bluuebunny/crossref_metadata_2025 huggingface dataset:
The role of outcome and experience in hypothesis testing about food allergy
Authors: Croker Steve , Knibb Rebecca C.
Published: January 2023

It is important to understand the reasoning strategies that health behaviours are based on. Croker and Buchanan (2011b) found that the strategies people use when choosing how to test a hypothesis about oral health are affected by whether the participant is seeking to reproduce a positive outcome (i.e. good health) or eliminate an unwanted outcome (i.e. bad health). The aim of this study was to investigate the effect of outcome on reasoning strategies in a food allergy context. Participants with and without food allergy were given hypothesis–testing tasks and asked to choose which of three alternative patterns of food consumption could be used to test a hypothesis that a person is allergic to a particular food. Participants were more likely to select a controlled test of the hypothesis that a specific food causes an allergic reaction when a reaction to a food had been observed after eating, than when a reaction had not been observed due to food avoidance. Although the potential severity of making an incorrect choice in a food allergy context is both greater and more proximal than in an oral health context, the same bias in reasoning strategy was found. Logically appropriate hypothesis–testing behaviour may not, therefore, underpin real–world decision making.
Healthy happy family eating: Development and feasibility of an online intervention to improve family eating behaviours
Authors: Snuggs Sarah , Houston-Price Carmel , Harvey Kate
Published: January 2023

Unhealthy eating in children is a global problem, associated with poor long-term health outcomes and evidence indicates that unhealthy eating habits developed early in life may track into adulthood. Increasingly, description of behaviour change intervention development is encouraged. This paper describes the development and refinement of an online intervention designed to improve family eating behaviours. Part 1 describes three pilot studies designed to collect quantitative and qualitative feedback about the intervention to inform its development. This is followed by Part 2, which describes an additional study covering other formative work involved in developing the intervention, including theoretical approaches, evidence-base review and stakeholder input. The resulting, robustly refined intervention is described, the efficacy of which is being evaluated by a randomised controlled trial.
Strengths Coaching: A potential-guided approach to coaching psychology
Authors: Linley P. Alex , Harrington Susan
Published: January 2023

As unlikely as it might seem, strengths have been a much neglected topic in psychology until relatively recently. In this article, we provide an historical context for the study of psychological strengths before going on to consider three approaches to understanding strengths. We locate a psychological understanding of strengths in the context of an assumption about human nature that is characterised by a constructive developmental tendency within people, showing how this assumption is consistent with theory and research about psychological strengths, and how it is consistent with the theoretical approach of coaching psychology. We then begin to examine what strengths coaching might look like in practice, together with considering some caveats and future research directions for the strengths coaching approach.
Back on track: The coaching journey in executive career derailment
Authors: Webb Peter J.
Published: January 2023

Executive career derailment seems to coincide with one of the most significant transitions in life – the midlife ‘crisis’. Career derailment is most commonly caused by insensitivity; both to others needs and to the individuals own developmental needs for authenticity. Executive coaches can form strong developmental relationships with derailed executives through engaging them in the behaviours of individuation and supporting the development of a more authentic self. Coaching is conceptualised as a ‘U-shaped’ journey exploring 5 levels of meaning: (1) the executive’s environment; (2) the executive’s behaviour; (3) attitudes, (4) deep structure of the person; and (5) deepest structure.
Self-management and the coaching relationship: Exploring coaching impact beyond models and methods
Authors: Kemp Travis
Published: January 2023

Whilst there is growing interest within the emerging coaching psychology literature in exploring specific coaching methods and their relative efficacies, little attention has been afforded the investigation of the relationship itself that is formed between coach and client. In addition, any exploration of the personality, psychodynamic and cognitive-behavioural constructs unique to the coach herself and the potential impact, both facilitative and detractive, of these factors, has remained largely unaddressed. This paper seeks to begin this process of exploration and highlights the importance for ethical and professional executive coaching practice in coaches establishing robust and accountable supervision relationships. The paper provides a theoretical framework for operationalising this supervisory relationship and facilitating coaches own process of introspection and continuous development.
Coaching and Therapy: Similarities and divergences
Authors: Spinelli Ernesto
Published: January 2023

This paper considers critically the major similarities and differences between coaching and therapy as presented by previous authors. In particular, it considers Jopling’s contribution of the idea of a ‘fuzzy space’ between the professions and argues that coaching psychology is particularly well placed to inhabit this ‘fuzzy space’. Finally, the paper considers three major issues that provide pathways to both convergence and divergence between the professions: contracting; the quality and type of relationship being engendered; and the inter-relational stance.
A step-wise process of intentional personality change coaching
Authors: Martin Lesley S. , Oades Lindsay G. , Caputi Peter
Published: January 2023

Objectives:

This article discusses why personality change appears both possible and beneficial, and provides a step-wise process of intentional personality change coaching.

