bluuebunny/crossref_metadata_2025 huggingface dataset:
The impact of inclusion policy on educational psychology practices: The Cypriot reality
Authors: Papadopoulos Timothy C.
Published: January 2023

The present paper provides a framework to understand the deployment of educational psychology practices in Cyprus and their current role in a unified educational system. It begins with an overview and general outline of the foundations and a rationale for educational psychology activities in the Cypriot schools today, by providing the appropriate historical background. The role of the Cypriot Psychological Association (CPA) and that of the University of Cyprus are discussed as influential in expanding the educational psychology profession and reformulating the legislation to increase services and enhance existing programmes. A presentation of the fundamental principles and techniques utilised in offering relevant services follows next. Particular emphasis is given to specific key areas of practice, such as early identification and/or intervention and the retention policy for low-achieving students, which probably exercise a powerful influence in schools today. The paper ends with a short review of a number of studies conducted in Cyprus, addressing topics such as parent-teacher partnerships, development of assessment tools, and early intervention. Discussion focuses around the discrepancy between the state’s undoubted need for educational psychology services and the state’s lack of planning regarding the appointment of educational psychologists. It is suggested that reconceptualisation of the delivery of educational psychology practices in Cyprus under the new legislative framework demands an increased decentralisation along with a simultaneous increase of human resource.
Students’ experiences of the transition from primary to secondary school
Authors: Tobbell Jane
Published: January 2023

There are many discontinuities between primary and secondary school and children have to manage these as part of the transition process. This process has been found to be problematic across culture, resulting in a downturn in educational achievement for almost all children in the short term and for a sizeable minority in the long term (Galton, Gray & Ruddock, 1999). There are no consistent explanations for this phenomenon in the psychological literature. It has been attributed to normative changes in adolescence as well as to wider contextual factors. Much of the research has started with an assumption of what the problems may be and so explanations focus on these assumptions. This research aimed to allow the experiences and feelings of the subjects of the transition (the students) to emerge by employing a qualitative design. These data are then used as a basis for theorising about transition. Following Vygotskian notions of learning and ecological models of development (Bronfenbrenner, 1999) the importance of relationships in the learning environment are discussed and the implications of these for the organisation of the education system and the process of classroom management are explored.
Enabling reconnection: Educational psychologists supporting unaccompanied, separated, asylum-seeker/refugee children
Authors: German Mala
Published: January 2023

The aim of this paper will be to explore the sociopolitical contexts, psychological perspectives and existing research that can inform the work of professionals concerned with the needs of asylum-seeking/refugee children within Britain. There is a particular focus on children who have arrived unaccompanied, separated from their parents, family, home, culture and community. This paper will discuss the diverse dimensions of the definition and the experiences of loss, separation and bereavement that many unaccompanied refugee children face. An examination of a psychological perspective that can inform this area of work follows, with a review of the current research conducted on the needs and strengths of separated asylum-seeking/refugee children. The paper concludes by drawing attention to the multi-layered, multi-agency systemic nature of this work, emphasising the fact that educational psychologists are highly skilled and systemically well placed to enable separated children to make reconnections at many levels in the community.
Traumatic brain injury in childhood and adolescence: The role of educational psychology services in promoting effective recovery
Authors: Bozic Nick , Morris Sue
Published: January 2023

An ecological-transactional framework is used to illustrate the complex interplay between risk and protective factors mediating immediate and enduring effects of traumatic brain injury (TBI) during childhood and adolescence. A relatively high number of children are likely to experience TBI, and it is probable that many will be educated in maintained schools without specialist neuropsychological advice or support. Applied psychologists such as educational psychologists (EPs) have a key role in ensuring that neuropsychological and other forms of research can be applied to best effect to assist children’s recovery and future development. However, a questionnaire-based survey of the training of EPs (N = 117), and a more detailed survey of those who had worked with a child with a TBI within 12 months of questionnaire completion (N = 55) confirmed that it was unusual for more specialist colleagues, such as clinical neuropsychologists, to be involved in school-based consultation relating to such pupils, and indicated that, in a majority of cases, EPs’ initial and post-experience training had offered an insecure grounding upon which confidently to base their own practice in this domain. The implications of these findings are discussed in terms of the future training needs and practice of EPs, in order to ensure optimal support for children with TBI.
An interacting subsystems approach to understanding and meeting the needs of children with acquired brain injury
Authors: McCusker C.G.
Published: January 2023

