bluuebunny/crossref_metadata_2025 huggingface dataset:
Pre-school peer play: The beginnings of social competence
Authors: Mathieson Kay , Banerjee Robin
Published: January 2023

Background:Successful school experience is influenced by children’s ability to manage their emotions and relationships with others. Peer play provides an important learning context for the early development of social competence, but not enough is known about the emergence of peer relationships in the pre-school years. Our study explores peer play in 2- to 3-year-olds, identifying the roles played by temperament and emotion understanding, and examining convergence between parent and practitioner assessments of social behaviour.

Methods:106 children aged 2 to 3 years yielded data from three questionnaires: the Goodman (Goodman & Scott, 1999) Strengths and Difficulties questionnaire, rated by parents and practitioners; the Rothbart et al.’s (2001) Child Behaviour Questionnaire measure of temperament, rated by parents; and the Fantuzzo et al.’s (1995) Penn Interactive Peer Play Scale, rated by practitioners. A subsample of 28 children completed emotion recognition and prediction tasks adapted from Denham (1986).

Results:Parent ratings of children’s temperament – particularly effortful control/self-regulation and surgency/extraversion – predicted practitioner ratings of socio-behavioural and peer play competencies. Also, emotion understanding predicted interactive peer play competencies and pro-social behaviour. There was agreement between parent and practitioner ratings of pro-social behaviour, but there was evidence of divergence in judgements about behaviour problems.

Discussion:The findings show the importance of exploring play situations as a context for understanding the emergence of peer relationships and social competence in the pre-school years. They also highlight the links between parental judgements and practitioner perceptions of young children’s interactions. Implications for our understanding and promotion of children’s social competence are discussed, with attention to possible impacts on learning.
Educational and psychological outcomes for children with cochlear implants
Authors: MacKay Tommy
Published: January 2023

Cochlear implants have changed the lives of many children who are severely or profoundly deaf to the extent that they have transformed the landscape of hearing impairment studies. This has significant implications for all aspects of the practice of educational psychologists working with children and young people with hearing impairments. This brief review provides an introduction to cochlear implants in relation to language and communication, academic performance and social and personal adjustment. The views of parents and young people are considered, together with issues for children with complex needs. Implications for educational provision are discussed.
From attachment to attainment: The impact of nurture groups on academic achievement
Authors: MacKay Tommy , Reynolds Sue , Kearney Maura
Published: January 2023

The resurgence of nurture groups, from their early origins in Inner London in the 1970s, through a period of steady decline in the 1980s, followed by a new wave of interest in recent years, has raised a wide range of issues regarding the place of attachment in children’s development and progress. Drawing from the early work of Bowlby, nurture groups were designed as an attachment intervention, and their benefits in enhanced emotional and behavioural adjustment have been widely demonstrated. Of particular interest to educational psychologists working in the context of schools is the relationship between attachment and attainment, and the possible impact of nurture groups on educational outcomes. In exploring that relationship this paper draws from ongoing work in Glasgow where, in a large-scale controlled study, a clear link between nurture groups and academic attainment was demonstrated for the first time. Guidance is also given to support education authorities in deciding where and when a nurture group should be set up.
Multi-professional assessment and intervention of children with Special Educational Needs in their early years: The contribution of educational psychology
Authors: Robinson Mary , Dunsmuir Sandra
Published: January 2023

This paper describes current professional practice in assessment and intervention with children under the age of 5, attending early years settings in England. Multi-professional focus groups held in three urban local authorities were used to explore the range of assessment and intervention practices in Children’s Centres, recently established within local authorities to improve the integration of early years services and the co-ordination of multi-agency support for families. Focus groups considered the range of early years assessments carried out by different professionals. Transcripts were analysed using a qualitative procedure and a range of issues identified. Themes that emerged included the variable nature and extent of change in practice as a result of Government initiatives, the impact on levels of general assessment activity and implications for assessment of pre-school children with special educational needs. Furthermore, themes relating to the operation of multi-agency working and the role of specialists within integrated teams in Children’s Centres were identified. The discussion explores the need to co-ordinate assessment practices across agencies, integrate these within cohesive intervention plans and routinely review outcomes using recognised evaluative frameworks. The authors consider the challenge to develop robust systems where psychology can contribute to the development of collaborative case conceptualisations between parents and other professionals.
Computer versus human-based support: Effect on computer game performances in (in)effectively learning pre-schoolers
Authors: Veenstra Baukje , van Geert Paul L.C. , van der Meulen Bieuwe F.
Published: January 2023

