bluuebunny/crossref_metadata_2025 huggingface dataset:
Staff experiences of managing bullying in secondary schools: The importance of internal and external relationships in facilitating intervention
Authors: Maunder Rachel E. , Tattersall Andrew J.
Published: January 2023

There has been substantial research on school bullying and its effects on the children involved. Schools are required to have an anti-bullying policy, with strategies in place to prevent and deal effectively with bullying. Teachers and other school staff have a significant role to play in bullying intervention, however little research has explored how they experience this role, and the factors that may impact on their practice. A sample of 14 secondary school staff comprising eight teachers; two support staff; and four senior staff, participated in semi-structured interviews to investigate their experiences of managing bullying. Analysis of the transcripts revealed that the quality of relationships of staff within and outside the school with their colleagues; managers; pupils; and parents, had an important influence on how bullying was identified and dealt with. Within this context, individual staff made complex decisions about how they should respond to incoming information and what information should be passed on to other staff. The way bullying was being managed was, therefore, related to how the school was running as an organisation. Findings highlight the importance of viewing bullying in relation to other influences in the school environment rather than treating it in isolation. The study also reveals how organisational factors can impact on pupil experiences in school. Awareness and understanding of these complexities can facilitate ongoing work with schools to address bullying.
Emotional connections: An exploration of the relational dynamics between staff and students in schools
Authors: Tew Marilyn
Published: January 2023

This paper describes the research-based PROGRESS programme that has been developed by the charity Antidote (www.antidote.org.uk) to help schools create even better learning environments. Starting from a baseline survey that investigates how capable, listened to, accepted, safe and included (CLASI), staff and students feel in all aspects of school life, the programme goes through two phases of data collection to uncover the hidden factors that impair the relational dynamics of schools and limit the opportunities for young people to become engaged in their learning. The paper uses examples of schools in three different phases to show how Antidote uses diagrammatic pictures to illustrate the interconnected nature of school relationships. It then describes how the insights provided by the diagrams generate productive conversations about how to change things. The paper argues that the collaborative, relational energy produced by these conversations, with an accompanying growth in trust and confidence, have a bigger role to play in generating profound shifts in teaching, learning and well-being than the implementation of the strategies themselves.
Social and emotional learning: Reporting a system approach to developing relationships, nurturing well-being and invigorating learning
Authors: Bird Kerry A. , Sultmann William F.
Published: January 2023

Social Emotional Learning (SEL) is an educational imperative as it provides a platform for quality learning and outcomes integral to enduring, integrative learning and overall human development. It builds personal and group competencies and strengthens relationships central to all interaction and learning. Relationships influence the way students, staff and parents interact, learn, build community and develop well-being. Relationships establish a culture that is pervasive to the learning community and so provide a foundation for the exchange of beliefs, values, knowledge and skills. While educators accept that relationships are an outcome and a means for quality education, what is not so obvious is how relationships can be nurtured explicitly in a context of a crowded curriculum, growing accountability, expectations of an inclusive school community and heightened awareness as to the importance of well-being. This paper discusses an educational response to the enhancement of relationships through the implementation of SEL from a mission-based, strategic and preventative perspective. The paper outlines the context and rationale for the strategy with lessons and adjustments arising from its implementation. It highlights outcomes for students, staff and parents and concludes with implications for a renewed imagination for SEL. In so doing it reinforces SEL integration and sustainability through its cultural linkage to the vision and mission of the school, its adoption within the wider school community and recognition of its impact across the curriculum.
Putting the Circle back into Circle of Friends: A grounded theory study
Authors: James Alistair , Leyden Gerv
Published: January 2023

Circle of Friends (CoF) was originally developed in Canada as a social tool for including vulnerable children and adults within their mainstream schools or communities (Pearpoint et al., 1992). It has subsequently been adopted by schools in the UK as a strategy for including pupils, with a range of challenging needs or behaviours, who have become rejected by or isolated from their peers.

This paper examines the contribution of CoF towards achieving positive outcomes for socially isolated children in schools. It reviews evidence from current qualitative and quantitative studies and a Grounded Theory (GT) research study undertaken by the lead author. The design involved interviews with 25 facilitators of CoF within mainstream schools in a large Shire County and an outer London suburb. The children comprising the CoF groups ranged in age from 7 to 12 years.

The psycho-social processes emerging from the analysis provide theoretical insights into the part played by the Circle group in providing social feedback and support for the focus child and promoting more positive relationships with the wider class group.