Referral to psychology services for children with a history of acquired brain injury often relates to concerns about ‘personality’ change and school difficulties (behavioural disruption and falling behind in academic attainments). The aetiology of these difficulties is typically located within the child and to the effects of the brain injury on cognitive processes in particular. While this is undoubtedly a primary factor in understanding such outcomes, it is not the only one. The present paper argues that it is not helpful to simply locate aetiological processes relating to outcome within the child with the brain injury. Rather, changes in the interpersonal system (at home and school), or aspects of this system which, although not problematic prior to the brain injury, become so afterwards, also merit attention as they relate to child adjustment. A systemic model is proposed which suggests pathways through which intrapersonal (cognitive and emotional) and interpersonal (family and school) forces interact to result in the behavioural outcomes which precipitate psychological referral. It is argued that such a model not only offers a deeper understanding of the negative outcomes experienced by affected children, but also significantly expands the range of possible interventions open to the practitioner.
The relationship of educational psychology and clinical neuropsychology
Authors: MacKay Tommy
Published: January 2023

There is currently no literature developing the topic of the relationship between educational psychology and neuropsychology. The purpose of this paper is to explore that relationship, and to locate it coherently within current and future directions for the profession of educational psychology. It is argued that neuropsychology should not be seen as a specialist ‘bolt-on’ area within educational psychology, but rather as part of the essential knowledge and practice base required for the effective delivery of EP services. These issues are considered within the context of developments in educational psychology, pointing to the central position of EPs as child psychologists and their key role in the provision of holistic services across home, school and community. Current developments within the British Psychological Society’s relatively new Division of Neuropsychology provide a background for considering the integral nature of the relationship between the two subject areas.
Including the excluded: Participant perceptions
Authors: Lown Jackie
Published: January 2023

In 1996, this author became part of a Standard Fund initiative tackling emotional and behavioural difficulties, exclusion and disaffection in a city in the North of England. One of the aims was to raise the number of permanently excluded pupils returning to new mainstream schools. The present study sought to discover the perceptions of participants (pupils, families, school staff and local education authority (LEA) support staff) concerning the experiences of return to new mainstream school. Pupils were selected on the basis that they had maintained new placements for at least three terms following return. A solution-focused view was taken in exploring, through individual and focus group interviews, the factors seen as important in facilitating long-term success. Analysis of data indicated three core dimensions that played a critical role in initial and maintained success: relationships, support and pupil characteristics. The findings of the study have direct relevance for educational psychology practice and also raise implications for LEA procedures and practice. The psychological and social processes of participants described in this paper may directly echo those experienced within other areas of inclusive practice, for example pupils making transitions from specialist provision into mainstream settings.
Neurofeedback training as an educational intervention in a school setting: How the regulation of arousal states can lead to improved attention and behaviour in children with special needs
Authors: Foks Melissa
Published: January 2023

The current choice of treatment for the remediation of attentional and behavioural difficulties among primary school children with special educational needs (SEN) is, increasingly, pharmacological. If neurofeedback can regulate brain arousal states and thereby improve attention, behaviour and readiness to learn, there may be a case for incorporating it into the special needs provision of mainstream primary schools, thus avoiding the use of potentially damaging stimulant medication as a means of controlling behaviour and promoting inclusion. An experimental design was used, employing the TOVA test as a pre-/post-test measure of attention and the TOVA rating scale as parental pre/post measure of behaviour, plus qualitative feedback as a post-treatment measure of attention/behaviour. Results indicate that neurofeedback may make an important impact on emotions and affect of the SEN individual, leading to improved behaviour and improved attentional capability; quality time spent on a no-failure task of any kind on a one-to-one basis may be beneficial to children with SEN, affecting their personal belief system and behaviour; incorporating neurofeedback as part of the school-based special needs provision is feasible and practicable.
Dispensing with labels: Enabling children and professionals to share a community of practice
Authors: Tobbell Jane , Lawthom Rebecca
Published: January 2023

This paper investigates, through critical review, the label of emotional and behavioural difficulties and its utility in child and professional relationships. Considerable human energy and resources have been focused on ameliorating theindividualand social implications of behaviour difficulties. However, the effort expended has often been levelled at individual (and policy) interventions, thereby neglecting the relationship element. We propose a reconceptualisation of the label (and thereby stigma) through envisioning learning as doing/participation. The communities of practice literature challenges the notion that learning is a time-limited activity, dependent on individual cognition. Instead learning is synonymous with being, and is a continuous and embedded process. Hence, learning and identity are inextricably linked and located in the various practice settings inhabited by children and professionals. The relationships emerge from and are shaped by the attendant practices which surround the term ‘difficulties’: children with ‘difficulties’ need ‘special’ attention to ‘improve’ their cognitions. In this paper we explore, using the community of practice literature, how learning and inclusion are processes of participation and suggest practices which would serve to liberate the child and the professional from the ‘difficult’ relationship/identity/label.
Constructing a flexible model of integrated professional practice Part 2 – Process and practice issues
Authors: Gameson John , Rhydderch Gill , Ellis Diane , Carroll Tim
Published: January 2023