This research focuses on the effects of human versus computer instruction on improving the learning behaviour of pre-school children. One-hundred-and-eighty-four unresponsive, impulsive or reflective Dutch pre-schoolers were randomly assigned to one of the four instruction conditions (computer-assisted instruction, adult-assisted instruction, both or no instruction). The children played a computer game focused on improving learning behaviour during two or three sessions. The results show that the preschooler’s behaviour during the game corresponds to regular learning behaviour. Impulsive children showed most errors and mouse clicks and unresponsive children showed the least mouse clicks and a warming-up phase. As expected, in the computer-assisted instruction plus adult-assisted instruction condition all learners showed positive learning outcomes. Computer-assisted instruction reveals positive effects on learning outcomes of reflective and unresponsive learners and adult-assisted instruction reveals positive effects on impulsive children. Considering the overall development across the games, impulsive children did not improve their learning behaviour. However, reflective and unresponsive children showed a learning effect. Reflective children showed a clear decrease of trials in the beginning and unresponsive children showed a relatively large increase in mouse clicks after a warming up-phase. However, their number of clicks remained lower than the reflective children.

We can conclude that, since learning type is relevant, this game might function as an objective and reliable tool to assess the type of learning behaviour of pre-school children. It is concluded that computer-assisted instruction in combination with adult-assisted instruction is the best manner to regulate learning skills.
Flexibility and placemaking for autonomy in learning
Authors: Parnell Rosie , Procter Lisa
Published: January 2023

Flexibility is a key aspiration of contemporary government guidance on school design. Used liberally, the term provides a convenient site for the meeting of educational approach (think flexible, personalised learning, timetabling, groupings) and spatial design (non-bounded, open space, moveable elements, independent structure and services). However, this meeting seems to pose a challenge. As Building Bulletin 95 puts it: ‘…the most flexibly designed spaces can only work if building users have a flexible attitude.’ Framing flexibility in the discourse of autonomy, this paper contends that it can be understood as a ‘tool’ to enable children to experience authorship of their own learning. The paper draws on participatory action research with primary and secondary schools in England in which the built environment and placemaking were explored as a means to support learning. Through examples, it is argued that once children are enabled to experience their learning environment as ‘flexible’, by changing it themselves, they are better able to self-direct their learning. Findings show that flexible learning space is encouraged when children and teachers experience together how their environment can support their learning needs. Once established, it is an environment that is constantly changing according to the needs of individuals and groups. The paper concludes that flexibility, at the congruence of spatial design and learning, can only be attained once children feel trusted to shape their environment within an enabling school culture.
Food for thought: Children’s views on the psychological aspects of childhood obesity
Authors: Mansfield Debbie , Doutre Georgina
Published: January 2023

This paper reports a small-scale research project to elicit children’s views on the psychological aspects of childhood obesity to inform multi-agency interventions and contribute to the Every Child Matters outcomes. The study was conducted in the south-west of England. Participants were children from a Year 5 class (age 9 to 10 years) who attended a school in an area of high socio-economic disadvantage. Findings suggest that the children’ views were influenced by cultural messages construing obesity negatively, whilst participants personally aspired to social norms. Participants viewed obesity as a within-child factor related to choice and limited self-control. However, their general stance was one of acceptance and empathy to minimise and protect obese children from stigmatising effects. The need for multiple-level interventions at child, systems and cultural levels is noted in order to reduce obesogenic environments and create supportive environments conducive to healthier lifestyles.
Using the two-factor Theory of Planned Behaviour to predict adolescent breakfast choices
Authors: Conner Mark , Hugh-Jones Siobhan , Berg Christina
Published: January 2023

Purpose:The study used the two-factor Theory of Planned Behaviour (TPB) to predict healthy breakfast choices in a sample of adolescents and the extent to which gender, social class and age (school grade) moderated the relationships.

Methods:A total of 1735 11- to 15-year-olds recruited from schools in Gothenburg, Sweden, completed TPB questionnaires on choices of high-fibre bread and low fat milk for breakfast. The TPB questionnaires tapped intentions, affective and instrumental attitudes, injunctive and descriptive norms and perceived control and confidence. Two weeks later the adolescents completed a seven-day food diary about food consumed at breakfast.

