support existing research which emphasises the need for proactive approaches to patient engagement with psychology services.
Consultancy in health psychology: an introduction
Authors: Wren Barbara ,   joins Update as editor responsible for Consultancy Update
Published: January 2023

I did my health psychology masters at Surrey University and went on to work in research. I worked for a year at the University of Surrey and then moved to Bexley Clinical Psychology Service where I worked for two years on a project to evaluate the primary care clinical psychology service. A key aspect of the service was providing consultancy to the GP teams in the practices where psychology was based. I received two years further funding and was interested in developing my role to involve both consultancy and training. I liaised with the health promotion service and eventually moved to work there managing a CHD prevention project that involved providing training and consultancy to primary care teams. During that time I completed my Masters in Occupational and Organisational Psychology and a consultancy skills course at the Tavistock. I now work as a Project Manager at the Health Education Authority as part of the professional development team. The broad responsibility of the team is to develop initiatives to support professionals with a remit for health promotion. The area I manage – called Learning at Work – specifically focuses on methods for workplace learning such as coaching and mentoring, supporting the use of the national occupational standards in health promotion and supporting the professional development of health promotion lecturers and educators.
A descriptive analysis of the role of co–speech gestures in the representation of information about pain quality
Authors: Rowbotham Samantha , Wearden Alison , Lloyd Donna , Holler Judith
Published: January 2023

Effective pain communication is essential if adequate treatment and support are to be provided. However, the communication of pain is often problematic and carries the risk of misinterpretation, particularly when communicating about the character or quality of pain. Research indicates that co–speech gestures are frequently produced during pain communication and contain important information about the pain experience (Heath, 2002; Hyden & Peolsson, 2002; Rowbotham et al., 2012); recent work revealed that information about pain quality is most often represented in both speech and gestures together (Rowbotham et al., in press). In the present study, we used qualitative methods to investigate how co–speech gestures interact with speech in the representation of pain quality. The results revealed that when both speech and gestures contained information about pain quality, gestures contributed additional information in two key ways. Firstly, gestures represented more precise information about the same aspects of pain quality as are contained in speech, thus clarifying the verbal message, and secondly, gestures added information about different (and thus entirely new) aspects of pain quality than those contained in speech, providing a fuller overall representation of the pain sensation. This suggests that gestures play an important role in representing information about pain quality and need to be attended to if we are to obtain a fuller and more precise understanding of others’ pain.