bluuebunny/crossref_metadata_2025 huggingface dataset:
Psychodynamic conceptualisation of obsessive thinking: An illustrative case study
Authors: DiCaccavo Antonietta
Published: January 2023

This paper suggests how a client presenting with obsessive thinking can be worked with effectively using a psychodynamic approach. This process is described as the exploration of issues of loss and separation in early childhood, using aspects of the relationship between client and counselling psychologist. The paper is of particular interest to counselling psychologists who encounter clients who have made little progress using cognitive-behavioural strategies and for those clients wishing to explore their difficulties in a longer term, more in-depth way. After first defining obsessive thinking, anonymised case study material is used to illustrate the application of psychodynamic theory in terms of conceptualisation and intervention.
Client contact styles in online therapeutic work via e-mail
Authors: Stummer Gudrun
Published: January 2023

E-mail is a cost effective and convenient way of connecting clients and professionals. The emerging research into online psychotherapy, counselling and advice work suggests that e-mail does enable effective therapeutic work. The present article discusses client contact styles used to engage with an online advice service, which is part of an action research project into the development and running of an online sexual health and relationship skills website called Sex-and-Relationships1.

The methodology used for this study was action research, a cyclical process of enquiry, which uses both qualitative and quantitative data. It has been used to explore and develop practice-based and situational knowledge of how to best deliver an online advice or counselling service via Sex-and-Relationships. This article will present figures for overall usage of the e-mail advice service over two years to contextualise data on how service users have engaged with the service.

Two client contact styles are identifiable in the data, namely single question-response pairs and in-depth, therapeutic dialogues, which will be illustrated by two case vignettes. Both contact styles are appropriate with respect to individual clients’ needs and can be supported via e-mail. Practitioners working online need to have considerable experience of offline long-term work to engage in therapeutic dialogue online, but also need to be able to tolerate the abruptness of the majority of short online exchanges.
Treasures old and new in a decade of change
Authors: Hammersley Diane
Published: January 2023

Having a Spring clean or moving on provides an opportunity to turn out and re-examine the treasures from the past. Whether they have been proudly on display or tucked away in an attic, these treasures need to be re-assessed to see whether they are still as valuable as they were once thought to be, are no longer of any use or desperately important, need to be left behind or rescued and cleaned up to take with us on our journey into the future. Sometimes in a dark and rarely visited corner, lies a treasure of great worth that may have been overlooked.

This presentation examines the treasures we started out with to see if they are still worthwhile, what has become our junk, what might be re-cycled and given away to someone else, and what we cannot go on without but must preserve at all costs. Our history as counselling psychologists contains all these kinds of treasures, some of which are no longer fit for purpose and some will be seen as indispensible. The presenter of this talk will not decide and define what these are but will propose some ways for each of us to make our own evaluation.
The growing influence of mindfulness on the work of the counselling psychologist. A review
Authors: O’Driscoll Aylish
Published: January 2023

Mindfulness may be described as paying attention on purpose, in the present moment, and non-judgementally to the unfolding of experience (Kabat-Zinn, 1994). The influence of this Buddhist concept on Western psychology has skyrocketed in recent years, mainly through mindfulness-based client interventions. However, attention is increasingly being turned to the influence of mindfulness on the psychologist and the therapeutic encounter. The present article reviews the research in this area to date, which has been largely descriptive, though controlled empirical investigations are beginning to emerge. The review highlights a number of methodological limitations to such research, and advocates increased methodological rigour and more nuanced analyses of the role of mindfulness in therapeutic outcomes, along with continued qualitative research. The literature reviewed would appear to indicate that mindfulness cultivates many of the qualities that characterise strong therapeutic alliances.
Snapshots: Moments in time with children and families
Authors: Hammersley Diane
Published: January 2023

This paper describes a variety of ways of working briefly with children, within the context of the family court system, some of the complexities and difficulties that may be encountered and some of the ethical dilemmas which arise particularly those that result from trying to meet the expectations of instructing solicitors and the court system. It is also about my search for a distinctively counselling psychology approach which relies less on psychometric measurements and diagnostic criteria and uses a more qualitative and therapeutic style to assist the parents and families involved so that the child and family may benefit. Our legal system will only fund assessments and not therapy, but within that framework it is sometimes possible to bring about therapeutic change.
The Teenage Psychotherapy First XI: On learning from the beautiful game
Authors: Gaffney Paul
Published: January 2023

This paper attempts to give an overview of what counselling psychologists can offer in the arena of child and family work. This paper is written from the perspective of working with a broad range of young people including what are referred to as ‘difficult’ or ‘hard to reach’ adolescents, sometimes in crisis.