At its highest level of conceptualisation the final theory describes how a CoF is perceived to facilitate the movement of a pupil from a ‘closed’ or isolated, social field towards more ‘open’, peer based networks of social support.

Implications for future research are discussed. It is argued that complex humanist interventions need to be evaluated and developed using ecologically sensitive methods.
Deafness in a multilingual society: A review of research for practice
Authors: Cline Tony , Mahon Merle
Published: January 2023

This paper reviews the research literature to support good practice among educational psychologists working with deaf1children who are exposed to spoken languages other than English and/or to British Sign Language at home. This group of children is growing in size, and the challenges they face are becoming better understood. In this review we discuss the children’s communication skills in oral languages and sign languages, the assessment issues they present and the development of their personal identities as concurrent members in many cases of two minorities – the ‘Deaf’ community and a community that is defined by traditions of oral language and culture to which they may have only partial access.
Visual impairment: The educational experiences of young people in Northern Ireland
Authors: Gray Colette
Published: January 2023

During the last 30 years there has been an increasing commitment in many countries to inclusive education. This has yielded a substantial evidence base that addresses various aspects of inclusive education including its impact on teacher attitudes and on pupil experiences. In contrast, few studies have been undertaken to examine these issues from the perspective of pupils with a visual impairment (VI). To extend the evidence base this paper examines the mainstream and special education experiences of young people with a VI. Focus group discussions and one to one in-depth interviews were conducted with 19 young people age 15 to 23. All of the participants were educated in Northern Ireland. Findings demonstrate that those who experienced a mainstream education disliked school more and had fewer friends at school than their peers at special school. Teachers in both school sectors were perceived as discouraging and thought to hold low expectations for pupils with a VI. In the main, neither group enjoyed an active social life nor did they report having many friends at home.
Classroom soundscape
Authors: Flagg-Williams Joan B. , Rubin Rhonda L. , Aquino-Russell Catherine E.
Published: January 2023

The acoustical qualities within a classroom are referred to as its soundscape. Classrooms are environments full of sounds and student learning depends largely on how well the relevant messages are discerned within its soundscape. In the ideal classroom, the message is heard and understood with little or no effort. When teachers must raise their voices in order to be heard the listener may not get a clear signal across the full range of speech sounds. Being able to focus on relevant sounds is a fundamental factor accounting for learning the phonology of speech which underlies learning to read and write. Reverberation, noise, and distance between the speaker and listeners all contribute to the classroom soundscape. Student characteristics also contribute including hearing impairment, developmental disabilities, and specific deficits in learning, attention, speech, language, or auditory processing. In addition, second language learners cannot rely on previous linguistic experience and must depend more heavily on hearing the spoken messages accurately. The use of sound-field amplification has received a great deal of attention in the literature. Benefits of this technology include improved attention and learning in students as well as improved vocal health in teachers. The classroom environment has been described as more calm and relaxed when the soundscape is favourable. This paper reviews the literature and draws conclusions about these acoustical features which are essential for an optimal learning environment.
The role of the Learning Potential Computerised Adaptive Test (LPCAT) in the vocational guidance assessment of adolescents
Authors: de Beer Marié
Published: January 2023

In the present study, the role of learning potential assessment as part of cognitive assessment for vocational guidance was investigated for a population (N=262) of junior secondary students. Mean scores, distribution of scores, inter-correlation of scores and predictive validity were evaluated. The mean learning potential scores indicated a level of general reasoning and learning potential higher than the academic level of the students at the time of assessment and the distribution of the scores indicated tertiary level potential for some learners. Statistically significant correlations were found between the LPCAT learning potential scores and three sub-tests of the Differential Aptitude Test (Form R) (DAT-R) namely Verbal Reasoning, Comparison and Spatial Perception. Furthermore, all cognitive scores showed statistically significant correlations with the aggregate end-of-year academic performance in English, Life Orientation and Mathematics. Based on the results of this study, verbal reasoning is a better predictor of aggregate academic performance than learning potential based on non-verbal figural reasoning. A total of 35.3 per cent of the variance in academic performance was predicted by combining learning potential and aptitude scores. The unique explanation of variance in academic performance by means of the LPCAT post-test results alone was 12.9 per cent, while for Verbal Reasoning aptitude alone it was 29.2 per cent.
A psychology consultation service for social workers and foster carers in a child and adolescent mental health service
Authors: Hibbert Georgina , Frankl Jessica
Published: January 2023

In recent years, clinical consultation with foster carers has been widely developed as a way of supporting placements and indirectly meeting the needs of looked after children. This study aimed to evaluate a consultation model which was set up by Brent CAMHS in 2005 to support foster carers and social workers. The service aims to provide foster carers and social workers with quick access to short-term psychology-based support.