Design:

A qualitative single sample exploratory design was employed.

Method:

Semi-structured interviews were conducted with a panel of coaches/psychologists (experts), in order to develop coaching interventions to increase or decrease each of the 30 facets within the NEO PI-R. Further consultation with a sub-group of this panel led to the development of a step-wise process of intentional personality change coaching, designed to facilitate client chosen personality change goals.

Results:

A step-wise process of intentional personality change coaching was developed, and related coach training material. The step-wise process proposed that personality change coaching of individuals without major psychopathology be conducted in a coaching context. Prerequisites included client awareness of their personality, and motivation to change one or more personality facets. The step-wise process incorporated a 10-step coaching sequence to facilitate change in this context, and utilised a menu of unique change interventions for each of the 30 NEO PI-R facets.

Conclusion:

Personality change coaching appears both feasible and beneficial in a coaching context. The stepwise process discussed in this article informs coaching practice, and provides a foundation for empirical exploration of this potential.
Differences between critical moments for clients, coaches, and sponsors of coaching
Authors: de Haan Erik , Nieß Christiane
Published: January 2023

Objectives:

Previous studies on the effectiveness of coaching have focused on positive outcomes that clients, coaches and organisational colleagues attribute to engaging in coaching overall. In this study descriptions ofcritical moments of coachingas experienced by executive coaching clients, their coaches and their sponsors are analysed and compared, to find out more about how coaching conversations are experienced. In this sense the objective of this research was to understand more about ‘sub-outcomes’ of coaching: mini-outcomes as they arise within the process and as a result of the coaching process.

Design:

We extend previous studies in two ways. First, we take a process-oriented, qualitative approach by investigating which events are regarded as critical by clients and coacheswithintheir coaching contracts to date. Second, we consider the perspective ofsponsorsof coaching who refer to the same coaching assignments as clients and coaches have done.

Methods:

One-hundred-and-seventy-seven critical-moment descriptions were collected (49 from clients, 49 from coaches and 79 from sponsors of coaching), of which 147 could be matched between coach, client and sponsor working on the same assignment. They are coded with an existing and a new coding scheme and analysed with reference to a larger dataset comprising 555 critical moment descriptions from executive coaching assignments.

Results:

Our results suggest that clients and coaches are considerably more aligned in what they regard as critical in their coaching assignments when compared to their alignment with sponsors’ views. Whilst clients and coaches mainly refer to moments of new insight and attitudinal change as critical, sponsors underline changes in the clients’ behaviour, such as their communication or interpersonal skills.

Conclusions:

Alongside earlier studies we have found further indications that clients and coaches conducting normal coaching conversations seem to identify critical moments to a large extent with new learning, perspectives and insight, and they pick the same moments well above chance rates. At the same time, organisational sponsors of coaching seem to prioritise more new actions and changes initiated by coaching clients.
‘We can’t do it just to make them feel good!’: An exploration into the benefits of coaching in secondary schools
Authors: Lee Jacqueline
Published: January 2023

Objectives:Research has indicated that traditional forms of continuing professional development (CPD), such as external training courses, can have limited impact on developing teacher’s skills. One response has been that coaching has been used increasingly in schools since 2000 in a variety of ways. However, there is a lack of research into the impact of coaching in schools. This study explored the impact of specialist coaching and (peer) co-coaching as perceived by coachees and CPD co-ordinators. The impact of coaching at three different levels was considered: benefits at the individual personal/emotional level; changes to individuals’ daily practice; and benefits at the schoolwide/organizational level.

Design:A postal questionnaire and semi-structured interviews were used.

Methods:CPD co-ordinators in 10 urban mainstream secondary schools completed the questionnaire and identified coachees for interview. Semi-structured interviews with six of these CPD co-ordinators and seven coachees, were then conducted. The interviews were analysed through Interpretive Phenomenological Analysis to explore patterns in what the interviewees perceived the benefits of coaching to be.

Results:Peer coaching impacted on all three levels proposed in the study. The impact of specialist coaching was found to vary depending on the role of the coachee (e.g. newly qualified teachers and middle leaders benefited differently).