Results:Intentions to consume high-fibre bread and low fat milk were predicted by affective and instrumental attitudes, injunctive and descriptive norms, and perceived confidence. In addition, affective attitudes for bread and descriptive norms for milk were stronger predictors of intentions in the older groups. Consumption of high-fibre bread and low fat milk was predicted by intentions, perceived confidence, and the interaction between age and intentions. Decomposition of the interaction between age and intentions for the two breakfast choices indicated that intentions were significantly stronger predictors of behaviour for the older children.

Conclusions:The two-factor TPB provides a reasonable basis for predicting intentions and behaviour in relation to healthy breakfast choices in adolescents and basing interventions to change such behaviours. The importance of personal and parental factors was demonstrated by the fact that attitudes (instrumental attitudes for milk and affective attitudes for bread) and descriptive norms were the strongest predictors of intentions for the two behaviours. In turn intentions were the most powerful determinants of both behaviours. Importantly intentions were significantly stronger determinants of both behaviours in older compared with younger adolescents. This probably reflects both developmental factors and the growing autonomy over healthy behaviour choices that adolescents experience as they grow older. Implications for using the two-factor TPB in relation to health behaviours in children and adolescents are discussed.
Physical exercise and children’s self-concept of emotional and behavioural well-being: A randomised controlled trial
Authors: Lamb David , Gulliford Anthea
Published: January 2023

Physical exercise programmes are considered to hold psychosocial benefits for children and young people. In this relatively unpopulated research area, investigation of exercise variables (type, duration, frequency) and their impact upon a range of psychosocial variables is needed. This study reports an experimental evaluation of the effects of a 10-minute daily, six-week, aerobic exercise programme (‘Wake up, Shake up’) on the self-perception of emotional and behavioural adjustment of primary school children. Participants (N=71; age 8 to 11 years) with scores below the average ‘school connectedness’ score for their school were randomly assigned to an experimental (aerobic exercise), comparison (‘Circle Time’) or control condition. The intervention reduced pupils’ perceptions of their emotional and behavioural difficulties. Aerobic exercise programmes are recommended as an intervention to enhance aspects of emotional and behavioural well-being for children in this age group. The need for further research on the effects of exercise programmes for this age group, and for developing reliable assessment measures, is highlighted.
The place of health interventions in educational psychology
Authors: MacKay Tommy
Published: January 2023

Health and educational psychology, and the application of psychology in general to the promotion of health in education settings, is a greenfield site. This paper argues that the promotion of health in children and young people is not only central to the agenda of almost all governments but that it should also be central to the interests and practice of educational psychologists. The relationship between educational psychology and health psychology is explored, and an agenda for promoting health initiatives in educational psychology services is proposed.
Narrative therapy and outsider witness practice: Teachers as a community of acknowledgement
Authors: Walther Sarah , Fox Hugh
Published: January 2023

When people meet together to hear, respond to and acknowledge the preferred accounts of people’s lives, it is referred to in narrative therapy as ‘outsider witness practice’. In this paper, we describe how the outsider witness practice framework can support staff in educational settings to acknowledge preferred accounts of identity. We summarise the broader orientation to life, identity and relationships that inform narrative therapy as a context for locating outsider witness practice. We then describe the outsider witness practice framework and scaffold in some detail and illustrate this with an example of a piece of therapeutic work with a young man.

This paper is intentionally written in the first person. This reflects our wider commitment as narrative therapists to inviting and promoting a sense of personal agency, ownership and accountability.
The Burt Affair: 40 years on
Authors: Mackintosh Nicholas J.
Published: January 2023

The ‘Burt Affair’ has gone through several phases: an initial onslaught on his reputation, well publicised by Gillie in 1976; a more measured confirmation of some of the charges of fraud in Hearnshaw’s official biography in 1979; a vigorous rebuttal of essentially all the charges in two books, by Joynson in 1989 and Fletcher in 1991; a more hesitant confirmation of a least some of the charges in a book edited by Mackintosh in 1995. Where are we now? Some new analyses, by Burbridge and Tucker, of the most notorious case, that of the separated identical twins, has suggested that it really is rather unlikely that Burt could have gathered data on 53 pairs of such twins, all separated before the age of six months, and many brought up in families of such different social classes. There remain serious, and unanswered, questions about his paper on educational standards. An analysis of the correspondence between Burt and Spearman by Lovie and Lovie makes it quite clear that Burt later seriously misrepresented the relative importance of his own and Spearman’s contributions to early work on factor analysis. But an equally strong reason for accepting at least some of the case for the prosecution is that so many of the arguments advanced by the defence have been (and still are) so very weak. Much the same could be equally said of some of the wilder accusations made by the prosecution (but not of the important, central charges). Indeed, in so far as the Burt Affair still merits our attention today, it is perhaps because the way it has all too often been discussed reflects so poorly on so many of the participants.
Educational psychologists: A professional role in the traded world using research skills
Authors: Kirven Laura , Oland Louise
Published: January 2023