In order to highlight the importance of developing as a therapist, rather than slavishly endorsing one approach over another, the paper focuses on clinical pointers that I have found useful in my work, described here as ‘The Teenage Psychotherapy First XI’. Within these pointers, I outline the need to be flexible in every situation, reflect upon what has worked well in practice and continuously learn about the therapeutic process and my role in it. Clearly, it is a work in progress.
The impact of psychic trauma on love relationships: Implications for the practice of couple counselling
Authors: Cachia Pierre
Published: January 2023

Counselling psychologists working with couples inevitably encounter personal narratives embedded with traumata. These are often reported to impact the couple’s relationship or even to have caused the presenting problem. This paper draws on the psychodynamic literature on trauma and reflects on how ideas emerging in the analytic field can support our understanding of this phenomenon and facilitate relational recovery. Working with couples allows the practitioner to witness the emergence of traumatic material in the dyadic relational context and how this often relates to earlier trauma, whose genesis is likewise embedded in the dyad. The professional’s presence changes the relational context into a triadic one and this can then serve the important function of facilitating thinking and reflection about these experiences, thereby allowing a detoxification of the enactments arising between the couple. The risk inherent to working with trauma manifest within this context is discussed, as well as the relational stance required of the professional in order to avoid being experienced as an uninvolved bystander amplifying traumatic anxieties. Finally, this paper emphasises that counselling psychologists working with couples need to appreciate the emergence of reparative and creative interaction within the couple as trauma starts to recede into the relational background.
Trust in the therapeutic relationship: Psychodynamic contributions to counselling psychology practice
Authors: Laughton-Brown Helena
Published: January 2023

The therapeutic relationship is an important factor in the outcome of psychotherapy, and this has been a factor that underpins the development of counselling psychology. While aspects of therapeutic relationship can be referred to as ‘non-specific’ components of the therapy, there are different ways of understanding these components.This paper focuses on the ‘trust’ aspect of the therapeutic relationship. Psychodynamic theories put the relationship between the client and therapist at the centre of the therapeutic encounter and this relationship is considered to be the vehicle for change. Knowledge of psychodynamic concepts about the therapeutic relationship is crucial for the counselling psychology practitioner to understand what is happening between client and therapist.
On Independence: An exploration of the Independent Route towards qualification as a Counselling Psychologist
Authors: Hall Amanda
Published: January 2023

What attracts people to undertake the Independent Route? Is it the notion of freedom to choose their own direction and pathway? Does it lend itself to greater flexibility and autonomy than taught courses or is it simply the one option available to some given individual financial situations, family/work commitments or geographical circumstances? Does the Independent Route appeal to those who truly crave independence in how they achieve the qualification in counselling psychology? Do others find themselves on the route by chance or accident (happy or otherwise)? As a counselling psychologist interested in post-modernity and archetypal psychology, and one who undertook the Independent Route in the early days I am interested in exploring the nature of the route alongside the counselling psychology identity. This article was written with the express intention of exploring the underbelly of our Independent Route towards qualification inviting further discussion rather than offering grand and convincing conclusions.
What do clients have to say about therapy?
Authors: Bonsmann Christine
Published: January 2023

Aims

This research explored the experience of therapy from the perspective of the client. It was felt that hearing clients’ stories may inform the work of counselling psychologists by increasing awareness of what matters to clients in therapy.

Method

Narrative methodologies were used which enable the rich meaning of an individual’s experience to be co-created. Four co-researchers were invited to participate in research conversations to share their experience of being a client in therapy.

Findings

Client’s concerns such as congruence, pacing, power, boundaries and ethics emerge from the individual stories. Client ambivalence and power emerge as themes and these are consistent with the literature (McLeod, 1990). The relevance of narrative methodologies to counselling psychology research is identified as well as the importance of giving an opportunity for the voice of the client to be heard (Etherington, 2008).

Implications for practice

This research connects to the larger stories about power, boundaries, therapist training, political drives towards time-limited therapy and evidence-based practice. Most importantly, the necessity of a counselling psychologist working ethically is highlighted and the enduring damage caused by unethical practice is made visible within the very personal stories.
Computerised CBT: University students experiences of using an online self-help programme
Authors: Davis-McCabe Catriona , Winthrop Allan
Published: January 2023

Objectives

This study explores the potential for a computerised self-help programme within the context of a higher education (HE) environment. At Teesside University the CALM Approach(CALM: Computer Aided Lifestyle Management) has been in operation since October 2007. There is a need within HE to cater for the increasing number of students who are presenting with distress in their mental health and well-being and to provide these students with alternatives to the traditional support services.