Conclusions:The current study has indicated that coaching is perceived by CPD co-ordinators and coachees to have a positive impact on teachers’ daily practice and at the organisational level, alongside the benefits it offers to individuals at an emotional level.
A professional development study: The lifelong journeys of coaches
Authors: Hullinger Alicia M. , DiGirolamo Joel A.
Published: January 2023

Every coach is on a journey. The moment they enter a coach training programme or begin coaching, they enter a path of exploration with clients as well as beginning self-exploration, discernment and experiencing profound shifts. This study investigates that journey through the lens of professional development, expertise, and a way of being. Through semi-structured interviews of a wide range of coaches, from novice to expert, a set of differences along a spectrum has been compiled, along with development strategies to assist coaches on this journey toward expertise. Also explored is how coaches stay fit for purpose and an assessment of the demand for coach education, the offerings for such education, and an assessment of the real needs for coaches to develop toward expertise.
The development of the Embodied, Dynamic and Inclusive (EDI) model of self-confidence; a conceptual model for use in executive coaching
Authors: Kane Anna , Lewis Rachel , Yarker Joanna
Published: January 2023

This paper offers a model of self-confidence for use in executive coaching. Self-confidence is an important coaching topic, yet our understanding of what it is and how it can be developed is limited to narrower concepts of self-efficacy and self-esteem. Current approaches are static and focus on personal attributes, cognitive and motivational aspects over physiological experiences and pay insufficient attention to diversity. Using an embodied interview approach with a diverse sample of 27 employees, we propose an Embodied, Dynamic and Inclusive (EDI) model of self-confidence that contains the components of Authenticity, Competence and Connectedness. The EDI model is unique in that it captures the dynamics of Loss of Confidence and building a Confident Performance, and identifies the role Mindset plays. We discuss our main contribution to the literature; that confidence is embodied and dynamic. We also explore what impact our research has on coaching.
Coaching research in 2020 – About destinations, journeys and travelers (Part II)
Authors: Graf Eva-Maria , Dionne Frédérick
Published: January 2023

After Part I of Coaching Research in 2020 (Graf & Dionne, 2021a) summarised research on the destination(s) of coaching in the context of quantitative psychological outcome research, Part II will look beyond outcomes and effectiveness. It calls for more research on the coaching process itself, that is, on the journey of coaching and its travelers. To this end, we first explore the different research foci in the change-process research paradigm of coaching (Wegener et al. (Eds.), 2018). Next, the paper argues for the necessity to engage more in qualitative process research to carve out how coach and client locally, that is, on the conversational micro-level, interact with each other on a moment-to-moment basis along individual coaching sessions and entire coaching processes. We introduce qualitative linguistic coaching process research (Graf, 2015, 2018, 2019). This research paradigm addresses the coaching micro-level und investigates how the local effectiveness of coaching emerges from the turn-by-turn verbal interaction between coach and client on the basis of the sequentiality and the intersubjectivity of the coaching conversation. While coaching research and practice will benefit immensely from such an in-depth, qualitative linguistic analysis of authentic coaching interaction, this paper ends with a call for research that addresses and relates both the global effectiveness and the interaction of coaching. The TSPP (Turn–Sequence–Phase–Process) Model (Deplazes et al., 2018), which integrates concepts from quantitative psychological outcome research and qualitative linguistic process research, is presented. This model also allows for relating coaching effectiveness and interaction. The TSPP Model also underlies a very recent interdisciplinary, mixed-methods research project on questioning sequences in coaching (Graf, Spranz-Fogasy & Künzli, 2020), which will be briefly sketched out in the final part.
A systematic review of coaching client characteristics
Authors: Tee David , Misra Kantz , Roderique-Davies Gareth , Shearer David
Published: January 2023

With increasing evidence about the effectiveness of workplace and executive coaching as an organisational development intervention, research has turned to the components that may predict coaching outcome variance. The ‘common factors’ model from therapeutic outcome research suggests that ‘client and extratherapeutic factors’ is the single greatest contributing variable. This systematic review determines all statistically significant client factor variables from the peer-reviewed coaching research literature, with 17 distinct factors from quantitative studies and 22 factors from qualitative studies. It is hoped that the three most frequently identified client factors (‘willingness or motivation to change, ‘commitment to the relationship/process’ and ‘openness’) may be used as predictor variables in future research to bring focus to what has been a disparate field of study to date. Keywords: Coaching psychology; Common factors; Client factors; Coachability.
Division newsPeter Rankin completes his term as Chair of DoNIncoming chairDON Membership Services Unit updateDON Professional Standards Unit updateNeuropsychology and the policy landscape: A forward view
Authors: Baker Gus A , Carpenter Katherine , Yates Phil , Baker Gus A , Carpenter Katherine , Carpenter Katherine , Yates Phil ,   DoN Membership Services Unit
Published: January 2023

The Division of Neuropsychology is overseen by an elected, voluntary ‘executive committee’, alongside a number of sub-units and faculties
Homelessness and head injury: Outcomes from a pilot neuro case management service
Authors: Worthington Andrew , Edwards Lee , Joiner Lauren , Devenney Etain
Published: January 2023