A qualitative approach was used to provide a subjective account of social workers’ and carers’ experiences with the service. Data was collected through short telephone interviews and analysed using thematic analysis. The results were positive, and suggested that the Psychology Consultation Service (PCS) met its aims. Both carers and social workers found the PCS easily accessible. Carers reported that it enhanced their skills and understanding of their foster children, which increased their confidence and provided reassurance. Social workers reported that the PCS helped support them in their roles in terms of planning, offering an alternative perspective and developing their skills. Furthermore, the interventions helped to strengthen the system around the looked after child.

The research supports previous studies that suggest consultations are an effective model of providing indirect therapeutic support to looked after children. The data did not directly show that the service prevented placement breakdowns. However, areas highlighted by the results have been linked to preventing placement breakdowns in other studies. Limitations and ideas for further research are discussed.
Using Computer-Assisted Self-Interviewing (CASI) systems to obtain the views of looked after children: A pilot study
Authors: Barrett Whitney , Dent Jennifer , Rodgers Susan
Published: January 2023

An increasing number of local authorities are introducing Computer-Assisted Self-Interviewing (CASI) systems. Self-complete measures such as those incorporated into CASI systems may encourage a greater level of self-disclosure from young people. Viewpoint CASI systems have been used successfully to gather sensitive information from young people as they may be seen to be less threatening than face-to-face interviews. The aim of this small-scale study was to pilot the use of Viewpoint within a local authority to access the views of looked after children about their life experiences and emotional well-being, and to compare it with traditional paper and pencil methods. Eight young people agreed to take part in the study; five completed the study using Viewpoint and three used the paper and pencil method. While the sample in this exploratory study is very small, limiting the generalisation of findings, the results, when taken together with other research on the efficiency of CASI techniques, suggest that young people may be more likely to complete sensitive questionnaires administered using computers than they are using paper and pencil methods, and that motivation for completion of computer-based surveys may be further increased if game-breaks are used and questionnaire length kept to a minimum.
The current status of post-adoption contact
Authors: Triseliotis John
Published: January 2023

Providing for face-to-face contact after adoption is a complex and fiercely contested area. What is called indirect or ‘letterbox’ contact is now provided for the great majority of adopted children but direct, or face-to-face, contact is still selective depending on the child’s circumstances, the adoption agency’s policy and the attitude of the courts. The consensus of the majority of the available studies is that children benefit. Contact appears to promote genealogical identity, self-esteem and a general sense of well-being, and the majority of adoptive parents and birth relatives are reported to find it helpful too. It is also recognised that there are still many unknowns including the long-term outcome of arrangements, the kind of children who can benefit and in what specific ways, how contact impacts on children who had been severely maltreated by birth relatives and who now have contact, and the effect on children whose birth relatives cease to visit. For these, and other reasons, face-to-face contact is not for every child and a case-by-case approach is required.
‘When the powerfulness isn’t so helpful’: Callum’s relationship with autism
Authors: Gilling Jennifer A.
Published: January 2023

Diagnoses of autism continue to be a focus of educational psychologists’ work. Discourses surrounding autism can, unfortunately, present limited views and ways of working with these young people when individual assessment and reliance on checklists is organised so deviance from ‘normality’ can be identified. This often impacts on the complexities of disclosure for the young people themselves and the relationships they have with the professionals that should support them.

There is a wealth of autobiographical accounts from individuals who have been given a diagnosis of autism. A narrative approach, which views young people as the experts on their lives and the collaborators in our future understanding of their relationship with problems, is one way of privileging ‘insider-knowledges’ and guiding professionals towards constructing a different understanding of autism.

This paper documents a piece of educational psychology casework that explores one young person’s relationship with autism from a social constructionist perspective. The paper considers the implications of viewing such ‘problems’ within a structuralist versus post-structuralist framework. In challenging global truths and the ‘medical model’ of autism, it provides an example of how a young person’s preferred identity can be constructed through a narrative framework. The paper concludes by considering alternative ways for professionals to practice in which there is a move away from limitations and impairments towards reconstructing views about problems and understanding individual experience.
Effective transition to secondary school for shy, less confident children: A case study using ‘Pyramid’ group work
Authors: Lyons Rachel , Woods Kevin
Published: January 2023