Design

Nine students self referred to participate in the study. Participants self-referred to two groups: group 1 attended a face-to-face interview, and group 2 returned an anonymous questionnaire. The study evaluated six face-to-face semi-structured interviews and three anonymous semi-structured questionnaires. All participants had used the CALM Approach during the academic year.

Data analysis

Interpretive Phenomenological Analysis was used to explore the participants’ experience and personal views of using the CALM Approach.

Results

In group 1, 10 superordinate themes were established. In group 2, five superordinate themes were established. The themes describe different aspects of how participants experienced using the CALM Approach and how this impacted on their personal and university development.

Conclusions

It was suggested that the CALM Approach is a viable option for providing computerised self-help to meet the mental health and well-being needs of HE students. All participants reported positive experiences and positive changes in their lives as a result of using the CALM Approach. Computerised self-help was seen as a useful support tool for HE students.
Ecopsychology and the person-centred approach: Exploring the relationship
Authors: Blair Lewis
Published: January 2023

Content and Focus

This article explores the relationship between ecopsychology and the person-centred approach to psychotherapy and counselling. The literatures of both topics are reviewed and areas of fit as well as of conflict are identified. This exploration is situated within the context of climate change and the broader damage to the natural world. Specific person-centred concepts are considered with regard to our relationship with the natural world.

Conclusions

Considerations for the person-centred approach and counselling psychology practice are discussed. In particular, the article highlights ways in which the self may be relocated within a larger ecological context, the possibility of ecologically situated well-being and incongruence, and the relevance of Rogers’ concept of psychological contact to our relationship with the natural world.
Depression, cause or consequence of pathological gambling and its implications for treatment
Authors: O’Brien Clare
Published: January 2023

Background

Availability and access to gambling, due to new licensing laws, is increasing exponentially. Practicing counselling psychologists need to be prepared to treat what is expected to be an increasing prevalence of pathological gambling (PG), and this cannot be done without the appropriate research base to expand our understanding of the condition.

Content and Focus

This paper examines available literature on pathological gambling and depression to investigate how depression and PG interact. Selected published papers on the role of depression in pathological gambling were reviewed. Results are suggestive of depression being more a cause for PG than a consequence.

Conclusions

Lack of consensus in the literature was identified and discussed in light of a pathways model of PG for different types of gambler; emotionally vulnerable or behaviourally conditioned. The implications for counselling psychologists are discussed as the evidence provides validation for different treatment pathways, whether the depression is a cause or a consequence of the gambling behaviour.
Cognitive Relational Therapy
Authors: Walsh Yvonne , Frankland Alan
Published: January 2023

Content and Focus

This paper describes the development of Cognitive Relational Therapy (CRT), a method of working therapeutically at the intersection between Beck’s Cognitive Therapy and Rogers’ Person-Centred Approach (PCA).

Conclusions

Seven arguments are suggested as to how Cognitive Therapy and the Person-Centred Approach intersect. It is posited that: (1) both are meta-theories; (2) there are similarities between the concepts of schema and conditions of worth; (3) the aim or process of therapy in both orientations is to shift the schemata/conditions of worth; (4) both work through the relationship; (5) it is argued that both include a phenomenological focus on client experience; (6) both models are developmental; and (7) both are social constructivist.
Significant processes in Action Research with a group of physiotherapists
Authors: Demarco Melanie , Willig Carla
Published: January 2023

Content and Focus

Most research within counselling psychology utilises traditional research designs which may not allow researchers to be responsive to the needs of their participants. Furthermore, in such methodologies limited emphasis is given to the participants’ experiences of taking part in the research. An Action Research project which entailed the initiation of a well-being team to help promote psychological well-being among a small number of physiotherapists is explored. The researcher’s experience and reflections on significant processes that comprise Action Research are highlighted. Additionally, values of Action Research which are congruent with the core ethos of counselling psychology are outlined.

Conclusions

Action Research designs with an emphasis on respecting the co-researchers’ autonomy, empowering them to take ownership and encouraging action can be invaluable to the research endeavours of counselling professionals. Furthermore, counselling practitioners are at an advantage as they can utilise their therapeutic skills to deal with group processes while facilitating Action Research projects.
Are you ready for the HCPC monitoring of CPD activities?
Authors: Patel Ketan
Published: January 2023

From March 2013 the Health Care Professions Council (HCPC) will monitor registrants’ CPD activities for the preceding two years. Members registered with the HCPC will be required to provide an accurate record (with supporting evidence) of their CPD activities on request. Details of the HCPC CPD standards can be found on the HCPC website:http://www.hcpc-uk.org/registrants/cpd/standards/
Editorial A year in the life of Counselling Psychology Review
Authors: Hanley Terry , O'Hara Denis , Steffen Edith
Published: January 2023