This paper describes the authors’ experiences in setting up and delivering a pilot community neuro case management service for homeless adults with a brain injury. This is a companion paper to an earlier article describing the initial cohort (Worthington et al., 2020). The present article provides further analysis of the longer term social and health outcomes and illustrative case examples. Whilst conclusions are limited due to the size and scope of the study, the benefits and challenges of the service are discussed with suggestions for further development for neuropsychologically-based services for homeless adults.
Is there any added value of administering the DKEFS category switching task to assess cognitive impairment in paediatric clinical populations?
Authors: Garrood Isabel , Robinson Sally
Published: January 2023

An audit was undertaken to look at the utility of the DKEFS category switch task in clinical populations of children aged between 8–18 years. It was found that the DKEFS category switching task is neither sensitive nor specific to cognitive impairment in this group. In a clinical sample of 63 children (mean age 13 years, 3 months), this task was associated with very low failure rates for both switching fluency (N=3) and accuracy (N=2), with no children failing this task when they had not already failed either letter or category fluency. It is therefore unlikely to be clinically useful in the vast majority of cases.
A clinical psychology service in stroke rehabilitation: A review of five years of referrals and an evaluation of a matched care model
Authors: Harriman Emma , Poh Jade , Steverson Tom
Published: January 2023

This article presents a review of five years of referrals to a clinical psychology service in stroke rehabilitation and evaluates the efficacy of a matched care approach for triaging referrals. Analysis showed that where referrals were triaged to one of three levels, those allocated to the highest level of priority were seen sooner and for more sessions. Where pre and post assessment across psychological intervention was undertaken, average improvement in mood showed medium to large effect sizes. The utility of a matched care model as well as service improvements based on this review are discussed.
Staff perceptions of patient peer relationships on a male neuropsychiatric rehabilitation unit
Authors: Green Eleanor , Turnbull Lorraine Bobbie
Published: January 2023

This research investigated peer relationships within an inpatient neuropsychiatric rehabilitation service. Seven support workers were recruited and semi-structured interviews were completed to explore views about patient interactions and peer relationships on the ward. Thematic analysis produced findings with two main areas of interest. The first area was the type of peer relationship, encompassing the superordinate themes of ‘good relationships’ and ‘negative interactions’. The second area of interest was the factors affecting relationships, which included the ‘environment’ and ‘individual factors’.

The research concluded that some peer interactions demonstrated empathy, care and group emotion contagion. External factors, such as the environment, impacted the formation and maintenance of peer relationships, as did internal factors, such as the ability to communicate.

The findings identified the need for personal and communal spaces in these settings, with activities off the ward appearing to be beneficial for the formation and maintenance of peer relationships.
Work-life balance challenges: Recession and beyond
Authors: McDowell Almuth ,   on behalf of the DOP Work-Life Balance Working Group
Published: January 2023

Almuth McDowall and Gail Kinman set up the Work-Life Balance Working Group in the summer of 2009, with the broad objective to bring together researchers and practitioners to raise the profile of work-life balance concerns. We are grateful for the support from the Division of Occupational Psychology and we are determined to use this endeavour to raise the public profile of work-life balance research, policy and practice. Many thanks to all our working group members for their continued support and dedicated input. This brief article introduces some of our initial discussions.
Work-life balance: Towards a research and practice agenda for systemic change
Authors: McDowall Almuth , Kinman Gail , Allan Anna , Eib Constanze
Published: January 2023

The Work-Life Balance Working Group continues to be very active in our mission to bring work-life balance into the mainstream of occupational and organisational psychology. One of the issues that we would like to see addressed over the next few years is the lack of research evidence on the topic originating from the UK, whilst maintaining a fruitful exchange with researchers and practitioners in other countries. In order to further these aims, we convened an international workshop which took place on 5-6 July 2010 at the University of Surrey. The event was co-sponsored by the Division through our Working Group, by the Institute of Advanced Studies (University of Surrey) and by the Business School of Middlesex University.

The following article is a brief summary of the content and some of the issues that were discussed; the group aims to disseminate more specific outputs in due course.
Chair’s Column: Focussing on growth and talent as we look forward to a busy autumn for the Division and all our members
Authors: Stevenson Hazel
Published: January 2023

The year’s activities are now in full swing and we are workingwell towards our strategic goals of ‘growth and talent’. The strategy and working groups are progressing smoothly with core outcomes and good progress. Thank you to all of you who have given us feedbackover the lastfew months and who have contributed ideas and suggestions.
Transformation and change: Enhancing impact in 2012
Authors: Stevenson Hazel
Published: January 2023

Hazel Stevenson, whose term of office as Chair ended at the annual meeting in January, summarises some of the core activities of 2011 and outlines plans to consolidate the work that has been done.
DOP Conference 9–11 January 2013: Connecting and contributing to make a difference
Authors: Bushnell Ian
Published: January 2023

The January 2012 DOP conference was the second largest conference within the Society. Nearly 500 occupational psychologists were treated to a hugely successful conference that provided intellectual and practical benefits within an atmosphere that was warm, positive and inclusive throughout. It felt more like a family event than an international gathering. We partly attribute this to careful planning, good organisation and a great location coupled with the integration of what were previously two parallel conference events, but these aspects just released the naturalqualities of the delegates. Enquiring minds with a strong people focus placed in asupportive context brought out the very best in each other.