In a time when change is constant, the question of how the profession demonstrates its effectiveness and significance in promoting positive outcomes for children, young people and their families can be seen as an on-going task for educational psychology. One hundred years since the employment of the first local authority educational psychologist, now is the time for the profession to be confident about its role. With the review of the SEN Code of Practice and the traded world that is becoming a reality within the education sector, educational psychologists (EPs) must have confidence in their profession’s credibility and in what it can offer. Doctoral training has positioned EPs as a professional group with core skills in research and evaluation; this article will argue that encouraging other support services to commission such evaluation work is one way of defining the professional role. This article uses Activity Theory to structure a reflection on the authors’ experience of delivering a commissioned evaluation of an intervention led by another support service within the local authority (LA). The distinctive contribution of EPs from the commissioner’s perspective is also considered. The conclusion will outline key factors in the commissioning process, which need to be considered to ensure successful implementation of research and evaluation projects within educational psychology services. The article showcases ‘diversity, scientific specialism, effectiveness and flexibility’ influencing policy at a LA strategic level, as promoted by Fallon et al. (2010, p.17).
The optimum context for learning; drawing on neuroscience to inform best practice in the classroom
Authors: Hohnen Bettina , Murphy Tara
Published: January 2023

Aims:

As our understanding of neuroscience and the developing brain continues to grow, there is a worldwide move to use this information to inform educational practice. This paper attempts to draw together several convergent but complementary ideas in neuroscience to produce a model outlining the optimum context for a child to learn in a classroom.

Method:

A general outline of brain development is presented, highlighting key areas of brain functioning and cell connection. The positive cycle of learning shows how brain circuits are formed which require the child to be engaged in ‘doing’ a task.

Findings:

Two key situations which mitigate against a child entering the positive cycle of learning are highlighted: where the child is stressed, and where they are not at their achievable challenge level. Both situations might emphasise activity in the midbrain, which is believed to reduce connections to the forebrain (primarily considered the ‘thinking brain’, which is essential for learning). The importance of a student’s beliefs and mindset are also described which are strong contributors to learning behaviour. Finally, the importance of maintaining a developmental perspective within education is outlined, given what is known about stages of brain development and in particular given the significant changes that take place during adolescence in terms of brain reorganisation. A final model is proposed to guide teacher’s behaviour as a model to be empirically tested in the future.

Limitations:

Although an emerging area, this field is in its infancy. Many of the studies included in the model have yet to be replicated and the degree to which a cohesive model such as this can offer a testable means for approaching individual needs is unknown. Merging paradigms from different fields such neuroscience, attachment research and education is a fairly recent endeavour and will require further empirical investigation in a collaborative manner.
Establishing the effectiveness of a gratitude diary intervention on children’s sense of school belonging
Authors: Diebel Tara , Woodcock Colin , Cooper Claire , Brignell Catherine
Published: January 2023

Aim:

The promotion of wellbeing in schools using evidence-based interventions from the field of positive psychology is a growing area of interest. These interventions are based on the principle that sustainable changes in wellbeing can be achieved through regularly engaging in simple and intentional activities. This study examines the effectiveness of a school-based gratitude diary intervention to promote school belonging for primary school aged pupils (age range 7 to 11 years).

Method:

The intervention took place in a one-form entry primary school for four weeks and involved participants writing a diary about things that they were either grateful for in school that day or about neutral school events.

Findings:

Participants who completed the gratitude intervention demonstrated enhanced school belonging and gratitude relative to the control group, although this was moderated by gender with the gratitude diary showing clearer benefits for males. Increases in gratitude were positively correlated with increases in school belonging.

Limitations:

The lack of a follow-up measure meant that it was not determined whether positive outcomes were maintained. Participants’ diary entries were not analysed for content.