Content & Focus:This Editorial provides a brief reflection of a year in the life of Counselling Psychology Review. It looks back and summarises the activities of the publication over the past year before looking forward and contemplating future developments (if only we had a time machine! – a topical reference to one of the papers in this particular edition). In particular, we summarise the number of submissions the publication has received and reviewed in the past year – a factor that would not be possible with the voluntary support of those contributing peer reviews – and outline the special editions that we have planned for the present year. Finally, we provide a brief overview of what has become an unofficial theoretical special edition.
Dialogues and Debates Revisioning Counselling Psychology: The need for bigger thinking
Authors: O'Hara Denis
Published: January 2023

It is always a pleasure to introduce articles which take up discussions from previous editions of this publication and engage in the cut and thrust of ideas which directly influence our profession. In the following article, Caroline Vermes has done just that when she asserts her views about the preferred direction for counselling psychology in the coming decades.
Special arrangements
Authors: Gibbs Simon
Published: January 2023

Members of the Division may be interested to learn of some correspondence between the DECP Committee and the ‘Standing Committee for Examination Candidates with Special Requrements’. We were contacted last year and asked for our views on the matter of Educational Psychologists’ involvement in the assessment of candidates with ‘specific learning difficulties’ and the alternative of assessment by SENCos. We felt it would be helpful to publish the text of our reply by the Secretary of the Standing Committee, Mr T. Davies, which is as follows:
Effective EPS leadership and organisational learning
Authors: Rowland Kevin
Published: January 2023

’No profession or service has a God-given right to a future – it has to be earned, i.e. show that it can make a difference.’Rt. Hon. Jacqui Smith, MP for Redditch, Keynote speech, Fourth Annual Southern Educational Psychology Services Residential Conference, 14–15 December, 2000.

‘Educational psychology services are entering a period of unprecedented change.’Sharp, Frederickson and Laws (2000, p.98).
A pilot study of joint working practices between educational and clinical psychologists
Authors: Bennett Peter Lloyd , Melvin Diane
Published: January 2023

Educational and clinical psychologists were requested to report on joint working practices. Questionnaires were circulated through British Psychological Society publications of the Division of Educational and Child Psychology and the Division of Clinical Psychology. From 21 responses completed by educational psychologists, 19 reported experience of joint work with clinical psychologists. From 26 responses completed by clinical psychologists, 25 reported experience of working with educational psychologists. Benefits of joint working included greater clarity for the client, increased mutual understanding and sharing ideas. Difficulties in joint working included practical obstacles (e.g. shortage of time), differences in approach, management issues and negative experiences. Strategies to overcome these difficulties came within three categories – communication, clarification of roles and management initiatives.
An evaluation of structured teaching programmes for reading with Year 1 children
Authors: Moore Lynn , Tansley Jayne
Published: January 2023

Background:

With a growing emphasis on early intervention to prevent reading failure, there is a need to evaluate published reading programmes for their effectiveness, particularly in complementing work in the literacy hour.

Aims:

A small-scale project was set up to evaluate the effectiveness of two structured reading programmes when used with Year 1 children.

Samples:

23 Year 1 children in four British primary schools were nominated by their teachers as showing slow progress in developing reading skills. Pre-testing established poor or non-existent phonological awareness and whole-word reading skills, but a knowledge of vocabulary which was normal for their age.

Methods:

Each group received up to 12 hours’ small-group teaching. Two groups used an approach which concentrated on phonological awareness; the other two groups used a programme which concentrated on teaching children rules for pronunciation of letters.

Results:

Pre- and post-testing did not indicate a significant difference between the groups in terms of gains in scores; but there was a highly significant difference overall between pre- and post-scores.

Comments:

This confirms the impact of regular small-group teaching in Year 1 in addressing difficulty in developing reading skill.
CPD Link No. 21 – October 2002From Failed OfSTED to Private Sector SuccessEducational psychology working with social servicesRole of educational psychologist co-ordinating a multi-agency project: Implications for trainingIn search of messy method
Authors: Richards Steve , Cook Martin , Hanna Elizabeth , Smith Carolyn , Mellor Nigel
Published: January 2023

CPD LINK Newsletter is part of the network of communication between CPD co-ordinators and the BPS Standing Committee on Continuing Professional Development.
Educational Psychologists working with and on behalf of children in public care: Practice and possibilities
Authors: Wolfendale Sheila
Published: January 2023