Conference is a gathering of like-minded professionals that greatly helps to raise our profile and influence as a profession both in the academic and in the world of organisations as exemplified by the extensive media coverage we had from the 2012 event.

For January 2013 we return to the excellent venue of Crowne Plaza in Chester and eagerly anticipate an even more successful event and record delegate numbers.
New research shows healthcare and other workers are at risk of psychiatric trauma from needlestick injuries
Authors: Hebditch Vanessa
Published: January 2023

A new study in the scientific journal occupational medicine has found that those who experience needlestick injuries can suffer persistent and substantial psychiatric illness or depression.
DOP Interactive Volunteer Manual
Authors: Bonsall-Clarke Kate , Choudhary Munazzah , Phillips-Pike Gemma , Smallwood Rachel
Published: January 2023

The DOP Leadership Development Programme 2013/2014 cohort was divided into two groups, each tasked with delivering on a project. This short article details one of those projects, the construction of an interactive and current DOP volunteer induction manual. The project lasted for the duration of the LDP and was commissioned by the DOP Executive.
On a date with secondary data: Things you should know before asking someone else’s data out
Authors: Piotrowska Patrycja J.
Published: January 2023

Secondary data can be a quick, useful way of testing hypotheses. This article provides advice on how to access secondary data and popular misconceptions about its use.
Social media: A psychology postgraduate’s reflection
Authors: Peach Donna , Erskine-Shaw Marianne
Published: January 2023

Social media is increasingly being utilised as a means of sharing research and ideas, showing your skill-set and collecting data. This article reflects on the positives and potential pitfalls for psychology postgraduates of this burgeoning area.
Discussion paper: Applying for professional doctorates in Clinical Psychology in the United Kingdom: Reflective report on academic credentials
Authors: Smith Jan
Published: January 2023

Places on clinical psychology doctorates in the UK are known for their intense competition. Academic excellencen typically constitutes an important prerequisite for clinical training. This paper profiles academic entry requirements outlined by 30 UK universities offering the professional doctorate in clinical psychology (DClinPsy) for 2016 entry. Findings indicated that a high proportion of universities emphasised undergraduate academic excellence, whereas others outlined more diverse academic eligibility criteria for clinical training. This paper includes reflections underpinning applicants’ academic background and recommendations for aspiring clinical trainees and the psychology profession.
Ideal partner preferences: The role of facial attractiveness
Authors: Palomares Jennifer South
Published: January 2023

Research has identified three factors representing ideal partner preferences: warmth-trustworthiness (e.g. kind, supportive), vitality-attractiveness (e.g. sexy, nice body), and status-resources (e.g. successful, nice house). People place differing emphasis on each ideal partner factor and these preferences involve strategies to maximise genetic continuity both within and across generations. Traits representing vitality-attractiveness may be particularly striking in a potential partner as these may signal health and fertility. In addition, physical attractiveness is associated with numerous social consequences and the ‘what is beautiful is good’ stereotype posits that people attribute multiple positive qualities to attractive individuals (e.g. better career prospects, better romantic partners). Symmetry, averageness, and skin health and colour are key factors in facial attractiveness, and these are briefly reviewed.
An investigation of the attitudes of Year 7 pupils toward their classmates who are identified as having special educational needs
Authors: Mitsopoulou Eftychia
Published: January 2023

One of the main interests of research in the field of Special Educational Needs (SEN) focuses on the relationships between mainstream pupils and their classmates with SEN. Previous studies in this field found that children with SEN are more likely to be bullied or socially rejected by their peers in inclusive schools. Yet, the factors that are associated with the negative patterns of behaviour towards children with SEN are not fully identified. It is likely that these patterns derive from the existence of prejudicial beliefs towards children with SEN. Thirty-three Year 7 pupils participated in the study, by completing one questionnaire about bullying and a sociometric measure. The results indicate that children with SEN are more likely to be victims of physical attack and socially rejected by their peers. Based on these findings, the study addresses new issues, by suggesting that negative attitudes and patterns of behaviour towards pupils with SEN may have a prejudicial character.
Open Dialogue peer review: Research evidence and teaching phonics: A response to Stuart
Authors: Goswami Usha
Published: January 2023