Conclusions:

The findings extend the evidence base concerning the use of gratitude diaries with children and indicate that this intervention can be beneficial for children younger than research has previously demonstrated. This study also illustrates how a gratitude diary intervention can be used to build social resources and makes a novel connection between gratitude and sense of belonging. Implications for how this simple intervention has the potential to have a systemic impact on the wellbeing of pupils and staff are discussed.
Building a case for whole-child, whole-school wellbeing in challenging contexts
Authors: Roffey Sue
Published: January 2023

There is a sometimes a mismatch between the public outcry and sympathy for the adversities children and young people experience, concerns about deteriorating mental health, and what happens in schools when children present with challenging behaviours. This review and discussion paper builds a case for actively promoting protective factors when behaviour is challenging, so that school experiences do not mirror or embed negative life experiences for vulnerable pupils, in effect handing them a ‘double whammy’. The first section provides information on diverse adversities that children in the UK may be experiencing and the impact of these on mental health, learning and behaviour. The second summarises research on resilience and the protective factors that counter the impact of adversity, especially within the school context. The third explores a range of paradigms in addressing challenging behaviours and ways in which these might provide opportunities for enhancing resilience.

Throughout the paper the role of the educational psychologist is addressed, looking at what is already being done to support vulnerable young people, their teachers and families. The final section considers how this role might be expanded to incorporate promotion of a pro-active, universal, wellbeing framework in education for both mental health and behaviour.
Research methods for children with multiple needs: Developing techniques to facilitate all children and young people to have ‘a voice’
Authors: Hill Vivian , Croydon Abigail , Greathead Scot , Kenny Lorcan , Yates Rhiannon , Pellicano Elizabeth
Published: January 2023

Aim:

This study aimed to investigate the experiences of children and young people being educated in residential special schools, with a particular focus on how their rights and wellbeing were being promoted by their schools.

Method:

The study was conducted using participatory research principles and aimed to develop techniques and approaches that would support the inclusion of all children.

Findings:

The findings indicated that the techniques developed during this study helped to provide insight into the experiences of pupils with a wide range of special needs, and facilitated their voices. The piloting of a method that integrated ethnographic observation techniques with checklists adopted from the SCERTS framework (developed by Prizant and colleagues) provided important insights into the experiences and preferences of children with the greatest learning and communication needs, and is an approach worthy of further development.

Limitations:

The study was conducted over a very short time frame, one academic term, which influenced the time available to refine techniques and work with our young researchers’ group. Whilst every residential special school in England was invited to participate, the sample was based on those schools that volunteered, many with good and outstanding Ofsted ratings. Therefore, the sample may not be fully representative of the range of experiences provided by residential special schools in England.

Conclusions:

The development of specific techniques to facilitate an understanding of the views and experiences of children who experience significant challenges in communication is possible. The knowledge, skills and expertise of educational psychologists and other professionals can be harnessed to respond creatively to this challenge and it is important to acknowledge the reciprocal value of professional practice and research skills.
Fostering self-regulated learning: From clinical to whole class interventions
Authors: Hessels-Schlatter Christine , Hessels Marco G.P. , Godin Harmony , Spillmann-Rojas Hildalill
Published: January 2023

Aim:

We describe the theoretical model underlying our interventions in metacognition and self-regulated learning (SRL). Our studies are the only ones in which all SRL components are trained in various learning domains and transfer between these domains is explicitly addressed, and that use both offline and online measures to evaluate the effects of the intervention.

Method:

Pre-experimental and quasi-experimental studies in regular classes were conducted. Offline and online measures were used to evaluate the effects of the interventions.

Findings:

Self-regulated learning can be enhanced in students with learning difficulties and intellectual disabilities, as well as in typically developing students. Improved SR behaviours are accompanied by improved academic performance.

Limitations:

Typical problems associated with data collecting using questionnaires (offline) were encountered. On the other hand, online measures require an important investment of resources. Therefore, the number of participants was limited in the observational studies, which makes generalisation more difficult. Furthermore, it must be acknowledged that quasi-experimental studies are difficult to realise in a natural context.

Conclusions:

Interventions based on metacognition and self-regulated learning can be effectively implemented in various natural settings. The results of our first series of studies are very positive, but more studies with control groups and delayed post-test to assess maintenance of the learned skills are needed.
Mathematics, mastery and metacognition: How adding a creative approach can support children in maths
Authors: Bonnett Victoria , Yuill Nicola , Carr Amanda
Published: January 2023

Background:

Children who hold an incremental view of ability show greater perseverance, improved help-seeking skills and are better able to cope with unexpected challenges. Classroom instruction can influence how children view themselves as learners.