Research suggests that transition to secondary school is problematic for about a quarter of children. Children who may be shy, less confident or withdrawn are particularly vulnerable to experiencing problems. ‘Pyramid Clubs’ are a targeted, small group intervention which may be implemented for shy, underconfident children before, during and after secondary transition, though the published evidence on its effectiveness is sparse and its theoretical basis is not clearly articulated. This study reports on a mixed-methods case study evaluation of a Transition Pyramid Club intervention with nine students, gathering data from class teachers, club members, club leaders and parents. Qualitative findings show improvements in children’s social-emotional well-being and social and interpersonal functioning as measured by pre-/post-intervention teacher report questionnaires. As well as facilitative factors outside the club itself, thematic analysis of focus group, interview and observation data highlight the importance of the club’s facility in addressing students’ and parents’ pre-transition concerns and providing positive outcomes and experiences. The analysis also highlighted a number of routine proceedings, thought to be instrumental in bringing about positive outcomes, which were used to identify the core elements of a Transition Pyramid Club. On the basis of these findings, the authors propose a theoretical model of ‘support for student resilience’ which appears to be significant to the effectiveness of Pyramid Club in supporting children in transition from primary to secondary school.
Adoption: The lucky ones or the Cinderellas of children in care?
Authors: Syne Jenny , Green Rob , Dyer Josh
Published: January 2023

Adoption is typically considered a positive transition, yet the reality is usually complex. For adopted children, the effects of adverse and disruptive early life experiences do not end when adoption begins. This article explores the complexities and vulnerabilities of adopted children, the psychological nature of the transition for children and their families and highlights issues of loss, separation, identity and belonging. It describes the evolving role for educational psychologists (EPs) in one local authority (LA) in supporting the transitions of adoptive children and their families. It argues that applied psychologists can support the journey for children and parents prior to and post-adoption, with particular regard to educational considerations. An important aspect of the work described in this article focuses upon the development of the Education Plan for Adopted Children (EPAC), which addresses the relationship between schools and parents, and provides a mechanism to strengthen schools’ understanding of the history and needs of the adopted child. Evaluations demonstrate that where parents, Children’s Social Care (CSC), education and other services are engaged in solution-focused collaboration, there are positive impacts on stability across home and school. The implications for local authorities of the benefits of EP involvement prior to adoption and post-adoption are discussed.
A colourful dot on a dreary economic canvas: Building capacity for innovation in schools through the Coach Consult Programme
Authors: Randall Leisa , Turner Susannah , McLafferty Lyn
Published: January 2023

Aim:This paper demonstrates that Educational Psychologists (EPs) are well placed to support the objectives of local authority Education/Childrens’ Services in bringing about sustainable, embedded and cost effective systemic change in schools.

Method:An innovative method to promoting self-sufficient systemic change owned by school staff is the Coach Consult Programme, described by Balchin et al. (2006). This approach has been used by a Scottish local authority Educational Psychology Service (EPS) since 2002 to train teachers as Project Managers (PMs) to design, deliver, evaluate and disseminate their own tailor-made school projects.

Findings:Early results indicated that the Coach Consult Programme was effective in delivering change and had a positive impact on pupils, staff and at the whole school level. Long-term data demonstrated that it is highly effective as a method of professional development and that project management skills developed throughout the training were transferable to other problem areas within the school. There is also evidence that the impact of the projects was sustained in many schools. This demonstrates value for money as a method of continuing professional development, and also effective use of EPs’ time.

Limitations:The model has adapted and evolved in response to changing priorities with the drive to improve continually in response to feedback. The original evaluation framework was modified, and the process altered depending on the sector taking part, and also the EPs delivering the course. The evaluation was carried out by participants themselves and therefore may be subject to confirmation bias.

Conclusions:The impact, value and cost effectiveness of the Programme has been realised by Education/Childrens’ Service Managers and EPSs. This model of project management training is now taking root in other local authorities in Scotland and England.
(Un)Ethical leadership: What can Educational Psychology Services learn?
Authors: Midgen Tara
Published: January 2023

Aims:This paper reviews published literature on ethical and unethical leadership and makes some comparisons with ethical codes of conduct. It considers the relevance of the constructs of ethical and unethical leadership for educational psychology leaders, managers and practitioners working within today’s climate of traded educational psychology services. Similarities and differences between cultures and across private and public sector organisations are discussed and lessons that can be learned from the research literature are highlighted (with a particular focus on the limited research on unethical leadership).

Method/Rationale:Literature searches were conducted using the key concepts ethical leadership and unethical leadership in the search engines PsychInfo and Embase. Selected studies were included for review if ethical or unethical leadership was a key concept of the research and/or aspects of unethical leadership were a topic focus for the research.