In her engagingly-written position paper, Stuart proposes that a recourse to research evidence is the best way to resolve the ‘new debate concerning the detailed minutiae of how best to teach phonics.’ This is the right position to take. Research evidence should always inform pedagogical decisions. The difficult question is which research evidence we consider. Stuart’s title concerns ‘systematic’ phonics, but her paper defends ‘synthetic’ phonics. I argue here that: (a) there is no good research evidence showing a superiority for synthetic over analytic (or any other) phonics; (b) the research evidence selected by Stuart for her paper is irrelevant to this question in any case; and (c) the reliance of the Rose review on ‘inspection evidence’, apparently endorsed here, is indefensible if we are serious about using research evidence to resolve pedagogical debates.
Learning styles inventory as a tool for supporting technology-enhanced person-centred learning
Authors: Kyprianidou Maria , Demetriadis Stavros , Pombortsis Andreas
Published: January 2023

Learning styles have been used in multiple fields of education as a predictor of students’ academic performance or as a basis for course restructuring and adaptive hypermedia learning environments. Positive aspects of the learning styles approach include the improvement of students’ and teachers’ self-awareness and metacognitive skills and the development of a common vocabulary of learning for dialogue and communication. In addition, person-centred learning offers a supportive framework for the integration of the learning styles theory in learning design. In this work we first present an overview of the ongoing research in the field of cognitive/learning styles with special emphasis on how current research results can be integrated in the design of technology-enhanced learning environments. Furthermore, we speculate on how a learning styles inventory could be used as a tool for supporting technology-enhanced person-centred learning to increase instructors’ and students’ self-awareness and facilitate group collaboration.
Transition in Higher Education: Exploring the experiences of first and second year psychology undergraduate students
Authors: Maunder Rachel E. , Gingham Jessica , Rogers Jenine
Published: January 2023

This paper describes an ongoing research project exploring how psychology undergraduates experience the process of transition in higher education. The study is unusual because it is being conducted primarily by students themselves through an institutional bursary scheme which provides undergraduates with the opportunity to work as researchers on a pedagogic project. To date, seven first and second year full-time undergraduate psychology students have participated in individual semi-structured interviews and a focus group about their experiences of transition. Thematic analysis of the data collected so far has identified themes around students’ development of personal and social identity and their need for preparedness. Proposals for how the work will be further developed are discussed.
Turning your dissertation into a publishable journal article
Authors: Tribe Rachel , Tunariu Aneta D.
Published: January 2023

The dissertation and a peer reviewed journal article are rather different entities, and although there are similarities, each has their own requirements and audiences. This paper provides guidelines to assist a doctoral candidate in educational psychology to write up and publish journal articles based on their doctoral dissertation. The task of doing so requires thought and structured preparation to ensure that the draft article is in the appropriate format and is ready to be considered for publication in a peer reviewed journal. There are multiple benefits for publishing peer reviewed journal articles. Apart from making a scholarly contribution to the collective body of knowledge, it represents the possibility of making public and celebrating the voice of the research participants and/or service users, and so influencing practice and, potentially, affecting service provision. In addition, within a highly competitive job market, there may be potential employability advantages for psychology of education graduates in having evidence of your work contributing to theory development or to practice in your chosen profession or specialism. A range of recommendations and suggestions are offered here to assist with the transition from an academic thesis to a journal ready, publishable paper. These relate to the preparation required in advance of writing the journal paper (an area which is often ignored), as well as issues relating to selecting an appropriate journal, decisions about which parts of the thesis may constitute the paper, and a variety of other issues associated with the writing up and the publication processes.
Experiences of behaviour management in school: A case study of one senior school leader at a secondary school
Authors: Oxley Laura
Published: January 2023

Managing behaviour in schools is a key consideration for senior school leaders. It is a topic that often draws attention in the media and is a major cause of stress for teaching staff. The case study reported in this article forms the pilot study for a larger piece of PhD research which includes interviews with senior school leaders from around the UK and internationally. The aim of the larger study is to explore alternative approaches to behaviour management in schools, other than the predominant system of rewards and sanctions. This case study examines the views of one senior school leader at a secondary school and explores his perceptions and experiences of behaviour management. An interview was conducted with the senior school leader which was analysed using interpretative phenomenological analysis (IPA). Three superordinate themes were identified from the interview data: aspirations, relationships and the importance of a structured behaviour management system.
The perceived role of task difficulty and effort in the expectations and values of A level students
Authors: Brown Carol
Published: January 2023