Aim:

To explore how mastery-orientated classroom instruction, collaborative learning and metacognitive reflection can foster learners’ attitudes to their task performance. We hypothesised that using a mastery-oriented approach within a mathematics curriculum encourages metacognition, improves motivation and helps children achieve an underlying understanding of mathematical concepts thus improving mathematics performance.

Method:

This paper reports an 11-week project aiming to embed problem-solving strategies within a mastery-oriented whole-class environment. Children completed pre- and post-task semi-structured interviews and maths problems in addition to the 11-week collaborative maths project. Participants were 24 children from a rural primary school in East Sussex, 12 boys and 12 girls (mean age 8 years and 9 months). The interviews are presented qualitatively and a repeated measures analysis of variance on mathematics motivation and performance was conducted.

Findings:

The learners showed increased metacognitive reflection on learning strategies as well as increases in girls’ motivation for mathematics.

Limitations:

This is a small sample size and, being conducted within a typical everyday classroom, there were several uncontrolled variables. Although change was evident in both attitude and maths scores, it was difficult to apportion added value to the different variables contributing to the change in maths scores.

Conclusions:

Challenging children’s perceptions of mathematics encouraged greater self-reflection and increased motivation for girls.
Developing school practice in preparing students for high-stake examinations in English and Mathematics
Authors: Flitcroft Deborah , Woods Kevin , Putwain David
Published: January 2023

Aims:

The present research aims to allow teachers to utilise feedback from their students to reflect upon their current and future practice in preparing students for high-stakes examinations.

Method:

This study engaged teachers of pupils aged 11–16 years old (high school) as participants, affording the opportunity to reflect on their current practice in light of feedback from their students. The research was carried out as a single embedded case study within a secondary school, progressing through three phases: initial focus group of six English and Mathematic teachers teaching high-stake examination programmes to students age 14–16; interviews with 10 students selected from the teachers’ classes; follow-up focus group with teachers.

Findings:

The research found that students preferred motivation-intentioned language which provided personalised and individualised advice. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students.

Limitations:

The limitations of the study are the small sample size and focus on English and Maths lessons.

Conclusions:

Teachers were able to reflect upon their own practice in light of student feedback and from this were able to consider positive-teacher and whole-school behavioural changes.
How educational professionals can improve the outcomes for transgender children and young people
Authors: Bowskill (nee Holdsworth) Tabitha
Published: January 2023

Aims:

Increasing numbers of children and young people are identifying as transgender and so there is a growing need for guidance in this area for educational professionals. The current lack of research and knowledge can lead to negative consequences for the young person (Case et al., 2009). This piece of research looked at how educational professionals can improve outcomes for transgender children and young people.

Method:

Twenty-five semi-structured interviews were undertaken. The participants were transgender adults and professionals that have worked with transgender young people. Grounded Theory was used as the approach to collect and analyse the data.

Findings:

A theory was developed that helped show what influences the outcomes of transgender students in educational settings. Specific recommendations as to the type of knowledge educational professionals need, the resources required for stakeholders and the type of response the setting needs to undertake were suggested.

Limitations:

Transgender youth were not able to be consulted regarding this piece of research due to restrictions by the ethics committee. This is an area that is in need of further exploration.

Conclusions:

Educational settings need to have a greater understanding of gender. This reduces gender stereotyping and reinforcement of a gender binary. Training for staff was felt to be instrumental in ensuring an appropriate response and therefore better outcomes for the pupil. Specific recommendations included use of appropriate language, having an individualised and flexible approach, use of a proactive response, as well as many practical recommendations to ensuring a trans friendly educational environment. Specific considerations for Educational Psychologists (EPs) were also explored.
Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education
Authors: Arishi Latif , Boyle Christopher , Lauchlan Fraser
Published: January 2023

Aim:

The contribution of this paper to this ongoing debate, is to interrogate the discourse of labelling by critically analysing its role in inclusive and special education.

Rationale:

Labels have a strong tradition of orchestrating educational inequity. In response, recent debates about the concept of labelling have focused on whether the use of labelling in inclusive and/or special education has an equality potential or indeed threatens the quality of education provided to students with diverse needs.

Findings:

The difficulty with labelling is that it is fraught with political, psychological and ideological ambiguities that permeate the well-intentioned efforts of providing education to students with disabilities. Labelling also carries considerable historical beliefs that saturates policy, professional, and institutional practices.

Limitations:

This article is a position piece which has put forward an argument based on available evidence. However, as with all non-empirical articles it is limited to the quality of the articles which are cited by the authors and it may not reflect the breadth of available articles on this subject area.