A national day conference for educational psychologists (EPs) was held in January 2005 at the University of East London new Docklands Campus Conference Centre on the topic of EPs working with children in public care. This report of the day identifies key themes and issues, conveys messages from speakers’ presentations, summarises the impact of the conference upon delegates, and discusses current and emerging issues for EPs working within and having responsibilities for this area of practice. Finally, readers’ attention is drawn to the recently-formed DECP Working Group on EPS Practice for Children in Care.
Pomoting resilience: Group work in secondary schools
Authors: Boorn Clare , Hopkins-Dunn Paula
Published: January 2023

This summary provides an overview of a two-year project in secondary schools, creating group work to meet the needs of very different groups of youngsters with the aim of fostering resiliency. Secondary Group Work (SGW) is for professionals who recognise the importance of and who wish to promote Emotional Literacy skills and resilience. The paper raises awareness of the usefulness of group work as well as the important role of schools in taking forward a resilience led approach. The authors also propose a working model for professionals to consider when setting up, carrying out and evaluating such work. Finally, readers’ attention is drawn to what the future may hold in terms of new developments.
Three-year training for Educational Psychologists: Our welcome and hopes for the future
Authors: Tarrant Tony , Cook Martin
Published: January 2023

The authors represent London PEPs on the Employers’ Organisation Steering Group for Educational Psychology. In this article they give their views on the introduction of three-year training.
Family well-being and disabled children: A psychosocial model of disability-related child behaviour problems
Authors: Woolfson Lisa
Published: January 2023

Background:When parents receive a diagnosis that their child is disabled, many families adjust to this healthily and cope well, but others do not. Feelings of hopelessness, social isolation of the family within the community and child behaviour problems have all been reported. While utilisation of social support systems is well documented in the literature as being a significant factor in family coping and adjustment to the child’s disability, less attention has been focused on the role of psychological factors.

Objective:This theoretical study aims to address this inbalance by integrating perspectives from a social model of disability with psychological research on the role of cognitive change in families’ coping and adjustment to having a disabled child, and thus to produce a new psychosocial model of disability-related child behaviour problems.

Method:Negative societal attitudes to disability identified by a social model of disabiity are interpreted with respect to how they might translate to parent views of their disabled child within the family. Resultant parenting beliefs and their possible implications for family interaction, child behaviour and family health and well-being are explored within this new framework.

Conclusions: The psychosocial model of disability-related child behaviour problems provides a useful conceptual framework that has both clinical and research implications for professionals working with families with disabled children.
Learning from writing to students
Authors: Ashton Rebecca
Published: January 2023

The process of experimenting with writing letters to students is described, along with feedback from the children receiving the letters. Writing to children is placed in its ethical context, as part of pupil participation and the right to share information about themselves. The practicalities of trying a new aspect of practice are considered, and the importance of improving practice by learning in different ways in parallel is discussed.
EP work in a Young Offenders Institution – getting into the community
Authors: Halliwell Miles
Published: January 2023

This article was based on a presentation that Miles Halliwell gave in April, 2008. Since then he has become aware that there are more EPs working in Youth Offending Intuitions than previously. If you or your service are involved in this work he would be glad to hear from you.
Mindfulness and Educational Psychology: A review of two conferences
Authors: Carelse Bernadette , Gersch Irvine , Cameron Sean , Bennett Peter Lloyd
Published: January 2023

This article reviews two conferences on ‘mindfulness’, a quality of awareness that arises when the attention is purposefully and non-judgementally focused upon present moment events (Kabat-Zinn, 2003). This unique quality of consciousness is developed by cultivating an attitude of curiosity, acceptance and openness and then focusing this on events in the immediate present (Bishop et al., 2004; Brown, Ryan & Creswell, 2007). The synthesis of compassion and awareness has a broad range of therapeutic implications including to reduce levels of stress or ruminative thoughts that may lead to depression and to increase levels of attention and general well-being (Siegel et al., 2009). Firstly, there was the University of East London (UEL) conference, entitled ‘Mindfulness and Well-Being: From Neuroscience to Spirituality’ held in Stratford at UEL on 21–22 November 2009. Secondly, the Tonbridge, ‘Mindfulness in Schools’, conference was held in Tonbridge, at Tonbridge School, on 11 March 2010. Both were the first of their kind in the country to focus on mindfulness. The UEL conference took a more theoretical approach and considered applications for adults, in a range of settings, while the Tonbridge conference focused on the practical application of mindfulness in a school-based setting with adolescent boys. The article discusses these events and offers a range of possible implications for educational psychologists.
Spirituality in education: Is it worthwhile?
Authors: Bennett Peter Lloyd , Cameron Sean , Gersch Irvine , Carelse Bernadette
Published: January 2023

This article looks at spirituality from a number of secular and religious perspectives proposing that it has a key role to play in children and young people’s development as well as in the profession of educational psychologists.