Findings:The following individual and contextual factors were found to be potential contributors to ethical and unethical leadership: the moral character of leaders, the cultural values of society and organisations, the ethical interests of stakeholders both inside and outside an organisation, the ethical behaviour of the peer group, and systems for dealing with unethical conduct.

Limitations:Many studies were drawn from The Leadership Quarterly and The Journal of Business Ethics. It is recognised that there are other business journals likely to include business ethics literature, which were not available to the author.

Conclusions:The current context of some educational psychology services poses risks for ethical (including financial) misconduct. All educational psychologists have a responsibility to minimise these risks.
Critical, respectful, person-centred: Q Methodology for educational psychologists
Authors: Hughes Martin
Published: January 2023

This paper provides an overview of Q Methodology and an example of how it has been used in educational psychology research to explore the views of Year 6 students (aged 10–11) in relation to transition to secondary school. This is followed by an example of how this transition work has been applied to practice, by using a card sorting approach with a young person, so as to understand their viewpoint regarding their own individual view of transition. Q is commended to educational psychologists as a critical, respectful and person-centred methodological approach that is useful at hearing a range of voices, including those marginalised, as well as a novel activity (card sorting) that can enable young people who are less able or willing to converse, to explore their views.
Systematic review and meta-analysis
Authors: Boyle James , Connolly Michael , MacKay Tommy
Published: January 2023

Aim:

This paper provides an overview of the research methodologies of systematic review and meta-analysis and uses a commentary on the analysis of data from a previously published study to illustrate the procedures and decision-making involved for consumers and those who may be considering carrying out a systematic review.

Rationale:

Systematic review and meta-analysis are located within a hierarchy of evidence-based practice, and their underlying epistemological and theoretical basis considered. The advantages of systematic review over traditional narrative reviews are discussed, together with the case for the use of meta-analysis to synthesise research findings. The feasibility of the use of these methodologies by educational psychologists is also considered.

Findings:

The worked example details the steps necessary to carry out a systematic review and meta-analysis and the commentary addresses key issues such as specifying inclusion/exclusion criteria and determining relevance; specifying the literature search strategy and coping with the ‘grey’ literature; extracting and coding data from the included studies and the importance of reliability checks; study quality; selecting the most appropriate effect size; selecting the most appropriate model for meta-analysis (fixed-effect versus randomeffect), combining and averaging effect sizes across studies; running weighted ANOVAs or meta-regression analyses to investigate heterogeneity; checks for publication bias; and sensitivity analysis to deal with outliers.

Conclusions:

Future developments in these methodologies, details of available software and resources, and implications for educational psychologists who may wish to carry out systematic reviews and meta-analysis are discussed.
‘You do what you need for your children, don’t you?’: An exploration of the current range of practice and priorities of nurture group staff in a local authority
Authors: Birch Emma
Published: January 2023

Aim:

This paper describes a small-scale piece of research, conducted within a single Local Authority, which provides an initial exploration of the variance in nurture group (NG) practice, and of NG staff perceptions of the successes and challenges of running a NG.

Rationale:

NGs are a school-based, small group intervention designed to replace unhelpful or missing ‘early nurturing experiences’ for pupils who display social, emotional or behavioural difficulties in school. However, an increase in the popularity of NGs in schools has meant that the implementation of this intervention differs widely from school to school.

Method:

Detailed data regarding the practice and demographics of six NGs were gathered through an initial survey. Staff involved in running these six NGs were then invited to take part in a focus group to consider factors which constitute and contribute towards an effective NG.

Findings:

Whilst survey data suggested a broad range of practice in terms of NG delivery, thematic analysis of focus group data suggested that there was a large amount of consensus between NG staff about the components of an ‘ideal’ NG.

Conclusions:

The contrast between the uniformity of ‘ideals’ and the varied practice of NGs is then discussed, with the suggestion that differing pressures of resources and expectations lead staff to compromise, to a greater or lesser extent, on their ‘ideal’ NG.
What can narrative therapy bring to our understanding and practice around mental health and behaviour? Constructing preferred stories in the classroom
Authors: Gilling Jennifer A.
Published: January 2023

Aim:

Mental health and behaviour has largely been understood through behaviourist or cognitive-behavioural theories and many classroom-based interventions are founded on cognitive behavioural frameworks. These models have typically considered the constructs of mental health and behaviour through observable, standardised measures. In the existing literature there appears to be a lack of understanding of behaviour from the perspective of individual experiences. The emergence of narrative approaches in mainstream practice shows promising evidence of alternative avenues for educational practitioners. By examining social discourses and individuals’ own constructs of mental health and behaviour, this study aimed to explore the impact of a narrative therapy based intervention on people’s understanding of mental health and behaviour, changes in their relationship with ‘problem’ behaviour and how this can bring about different action within the classroom.