Conclusions:

Therefore, understanding how labels promote, or impede, the quality of special and inclusive education within international contexts is essential for developing realistic innovations in policy and practice to enhance educational outcomes for all.
Improvements in parenting achieved with innovative online programme: Preliminary evaluation of ‘Understanding Your Child – Online’ (UYC-OL) – A Solihull Approach course for parents and carers
Authors: Johnson Rebecca
Published: January 2023

The Aim

Evidence shows that, along with other variables, the parenting environment contributes significantly to the educational attainment gap. Whilst ‘face-to-face’ parenting programmes have been shown to be effective, very few studies have examined online models of delivery. Questions to be addressed, therefore, include establishing if widely available online courses enhance parent-child relationships and provide a foundation for learning. The present study examines the efficacy of an 11 module online course about children aged 0–18 years based on the Solihull Approach theoretical model.

Method

A between subjects, repeated measures design was used. The scores of 115 self-referred parents/carers were compared before and after completing Understanding Your Child – Online (UYC-OL) between 2013–2015 on the Child-Parent Relationship Scale (CPRS). Paired samples t-tests were performed and Cohen’s d was used to determine effect sizes.

Results

Highly statistically significant improvements were found. Closeness within the parent-child relationship significantly increased (p=<0.0001); whilst conflict significantly decreased (p=<0.0001). Effect sizes were large (d =0.61 and 0.78 respectively).

Limitations

The study provides preliminary evidence only. Demographic information, multiple measures and comparison groups were sacrificed in favour of accessibility and participant engagement.

Conclusion

The Solihull Approach online course appears to offer an effective option for enhancing universal parent-child relationships. The implication is that it should be included in population based strategies for increasing resilience, reducing the impact of adverse childhood experiences (ACEs) and closing the attainment gap.
Closing the vocabulary gap in early years: Is ‘Word Aware’ a possible approach?
Authors: Moran Ellen , Moir Joanna
Published: January 2023

Aim

This study reports on an initiative to promote vocabulary development within three nurseries serving an area with high levels of multiple deprivation. Focusing on the use of books as a mechanism to introduce and extend children’s vocabulary, early years practitioners were trained and coached in the methodology of ‘Word Aware’. Concurrent efforts to engage parents in their children’s learning included the use of text alerts and information leaflets.

Method

Each nursery identified a children’s book to use as the focus for learning over a 4 week period. During this time staff were coached and supported as they put into practice the methodology of ‘Word Aware’. Four words from each book were selected and formed the basis around which learning opportunities were planned and delivered. These words formed the basis of the baseline and follow-up assessment with children.

Results

A bespoke vocabulary measure was used to collect data on children’s word knowledge pre- and post-intervention (N=91) and showed a statistically significant improvement at post-intervention follow-up. Feedback from nursery staff and parents showed very positive impact of the approach.

Limitations

Limitations of the research include the relatively small sample size and the short-term nature of the intervention. The robustness and reliability of the bespoke measure of vocabulary alongside the differing difficulty level of words chosen by each nursery are also limitations to be considered.

Conclusions

The use of ‘Word Aware’ shows promise as an intervention in increasing children’s vocabulary. The use of text alerts to encourage parental engagement in learning warrants greater use by educational establishments.
What impact has the Educational Psychology Service had on the implementation of restorative approaches activities within schools across a Scottish Local Authority?
Authors: Moir Taryn , MacLeod Sue
Published: January 2023

Aim

Educational Psychology Services (EPS) have played a key role, alongside our partners, in the training and implementation support of restorative approaches (RA). This article aims to investigate the impact EPS has had on the implementation of RA activities across North Ayrshire Council (NAC) schools.

Rationale

The rationale for this study was to measure the influence that the training in RA, and supporting activities provided by the EPS and our partners, had on the day-to-day practice within NAC schools.

Methods

From October 2015 until January 2017 a total of 50 primary schools and nine secondary schools had senior school management representation on a two-day RA ‘Training for Trainers’ and a half-day follow-up recall session aimed at supporting the creation of individualised and context-based implementation plans. Subsequently, schools were offered opportunities for follow-up implementation support; these have been employed in a variety of different contextually appropriate ways.

Findings

Primary instrumentation using questionnaires based on Thorsbourne’s (2013) model of implementation revealed quantitative data suggesting that schools have achieved levels of implementation to varying degrees (78 per cent first order change, 55 per cent second order change, 40 per cent third order change). Triangulation with three other secondary data sources is indicative of an increased number of staff having restorative conversations, and of ongoing embedding of RA in schools.