‘I believe in goodness and in the immense and irresistible power of goodness. I believe in mutual satisfaction of kindness, thoughtfulness, insightfulness and plain old decency. I recognise there is sometimes a darker, shadowy, dark or black side of human beliefs and behaviour. I believe that even in the darkest times goodness still survives.’(Colin Farrell, interview on Raidio Teilifes Eireann, broadcast on 19 April 2009)
‘Try This’: EP recommendations
Authors: Lloyd-Bennett Peter
Published: January 2023

This article gives the introduction and contents list of a document that is available from Peter Lloyd-Bennett, using the email address below.
Developing an ASD Assessment Protocol for adolescent girls with attachment difficulties
Authors: Adolphus Katie , Smith Rachel
Published: January 2023

This article describes the challenges and tools chosen when developing an assessment protocol for adolescent girls at Tumblewood Therapeutic Community.
Bring back orphanages - bring back attachments
Authors: Frampton Phil
Published: January 2023

Phil Frampton was born in 1953 in a ‘Magdalene laundry’ in Cornwall and abandoned to the care system until the age of18. His memoirThe Golly in the Cupboard(2004) on being mixed race and brought up in care, was followed by his BBC programme of the same name, which won the 2005 Race in the Media Award for radio documentaries. An experienced keynote speaker and author of three travel books, Phil is a freelance journalist, broadcaster and research consultant. He has written for The Independent, The Guardian, The Daily Mail, Big Issue, and journals around the world. Phil was a member of the Cabinet Office Advisory Group on the Education of Young People in Care, a Parliamentary Select Committee Witness ιegaιdìng Abuse of Children in Care, founding Chair of Care Leavers Association (2000-2003) and in 2008, was shortlisted to become a national Director of OFSTED.
Practical protocol to support psychologists in professionally challenging medical practice when they have concerns about the over-prescription of psychotropic drugs to control behaviour in school-aged children
Authors: Traxson Dave
Published: January 2023

This article is based on an ongoing debate and website dialogue which has been written in response to the growing international reaction to the trend of the medicalisation of childhood. Dave Traxson has presented at conferences and contributed to Debate, for example (2010,2013), in drawing attention to these issues.
Exploring young people’s experiences of a placement in specialist educational provision for behaviour, emotional and social difficulties
Authors: Kimber Lucy
Published: January 2023

This article summarises the findings of a piece of research submitted for the Professional Doctorate in Educational and Child Psychology at the University of East London. The research was conducted because the Local Authority in which it is based aimed to develop its specialist provision settings for children and young people, particularly those experiencing behavioural, emotional and social difficulties (BESD). The research aimed to explore what Educational Psychologists (EPs) could learn from young people’s experiences and how these experiences can inform the development of future provision.
Darwin for Educational Psychologists: What we can learn from the discussions of evolution biologists
Authors: Sykes Greta
Published: January 2023

This article is based on a lecture Greta Sykes gave on social, emotional and behavioural development for the Doctorate Trainee Educational Psychologists at the Institute of Education, London.
SEND in the Early Years: Have recent reforms had an impact?
Authors: Courtney Harriet , Seaman Holly
Published: January 2023

Following implementation of recent Special Educational Needs and Disability (SEND) reforms, this study explored the impact of the new SEND Code of Practice (2015) on Early Years settings within an East of England Local Authority (LA). Semi-structured interviews were carried out with centre managers and SENCos across three Early Years settings (two LA maintained nurseries and one private day nursery). Data were analysed by means of thematic analysis. The researchers identified three broad themes which captured practice around SEN/D in Early Years settings: ‘Culture’, ‘Implementation of the Code’, and ‘Barriers to Effective SEN/D Support’. Results suggest Early Years settings had clear systems in place for identifying and supporting children with SEN/D and demonstrated a good foundation for development of effective parent partnerships. Findings also indicated a lack of clarity around the current SEN funding system and SEN/D ‘Local Offer’. Implications for Early Years practice and Educational Psychology services are discussed.
Literacy assessment in the 16–25 age range
Authors: Arnold Christopher
Published: January 2023

This article is reproduced with permission, original publication in Assessment and Development Matters, Vol 8(3): 2–16, BPS: Psychological Testing Centre.
’We are much more reflective aren’t we?’: The role of the educational psychologist in providing supervision in schools
Authors: Douglas-Osborn Erica , Nuttall Clare
Published: January 2023