Method:

Individual accounts were gathered through a series of narrative therapy conversations with three people: a young person, teacher and mother. An iterative approach was taken to data collection and analysed through the method of constructionist grounded theory. The narrative stories from individuals were incorporated into a final grounded theory.

Findings:

The findings showed that the use of narrative therapy illuminated the possibility for change in understanding a young person outside of structuralist notions of ‘difficult behaviour’. This change in understanding led, in turn, to a change in classroom practice in response to mental health and behaviour.

Limitations:

The small-scale study is not representative of all practice and therefore has implications for the applicability of the findings.

Conclusion:

The research has highlighted that supporting mental health and behaviour may not be so much about implementing a programme and ‘getting it right’, but more about constructing alternative stories in the classroom that open up other possibilities.
Applying assessment through teaching and instructional psychology: An alternative model of service delivery to raise attainment in primary schools
Authors: Ward Jo , Crawford Sarah , Solity Jonathan
Published: January 2023

Aim:

This paper describes an alternative model of service delivery implemented by two Educational Psychologists (EPs) during an academic year in collaboration with an external psychological consultant. The alternative model aims to bridge the gap between theory and practice by drawing on instructional psychology and assessment-through-teaching (ATT), and its application within a whole school setting.

Rationale:

Prior to the study each school was allocated a limited amount of EP time, which tended to be used within the special educational needs (SEN) population. Selected schools were offered the option of a model of service delivery where the focus was on ATT, raising the attainments of all pupils, whilst at the same time meeting the needs of the lowest achieving pupils.

Method:

The EP time available to visit each school was amalgamated and replaced with 16 fortnightly, half-day workshops, where the key features of an ATT model were presented in order to meet a diverse range of needs in reading, spelling and maths on a whole class basis.

Findings:

School staff reported that their knowledge of research increased, teaching methodologies in schools were refined and children’s meta-cognitive skills improved. School data suggested whole class reading gains for both higher achievers and children perceived to have SEN. Implications from the research are considered with reference to the role of the EP in supporting schools in the implementation of instructional principles and ATT.
WISC-IV UK profiles of children with autism spectrum disorder in a specialist autism service
Authors: Stack Karen , Murphy Raegan , Prendeville Paula , O’Halloran Maria
Published: January 2023

Aim:

The current study investigated the WISC-IV UK scores of children with ASD to explore the profile of their cognitive abilities. The research aimed to establish whether cognitive profiles among the children in the sample were consistent with previous research.

Method:

An archival study of WISC-IV UK scores of 134 children with ASD attending a specialist autism service was conducted. Comparisons were made between group mean scores in each of the WISC-IV UK indices of both the current sample and the WISC-IV UK standardisation sample. In addition, scores were analysed using the multiple single case study approach which calculated individual profiles for each child in the sample.

Findings:

Deficits in the Processing Speed and Working Memory indices were identified for a significant number in the sample. No difference between Verbal Comprehension and Perceptual Reasoning indices were apparent in analyses of group mean scores.

Conclusion:

The findings identified an uneven pattern of scoring in the WISC-IV for children with ASD. Since large individual differences in scoring were concealed in analyses of group mean comparisons, this highlighted the importance of considering each individual child’s unique profile. Implications for educational psychologists working with children with ASD are also discussed.
What can the lived experiences of gang members tell us about that what occupies the ‘black box’ that mediates gang membership and offending? A systematic review
Authors: Boden Thomas
Published: January 2023

Aims

This systematic review aims to explore the lived experiences of young gang members to explore the processes that mediate gang membership and offending.

Rationale

Gang membership disproportionately effects young people (Home Office, 2016). The link between gang membership and inordinately high levels of severe offending characteristics is well represented in research (Thornberry, 1998). However, the processes that mediate gang membership and offending are poorly understood (Melde & Esbensen, 2011). Young gang members are often passively conceptualised within research and need to have their voices uncovered to better elucidate the psychological processes that link gang membership to offending.

Method

A systematic review of qualitative research was carried out following the Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for reporting (Moher et al., 2009), Six papers were identified which represented samples from both the UK and US. These were reviewed using the Critical Appraisal Skills Programme Checklist (2016) and were subsequently analysed using thematic synthesis.