Conclusions

The benefits of partnership work, authority strategic support and flexibility of within-school implementation planning are recognised. Challenges to implementation, next steps and the unique role of the educational psychologist are also discussed.
Developing a trauma-informed approach to closing the poverty-related attainment gap
Authors: Taylor Lesley , Barrett Whitney
Published: January 2023

Aim

The development of a trauma-informed approach to closing the poverty-related attainment gap called Readiness for Learning (R4L). This is a project funded by the Scottish Attainment Challenge (SAC). This paper reports on a strand of the intervention that took place in two Primary One classrooms over the academic session 2017/18.

Method

This part of the project involved making changes to the learning environment and presentation of the curriculum, taking into greater account the developmental stage of children entering formal schooling. A selection of both qualitative and quantitative measures were completed throughout the year.

Findings

These indicated that pupils made significant gains in their executive function abilities, as measured using the Neurosequential Model Mini Map.

Limitations

The limitations of this study included the lack of a matched control and the potential confounding effect of co-occurring interventions. Longer term evaluation and follow-up with the cohort is planned to gather evidence of ongoing impact and attempt to address some of the limitations identified.

Discussion

Results will be discussed both in relation to pupil outcomes, as well as the wider involvement that the Educational Psychology Service (EPS) can have in relation to local authority policy and practice.
Assessing perceived school support, rule acceptance and attachment: Evaluation of the psychometric properties of the School Belonging Scale (SBS)
Authors: Parada Roberto H.
Published: January 2023

Aim

To evaluate the psychometric properties of a new measure of school belonging.

Rationale

The sense of belonging to the school (organisation) as opposed to individuals within a school (peers) plays a significant part in pupils’ behaviour and wellbeing. To date, few psychometrically robust, theoretically driven and brief scales exist. Consisting of only 12 items, the School Belonging Scale (SBS) was developed to assess three theoretically derived aspects of school belonging: attachment or bonding to school, acceptance of rules, and perceived school support.

Method

A total of 3522 (42.9 per cent male) pupils in Years 7 to 11 from 6 metropolitan private schools in Sydney, Australia participated in the present study. Participants ranged from 11 years to 17 years of age (M=13.8, SD= 1.4). The data collected from the participants was used to assesses the SBS’s reliability and Confirmatory Factor Analysis (CFA) was used to assess its factor structure. Additional tests of factorial invariance were also carried out to test the validity of the measure across boys and girls.

Findings

Internal consistency estimates were very good to excellent. Results of the CFA indicated that all three factors were well defined. Invariance testing showed that the SBS is invariant across boys and girls.

Limitations

Participants were from private schools; other limitations are discussed.

Conclusions

The SBS is reliable and applicable to both males and female pupils. It can be used as a brief assessment for school belonging in research, intervention development, and evaluation.
Social and emotional learning: From individual skills to class cohesion
Authors: Dobia Brenda , Parada Roberto H. , Roffey Sue , Smith Madelaine
Published: January 2023

Aim

To evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools.

Rationale

Many frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a collective approach with a specific pedagogy. This paper explores the impact that Circle Solutions have on belonging and inclusion.

Method

Teachers in six primary schools were trained in Circle Solutions and asked to run the intervention once a week for up to six months, with three additional schools providing a waitlist control condition. A mixed-method approach was used to evaluate changes in pupils social-emotional skills, behaviour and connectedness. Five teachers completed the Teacher Attitudes to Social Emotional Learning survey (TASEL) prior to and following the intervention. 157 pupils completed a modified version of the California Healthy Kids Survey (CHKS) plus two open-ended questions.

Findings

Although quantitative findings did not indicate statistically significant differences, qualitative responses suggested that the introduction of Circle Solutions increased inclusiveness and valuing of others, developed students’ emotional awareness, enhanced a positive sense of self and stimulated student engagement. Teachers increased their sense of efficacy for teaching social emotional skills and identified improvements in teacher-student relationships as well as in student confidence, peer relationships, empathy, kindness, and student engagement.

Limitations

Issues with systemic implementation were identified.

Conclusion

Circle Solutions appears to have the potential to improve relationships, contributing to more connected and inclusive classrooms where children feel valued and appreciate others. Consideration needs to be given to sustainability and methodology in the evaluation of such programmes. There is a role for educational psychologists in establishing and supporting this intervention as happened throughout this study.