Based on Eccles’ expectancy–value model of achievement motivation this study used questionnaires to explore the relationships between students’ perceived task demands (perceived task difficulty of A levels and required effort) and their expectations and values attached to A level achievement. Although it has been tested extensively in the US, and more recently in other countries such as Germany (Trautwein et al., 2012) and Australia (Guo et al., 2015; Hood et al., 2012), this model has not previously been investigated in the context of high stakes A level examinations in the UK, and the sample in this study therefore comprised of 930 students from 12 Oxfordshire schools. The students in this study perceived A levels to be difficult and thought they would have to apply effort to their studies to do well in them. Expectations and values were influenced by the required effort associated with A levels, although task difficulty was only related to the overall subjective task value in the year 12 sample. Students who perceived A levels to be difficult were less interested in them, and in the year 12 sample found them less useful. When greater effort was perceived to be required students placed more value on attainment and utility. These findings were largely consistent with Eccles’ expectancy–value model. Girls perceived A levels to be harder and require more effort and this is an area for further exploration.
Open Dialogue: Peer Response: The Psychology of Education Review: Open Dialogue
Authors: Price Linda
Published: January 2023

Response to Professor Entwistle’s paper entitled ‘Contributions of educational psychology to understanding student learning: What has been discovered – what more could be done?’
A short-term intervention improved children’s insights into causal processes
Authors: Dündar-Coecke Selma , Tolmie Andrew
Published: January 2023

Understanding of causal mechanisms has largely been ignored in past work on science learning, with studies typically assessing multiple aspects of children’s knowledge or focusing on their explanations without differentiating between accounts of factors, variables and mechanisms. Recent evidence suggests that grasp of mechanisms is in fact a crucial predictor of children’s science achievement; and that spatial-temporal ability is a key driver of this grasp, helping children to envisage the transformations involved in the continuous causal processes they encounter in science lessons. The present research tested the impact of a short-term intervention designed to promote spatial-temporal thinking with regard to one such process, sinking. Children across Years one to three from a school in a disadvantaged area (5 to 8 year-olds, six classes, N=171) were taken through a three-stage classroom exercise: Making initial predictions and observations; engaging in an imaginative game to explore the interactions between objects and water; and then testing further predictions supported by the introduction of scientific terminology. These stages modelled on a scientific investigation, targeting five key steps: (1) perception; (2) representation; (3) analysis; (4) mental imagery; and (5) use of feedback. The exercise produced substantial improvements in children’s performance, regardless of age; better observation and more accurate prediction; more coordinated representations; greater incidence of imagery and mechanism-related analysis; better sensitivity to feedback and increased use of scientific terminology. The data suggest that the ability to utilise spatial-temporal elements in causal inference is highly malleable and that giving children space to think and talk imaginatively about mechanisms is central to their progress. At present, science lessons typically focus on the ‘what’ rather than the ‘why’, and do not actively support such thinking about causal processes.
Predicting effort regulation in mathematics in adolescents
Authors: Roney Pooneh , Rose Jo , McKeown Shelley
Published: January 2023

Objectives:The primary objective of this study was to examine the role of self-efficacy in mathematics and mathematical mindset in effort regulation in mathematics. Effort regulation was defined as ‘management of effort in learning activities in the face of difficulties’.Design:A large-scale survey (N=1448) with four cohorts of students in years 7, 8, 9 and 11 (M age=14.0 years, SD=0.46) was conducted.Methods:1448 participants, from two comprehensive schools in the UK, completed a pen and paper survey. Demographic characteristics, measures of prior attainment and cognitive ability were provided by the schools.Results:Findings from this study showed that mathematical mindset and self-efficacy in mathematics both positively predicted effort regulation in mathematics. Furthermore, it appears that the effect of mathematical mindset on effort regulation in mathematics was mediated through self-efficacy in mathematics.Conclusions:This study provides initial support for the relationship between mathematical mindset and effort regulation in mathematics as a key process, mediated by self-efficacy in mathematics. These results contribute to the current understanding of effort regulation in adolescents and are indicative of possible ways to enhance effort regulation in mathematics. Implications of the findings for future research are discussed.
Empathy in teaching staff across educational settings
Authors: Philips Amy
Published: January 2023

Empathy is an important social function which aids understanding and communication. Previous studies have shown that individual differences in empathy level can be found in the general population, and that empathy differs between individuals from different STEM/Non-STEM professions. Little was known regarding teacher empathy. This paper explores levels of empathy across three groups: mainstream teachers, non-mainstream teachers (e.g. from special schools) and the general population (as a control). Self-reported empathy (EQ) scores were higher for teachers than the general population, while teachers from mainstream and non-mainstream education do not differ. Performance on a measure of empathic responsiveness (RMET) was higher for non-mainstream teaching staff, compared to both mainstream teaching staff and general population. The implications of these findings for understanding teacher empathy and risks are discussed, as well as future directions for exploring empathy in teachers.
‘Closing the gap’: Problems with its philosophy and research – A keynote address prepared for BPS Education Section Conference, September 2019
Authors: Raven John
Published: January 2023