This article considers the role of the educational psychologist (EP) in providing individual supervision sessions in an educational context. Supervision in an educational context is an area of growing interest, with increasing literature supporting its use in this area (e.g. Hulusi & Maggs, 2015; Bartle & Trevis, 2015; Soni, 2015). This article describes how one EP provided individual supervision sessions to four school staff over the course of one term which was evaluated using semi-structured interviews. Although this is a short-term study, with limited generalisability, it highlights the positive impact of individual supervision sessions on staff practices within the classroom as well as their overall wellbeing. This adds to the existing literature in advocating for the role of EPs in providing supervision to school staff.
CPD requirements across professional bodies for assessors in psychometric testing in the UK
Authors: McVeigh Claire , Hill Marie J.
Published: January 2023

This article considers Continuing Professional Development (CPD) requirements across the British Psychological Society (BPS), the Health and Care Professions Council (HCPC), and other professional bodies whose members conduct psychometric assessment tests but are not psychologists. A critical comparison of standards across such bodies outlines a wider scope for planning and consideration of CPD needs on an individual level. Implications are provided for psychologists who need to maintain a record of their CPD, as well as implications for the BPS and the HCPC, as each organisation monitors CPD for continued registration purposes.
Changing school culture and practices – an action research project with soft system methodology used by educational psychology
Authors: Ackerley Susan , Bunn Helena
Published: January 2023

This article discusses how an organisational change project was used to promote inclusive practice within a small, local authority maintained, rural primary school in the East of England. The project followed a soft systems methodology (Checkland & Scholes, 1990) to develop a sustainable action plan, aimed at utilising the available resources to improve the emotional stability of the school following a significant period of challenge.

The impact of the project was reviewed with the participating school staff, six months after the initial project. Evaluation suggested that staff had valued the support from the Educational Psychology Service and changes had been maintained, thus increasing school’s resilience in dealing with subsequent challenges they encountered.

The project assumes a number of implications for practice. Firstly, in a local climate where schools are under a multitude of pressures and where educational psychology services are typically seen as offering casework support, it offered an alternative and innovative way of working, positioning the educational psychologists as truly scientist practitioners, not only in their own views, but also for the school involved. Secondly, it is hoped this practice, by its own nature, has produced long term, systemic changes, for the school, and ultimately the children it serves. Lastly, the authors hope that such work will gain popularity amongst schools and colleagues working in the field of educational psychology, as although not involving a quick ‘fix’ of individual, child specific problems, it is deemed to be an effective use of human and financial resources for schools, long term.
How effective are computer or tablet-based mathematical interventions in improving numeracy skills in young children?
Authors: Lakhani Noureen
Published: January 2023

The importance of numeracy has been widely acknowledged as a foundation for lifelong learning, which must be harnessed from an early age to support young people’s success in the wider curriculum and other activities beyond the classroom (Ofsted, 2018). One tool to encourage numeracy skill development in young children is the use of computer or tablet-based mathematical interventions, using app technology to support teaching staff in creating an accessible and active learning environment. The current systematic literature review explored how effective computer or tablet-based mathematical interventions are in improving numeracy skills in young children. Five papers were selected for meeting the inclusion criteria and were evaluated to facilitate the critical review of the evidence.

The studies focused on numeracy skill outcomes following the use of a computer or tablet-based mathematical intervention implemented in the classroom. Analysis of each paper revealed small and large effect sizes, pooled to give an overall small, non-significant effect size in a meta-analysis. Conclusions about the effectiveness of computer or tablet-based mathematical interventions are limited, which is discussed alongside suggested areas for future research.
‘Autism doesn’t come with a manual, it comes with a parent who never gives up’: A family resilience perspective to exploring the views of Black and Minority Ethnic parents of children with autism
Authors: Ng Rosabel , Bunn Helena
Published: January 2023

Aim:The research adopted a family resilience perspective to explore the views and experiences of Black and Minority Ethnic (BME) parents raising a child with autism.

Rationale:The existing literature concentrates largely on a problem-focussed narrative around culture and raising a child with autism in a Western society.

Method:Semi-structured interviews were carried out with ten parents with the aim to elicit what was meaningful to them as their child negotiated their way through the education system. The qualitative paradigm provided insight into understanding the experiences of BME parents, their views on raising a child with autism, and their hopes for the future.

Findings:The data was analysed using thematic analysis, with emerging themes highlighting the importance of quality of relationships, cultural aspects and a diverse set of values and beliefs across individual, family and community levels. Specific aspects of resilience experienced by families enabled them to function and remain optimistic in challenging situations. The challenges faced by parents provided insight into how hardships shaped their outlook and hopes for the future.