Findings

Young gang members associated offending with its role in reinforcing a community of belonging, providing material and non-material capital and as a response to living within an oppressive context.

Conclusions

This research suggests that the internal psychological processes within a gang play an important interacting role with the external marginalised contexts they occupy. Implications of the need for policy, research and practice to better account for this are discussed.
Reintegration to secondary education following school exclusion: An exploration of the relationship between home and school from the perspective of parents
Authors: Embeita Carina
Published: January 2023

Aim:This study aimed to investigate the factors in the parent—school1relationship that facilitate reintegration to secondary education after school exclusion, from the perspective of parents.

Rationale:Against a background of increased school exclusions and renewed calls for parent—school partnerships, understanding the parental perspective is essential in promoting collaborative approaches to reintegration.

Method:Semi-structured interviews were conducted with three parents whose children had undergone the process of exclusion and reintegration within the previous year. A qualitative design was adopted using interpretative phenomenological analysis (IPA) as the methodology.

Findings:Parents in this study saw exclusion and reintegration as parts of one whole process. Three main themes describing their experience emerged: Parent-child relationship, parent-school relationship and the experience of time, the latter two of which are explored in this article. Within the parent-school relationship, Communication, Collaboration and a perception of the school’s Commitment to reintegration – the three ‘Cs ’ of reintegration – were seen as fundamental to successful reintegration. The parental experience of time in relation to their children’s past and future opportunities also featured prominently.

Limitations:In keeping with IPA’s idiographic approach, this study focused on a small sample of participants and cannot claim generalisability. However, by providing an in-depth understanding of the participants’ accounts, the study aimed to capture something of the essence of the parental experience of home-school relationships during exclusion and reintegration.
Practitioner enquiry: Supporting peer relationships by taking an online cooperative learning approach with upper-primary age pupils
Authors: Fraser-Smith Jenny , Jones Mark , Martland Isabel , McHardy Alan , Quigley Robert
Published: January 2023

Education delivery had to evolve during the Covid-19 pandemic as children could no longer have face-to-face contact with peers and teachers, as formal education would previously have allowed. Due to this a practitioner enquiry approach was adopted, to determine whether online cooperative learning would increase peer connections, reduce loneliness, and make education less boring/more engaging. Five academic weeks into lockdown, 16 pupils from primary six and seven took part in a cooperative learning task using Google Meet for video conferencing (N=16). Pupils were asked questions about their experiences which were analysed using content analysis. Prior to the task, pupils commented about their experience of lockdown with the most frequent comments about boredom, missing friends and family, and worry. Following the task, the most common responses were about seeing and talking to friends, enjoyment and wishing to use Google Meet again. Areas for future research are considered and implications for practice for schools, psychological services and the wider authority are explored.
Social identity in adults with learning disabilities: a brief report
Authors: Harper Janette , Oliver Chris , Crisp Richard , Brown Leona
Published: January 2023

Social identity is an important part of our self-concept and our perception of social identity comes from our associations with specific in-groups over other out-groups. Adults with learning disabilities are assumed to associate with the learning disability minority group, and previous studies have focused on the stigma attached to this label. Many of these studies though have ignored this label’s role on establishing access to some services and provisions and have also only used qualitative data. In this study we set out to gather quantitative data about the level of in-group identification people with learning disabilities have with this group, using an established in-group identification scale, adapted for use by people with learning disabilities. We hypothesised that the level of in-group identification would be affected by perceived threat to the in-group, and this was supported by our results in this small scale study. The relationship with perceived threat may show that people appreciate the negative associations with the label, and participants with low in-group identification may well be trying to dis-identify with the learning disability group.
Working with a man with mild learning disabilities: Solution-focused and narrative approaches
Authors: Costa Berta Figueras
Published: January 2023

This article describes the psychological work I carried out with ‘Robert’, a young man with mild learning disabilities. Robert was referred to Psychology in a Community Health Team for People with Learning Disabilities by his GP. The referral letter stated that Robert’s mother was worried about his mood swings, and finding it increasingly difficult to cope with him. Robert chose to attend individual psychology sessions. Using solution-focused and narrative approaches, psychological intervention initially concentrated on what Robert had identified as his main concerns: his anxiety around meeting new people, making friends and engaging in activities with them. Robert’s emotions, as well as some of the family conflicts that had prompted his mother’s visit to the GP, were later explored. At therapy termination, Robert reported having gained confidence in his ability to manage some of his painful feelings, as well as some of the difficulties at home and in his social life. As he decided he no longer needed input from Psychology, I discharged him from the service.