In this paper, problems with the philosophy and research relating to various interpretations of ‘closing the gap’ are used to open up a discussion of, and illustrate, the process whereby a narrow interpretation of ‘science’ and neglect of systems thinking result in the generation of huge amounts of dangerous and misleading misinformation and thence the generation of draconian and destructive policies. The paper opens by returning to an unfinished debate arising out of a summary of the unanticipated and counterintuitive effects of interventions designed to close the ‘attainment’ gap between more and less advantaged pupils. This is used to illustrate the importance of studying the unintended as well as intended outcomes of interventions and the importance of considering whether those outcomes are desirable. More of the problems facing those who seek to contribute to evidence-based policy are then illustrated via a discussion of an ‘illuminative’ evaluation of competency-oriented, project-based, education carried out in environments around primary schools. The result is to highlight the need for comprehensive evaluation of educational projects and policies. ‘Comprehensive evaluation’ implies the evaluation of all short and long term, personal and social, desired and desirable, and undesired and undesirable effects of the programmes and policies under investigation. When this criterion is applied, it emerges that most of the published evaluations fall well short of the mark. Indeed, most of the conclusions that are drawn are seriously misleading. As a result, they contribute to the formulation and legitimisation of policies involving alarming levels of authoritarian state intervention in peoples’ lives. The generation of such misleading information is much more widespread and serious than that exposed by the ‘replication crisis’. It is argued that at the heart of this lies the pervasive deployment of reductionist science. Other serious deficits in the thinking and methodology of psychologists and educational researchers are then discussed. It is vital for psychologists to do what they can to rectify the situation. The paper concludes with an extensive discussion of ways in which the British Psychological Society (BPS) in general, and the Psychology of Education Section in particular, might contribute to this process.
Examining the influence of adaptability and social support on students’ psychological wellbeing in a sixth form setting
Authors: Holliman Andrew , Knight Alex , Pan Jeremy , Waldeck Daniel , Atkinson Emily , Putwain David W.
Published: January 2023

The present paper examines the relationship between adaptability and psychological wellbeing by focusing on the potential moderating role of social support. In total, 202 students aged 16–19 years from a sixth form setting in England, completed measures of their adaptability and social support, as well as their psychological wellbeing. Analyses revealed that adaptability was the strongest independent predictor of psychological wellbeing, although social support was also found to make a significant independent contribution. Further, and to address some mixed findings in the field, social support was found not to moderate the association between adaptability and psychological wellbeing. These findings have important implications for educators and researchers seeking to promote psychological wellbeing (via adaptability and social support) among sixth formers.
The eternal return of the father: The Oedipus complex in Nietzsche
Authors: Steffen Edith
Published: January 2023

Noting a curious parallel between an incident from Friedrich Nietzsche’s life shortly before his mental breakdown involving the passionate defence of a mistreated horse and a dream recounted in Dostoevsky’s Crime and Punishment which bears Oedipal overtones, this article attempts to offer an interpretation of this incident and other aspects of Nietzsche’s life and work from the perspective of the Oedipus complex as developed by Freud. Drawing on a variety of theoretical and clinical writings such as the case study of ‘Little Hans’, Totem and taboo and Beyond the pleasure principle as well as biographical and literary material, it tries not only to shed light on Nietzsche and the significance of his ‘father complex’ but also, through the use of Nietzsche’s example, to illuminate and illustrate Freud’s theoretical elaborations of the Oedipus complex and its psychoanalytic assumptions.
Group therapy and eating disorders
Authors: Koukis Anastassios E.
Published: January 2023

The therapeutic evolution of two women, one with anorexia nervosa (AN) the other with bulimia nervosa (BN), which took place for three and two years respectively in a heterogeneous once-a-week slow-open analytic group, was analysed. The group was conducted following modified group therapy by integrating cognitive-behavioural, psychoanalytic and object relations perspectives. Results indicated the elimination of two patients’ anorexic and bulimic episodes and a better integration of their bodily image and self due to the introjection of the group conceived as a good enough mother or selfobject mainly on its archaic and projective stages on pre-Oedipal level. However, both patients had difficulties with the group’s mature reality stage and the phase of termination on Oedipal level, linked with separation-individuation processes and mourning, and terminated early by preparing a brief farewell (BN) or by interrupting (AN). The implications for further investigation of the group therapy of eating disorders were discussed.
Letter from the Editor
Authors: Birchmore Terry
Published: January 2023

‘Educating the mind without educating the heart is no education at all.’

Aristotle.

‘Education without values, as useful as it is, seems rather to make man a more clever devil.’

C.S. Lewis.