Conclusions:The research indicates overwhelming positive aspects of raising a child with autism that are embedded with values and beliefs across individual, family and cultural contexts. There are implications for Educational Psychologists (EPs) with respect to adopting culturally responsive and strength-based approaches to promote racial justice and community cohesion. There is scope within the profession to reflect and draw on such approaches to promote opportunity, equality and positive partnerships with families from diverse backgrounds.
‘A little understood solution to a vaguely defined problem’: parental perceptions of Ritalin
Authors: Wright Sarah F.
Published: January 2023

Prompted by national interest in Attention Deficit Hyperactivity Disorder (ADHD) and concern over the apparent lack of monitoring of children receiving Ritalin, this study investigated parents’ experiences of ADHD and Ritalin. It was hypothesized that there would be considerable differences between parents in their experiences of how ADHD was managed and that the current systems of identification and treatment do not allow for adequate evaluation and monitoring, even when a need for such is perceived. Seventeen parents were interviewed at home. Results indicated that the group of children in this study appear to have relatively severe ADHD, combined in many cases with associated conduct disorder and specific learning disability. All the children in the study had been prescribed medication as their sole treatment. There was little multidisciplinary liaison and in many cases parents assumed responsibility for determining the optimal dose of Ritalin.
ADHD: the development of a collaborative model of practice within North Somerset Unitary Authority
Authors: Evans G. , Fuller K. , Heller D. , Morgado C. , Salisbury P. , Salisbury R.
Published: January 2023

This paper describes a collaborative pilot project which ran from January to July 1996 in North Somerset Unitary Authority involving psychology, education (schools) and health professionals. It aimed to design and establish a multidisciplinary protocol for the assessment and diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) among primary school aged children and to study the effectiveness of various types of intervention for the treatment of childhood ADHD. This article outlines the main findings of the pilot project drawing upon case study material, demonstrating that a more comprehensive multi-professional assessment protocol may lead to fewer children being diagnosed as having ADHD. The use of psycho-stimulant medication (Methylphenidate) combined with cognitive/behavioural interventions across home and school brought about improvements in behaviour for some of the sample. Implications for practice are discussed.
Looking after children in secure settings: recent themes
Authors: Epps Kevin
Published: January 2023

Abstract

This article begins by looking at the various kinds of secure setting, and the legislation that allows children to be locked up. It moves on to examine, with reference to recent research, the reasons children are detained in secure conditions. The behavioural problems presented by the child, and the social and legal systems which aim to ensure that secure provision is used only when absolutely necessary, have an important bearing on the decision to place a child in secure accommodation. While there is agreement that the use of secure provision is sometimes justified, its use could be reduced through the expansion of appropriate alternative open provision. It is argued that the role of secure provision is still very unclear and poorly managed as a national resource. Secure units often function in isolation and are poorly integrated with other child-care resources. Some young people are moved from placement to placement in an attempt to avoid admission to secure provision, resulting in further damage to themselves and others. There seems to be a failure in the legislation to distinguish between young people who require a short stay in security during a crisis, from those who require a longer stay in an attempt to deal with long-standing antisocial and self-destructive behaviours. This problem has been compounded by the failure to develop an accepted methodology for understanding the behavioural problems presented by this group of young people. The creation of a national agency with specific responsibility for the administration and development of secure provision may help to resolve some of these problems.
Friends – who needs them? What do we know and what can we do?
Authors: Roffey Sue , Majors Karen , Tarrant Tony
Published: January 2023

Children in school are in a system which is as much social as academic. Schools which plan and take account of this to promote acceptance and inclusion will also be optimizing achievement. Proactive social intervention, at whole school, class and individual levels, addresses many issues including attendance, self-esteem, behaviour, bullying, emotional support and collaborative skills. The increase in research on children’s friendships together with knowledge about the development of children’s understanding, perception and social skills provide the basis for psychologists to work with schools on these vital issues. Here we give an overview of recent research on children and their friends in school, a summary of developmental aspects of friendship and introduce some ideas for moving into this exciting and effective area of educational psychology.
The child in the context of the family: Implications for the practice of educational psychologists
Authors: Wolfendale Sheila
Published: January 2023

For most educational psychologists, family-focused work has been and remains an integral part of the role, although the purpose and emphasis of it have changed over the years, commensurate with legislation on SEN and the evolution of interventions such as Portage, family therapy, family literacy, parenting programmes. The value base behind educational psychologists’ work with families is examined with reference to research into family functioning and within the context of multi-agency services. The notion of educational psychologists having a policy of working with families is proposed.
Children learning to think: learning from others? Vygotskian theory and educational psychology
Authors: Meadows Sara
Published: January 2023

Any educational psychologist or teacher observing children as they move through the school years will see that they learn to think in a variety of ways. Currently developmental psychology is increasing its recognition of differences between normal children in how effectively they apply their thinking skills and in the cultural origins of those skills. Neo-Vygotskian accounts of cognitive development provide the main theoretical models of the developmental processes involved, and are influencing educational theory and policy.