Drawing on solution-focused, narrative and cognitive behavioural models, this article explores the referral, assessment, formulation, intervention, and evaluation stages of the work I conducted with Robert. A number of reflective practice points are provided at the end, to encourage discussion amongst practitioners in the field.
Anger Management Group for adults with a mild learning disability: Evaluating efficacy of a CBT approach (including video and three-month follow-up)
Authors: Mackay Fiona
Published: January 2023

Psychology and Nursing ran an Anger Management Group, using a CBT approach, on 15 consecutive weeks. Following this, each client received a video summarising relaxation and other coping strategies, and carers were briefed on using this resource. The group initially consisted of six adults having a mild learning disability, mixed gender, and ages ranging from 17 up to 43 years. Early on, three clients dropped out, but the remaining three attended well and provided positive feedback. Attendees were formally assessed in terms of anger, both directly and indirectly, at pre- and post-group and two were assessed at three month follow up. In support of the existing literature, the group showed improvement as a result of this CBT approach. In particular, their anticipated responses to pictured provoking scenarios improved. At three-month follow-up, where data was available, improvement was best maintained when the client received full-time support at home, including more encouragement to use the video. It is speculated that an ongoing ‘rolling programme’ may be a better investment of professional time and effort, in order that improvements in clients coping skills may be maintained more effectively.
Paul’s Story: Chapter 3 – After school: Life in a hostel and mental health units
Authors: Gilmore Paul , Skelly Allan
Published: January 2023

In the last edition ofClinical Psychology & People with Learning Disabilities,Paul Gilmore began an account of his life and various experiences with services that he has encountered on the way. Here he provides the next instalment of his story.

Paul is placed, at short notice and without his consent, in a hostel for young people with mental health problems in a south coast city. He tries to form friendships but the young man to whom he is drawn to both as a friend and as a potential romance cuts his wrists one evening in the bath, and then absconds about 48 hours later. Paul is deeply traumatised both by the blood and danger of the para-suicide but also by the sudden disappearance of his friend. His psychological state deteriorates leading to hospital admissions. Again he understands this as ‘trying to get his medication right’, but his suspicion about the ineffectiveness of his drugs begins to grow. The symptoms of trauma (night terror, lack of sleep, obsessing about G, fear of the darkness) are not recognised as psychological in nature, only as symptoms of a ‘mental illness’.
Paul’s Story: Chapter 4: My adult life from 1981 to 2006: Day placement, social workers, community nurses, and mental health services
Authors: Gilmore Paul , Skelly Allan
Published: January 2023

Paul leaves hospital at the age of 18 with a diagnosis of paranoid schizophrenia in addition to learning disability. He is placed on an antipsychotic intended to reduce his sex drive, in an attempt to repress his desires which he judges to be wrong. No one has explained to him that homosexuality is not wrong. He no longer believes that psychiatric interventions will cure his depressions, but he fears what will happen to his mind if he stops taking the drugs. He starts to consider castration as a treatment for his sexual desire.

He continues to dream about G, half in the hope that G will appear again in his life, and also to work through the lasting traumatic effects of the incident in Southampton. His depressions become intertwined with obsessive thoughts about G. Even telling the story makes him feel sick.

He tries to engage in work and to obtain an ordinary life in the family home. However, he finds that thoughts and images of gangs attacking him and actual verbal attacks from other people in the community contribute to feelings of loneliness and rejection. He cannot confide in his family because he fears that his mother will not accept his sexuality as she is religious, and he feels that he might damage her health which is chronically weak.

Boundaries are re-drawn, new services are offered, and professionals come and go. But Paul remains traumatized and depressed. Throughout the 1980s and most of the 1990s no one even considers that he may have psychological problems, until he meets his social worker Sharon, who suggests a psychology referral. Meanwhile he develops an unwitting addiction to coffee, which eventually coincides with heart trouble. Eventually he is offered psychotherapy in 2003, which he initially declines, then accepts.

In psychotherapy Paul manages to tell a coherent and articulate story free of secondary handicap. Sessions provide short-term relief but the underlying psychological problems remain strong; low self-esteem linked to a powerful fear that he destroys relationships with his sexual desires and aggression, with waves of depressive affect triggered by reminders of the time when his father left or when he knew G. He starts to have heterosexual dreams which are new and traumatic to him, and to link his father leaving the family as a root cause of his depression. It is the first time that he has considered the psychological reasons for his low moods.