This is the second in a series of three papers that addresses the links between theory and professional practice and introduces the Constructionist Model of Informed Reasoned Action (COMOIRA). Part 1 dealt with the application of psychology to professional practice and some complex theoretical and conceptual issues associated with the model. Part 3 will present some specific examples of the model in practice. This paper (Part 2) forms an important bridge between the model as a conceptual framework and the model in practice. It opens with a brief but necessary historical perspective in order to contextualise the development of COMOIRA in relation to other models. It then explores some important process issues arising from the model and begins to address the practical implications of these in preparation for the fieldwork examples to follow in Part 3. It also considers the main functions of each part of the model and some potential advantages for practitioners and service users who choose to use COMOIRA.
Developing a community psychology orientation in an educational psychology service
Authors: Stringer Phil , Powell Julia , Burton Sheila
Published: January 2023

In this article we outline the development of a community educational psychology orientation in the educational psychology service in Hampshire. In light of recent initiatives and legislation by central government in Britain and what appears to be a lack of clarity about the role and functions of professional educational psychologists, we set out an argument about why the need to reconstruct educational psychology practice has never been greater. Further, we argue that to reconstruct professional practice as community educational psychology provides us with the possibility of a shared vision, unity of purpose, and political focus. We briefly review what we believe has contributed to a lack of clarity about what educational psychologists do, and the part that community psychology theory and practice has played in our thinking in Hampshire. We describe the context in which we work, and we provide examples of some of the activities that we are doing that are consistent with the values and principles of community psychology and that also contribute to the outcomes for children set out inEvery child matters: Change for children.
Do crime rates predict the outcome of parenting programmes for parents of ‘high-risk’ preschool children?
Authors: Hutchings Judy , Bywater Tracey , Davies Claire , Whitaker Chris
Published: January 2023

Early-onset conduct problems predict antisocial and criminal behaviour in adolescence and adulthood, including violent offending, and these problems occur with greater frequency in disadvantaged communities. Parenting is implicated in the development and maintenance of these problems. To address them the government in England and Wales is funding Sure Start services, but so far it has not specified that evidence-based programmes should be delivered. Sure Start areas were targeted to provide services for high-risk families in disadvantaged areas. Certain family characteristics such as low income, low education level, isolation, teenage pregnancy, high stress levels, single parenthood (or high levels of marital discord), depression, parental psychiatric illness or criminal history, and inconsistent, or harsh, parenting practices put children at high risk of developing conduct disorder and perpetuating particular family characteristics. Within disadvantaged areas there is considerable variation in crime levels. The purpose of this paper is to establish whether crime rates predict outcomes from a parenting intervention, the Webster-Stratton Incredible Years (IY) BASIC Parenting Programme, delivered in 11 Sure Start areas across north and mid-Wales. Parent participation in the programme demonstrated significant improvements in both child and parent behaviour. The current paper reports on the analysis of the effect of community crime levels on outcome. Regression analyses showed that crime rates were not predictive of outcome: the BASIC programme is effective in areas with both higher and lower crime levels.
Assessing aspects of the teacher–child relationship: A critical ingredient of a practice-oriented psycho-diagnostic approach
Authors: Koomen Helma M.Y. , Verschueren Karine , Thijs Jochem T.
Published: January 2023

This paper outlines recent developments in the assessment of the teacher–student relationship and its components that may further a clearer understanding of the relational context of student behaviour, and provide starting points for improving problematic interactions in actual educational settings. Theoretical ideas, empirical evidence and measures are discussed, as well as their usefulness for a practice-oriented psycho-diagnostic approach. Four perspectives are considered: a relationship perspective built on the attachment tradition in which conceptualisations and assessments of primary attachment relationships are translated to teacher–student relationships; a stress perspective based on the goodness-of-fit concept in which teachers’ stress experienced in interactions with individual students indicates teacher–student compatibility; an interpersonal perspective based on the two-dimensional model for interpersonal communication in which teacher–student interaction is described and assessed along the orthogonal dimensions affiliation and directivity; and a pedagogical-practices perspective focusing on teachers’ ideas about the pedagogical practices that specific types of problem students require from them. For school psychologists such information is critical to decide where and how they should intervene.
Every team matters: The contribution educational psychology can make to effective teamwork
Authors: Dennison Andrea , McBay Caoimhe , Shaldon Chris
Published: January 2023

Teamwork has never been more topical. This is evident not only in the practice of educational psychologists but also in the dominant discourse surrounding government policy. Multi-agency collaboration lies at the heart ofEvery Child Matters. The underlying assumption is that multi-agency teamwork is the best way to work, ensuring the most complete and effective service to children and their families. While not disputing this, we feel that the complexities of teamwork are not sufficiently considered. This paper will address some of the central issues related to the psychology of teams from the experience of three educational psychologists. We consider the complexities of teamwork by drawing on psychodynamic, systemic and social constructionist thinking. A grounded understanding and practical application of the psychology of teams is essential to effective practice. We support this with some reference to our own varied experience of work with multi-agency teams. This understanding will be used to suggest some ways to develop effective teamwork. Our focus throughout will be on adult, professional groups: the dynamics, group processes and our psychological understanding of them. Our intention is to provoke debate and to provide a ‘real’ account of the experience of three educational psychologists, all of whom have worked for a number of years within teams and independently of teams.
Teachers’ perceptions of efficacy: Beliefs that may support inclusion or segregation
Authors: Gibbs Simon
Published: January 2023

In contrast to much writing in the field that has been devoted to concerns about the needs of and provision for children, this paper explores some of the implications that inclusion (or its diametric opposite, segregation) may have for teachers. In doing this, an attempt is made to provide a theoretical and conceptual framework for understanding the attributions and motivation of teachers seeking to include – or exclude – children.

Following a brief overview of perspectives on the general issue of inclusive education and a section reviewing teachers’ attitudes towards inclusion, the paper focuses on Bandura’s formulation of self-efficacy and how that theory has been developed and evidenced in relation to inclusion. Attention is drawn to the possibility of a synergic relationship between teacher’s perceptions of self- and collective-efficacy within schools. The intention is to provide a critical examination of some contributory factors and/or threats to teachers’ psychological well-being and professionalism that may provide applied psychologists with greater understanding.
A systematic review of cognitive-behavioural interventions for adolescents with anger-related difficulties
Authors: Cole Rachel L.
Published: January 2023

Cognitive-behavioural approaches have long been recognised as effective interventions for a range of mental health difficulties (Butler, Chapman, Forman & Beck, 2006). More recently, as the social need for anger management programmes has increased, cognitive-behavioural approaches have emerged as the most common therapeutic intervention for anger, both for children and adolescents (Snyder-Badau & Esquivel, 2005), and for adults (Beck & Fernandez, 1998). Though there is some evidence of effectiveness within the literature (ibid; Sukhodolsky, Kassinove & Gorman, 2004), there is still contention in the field, notably regarding their effectiveness with adolescents, and their long-term benefits in terms of maintenance of effects (Graham, 1998; Stallard, 2005).

This review looked at the effectiveness of cognitive-behavioural interventions for adolescents with anger-related difficulties, focusing on 14 published, empirical studies. The majority of studies (N = 13) found evidence of significant short-term modification of anger-related difficulties, and, where effect sizes were provided, these were mainly in the medium-to-large range. Six studies also provided follow-up data, with largely positive results. However, all results were interpreted with caution, due to variability in the quality of the studies and methodological inconsistencies. Recommendations for further research, therefore, considered methodological concerns, such as strengthening experimental rigour, as well as theoretical developments. The latter included investigation of gender imbalances in the literature, the role of group dynamics in programme effectiveness, and the comparative effectiveness of cognitive-behavioural programmes, compared both to each other, and to other therapeutic interventions. Further consideration should also be given to the longer-term effects of cognitive-behavioural interventions.
Developing Post-School Psychological Services in Scotland: Fit for purpose?
Authors: Hellier Cyril
Published: January 2023

Few colleagues will have witnessed the beginning of a whole new sector of work in the course of their careers, especially over a brief period of time. This has certainly been the case for Scottish educational psychology services since the advent of post-school psychological services. The original brief was for educational psychology services to support vulnerable young people both before and after leaving school, up to the age of 24. This would be done by working in partnership with agencies and supporting an inclusive agenda, over time and across settings. The aims were to support continuity, improve outcomes and ultimately, the reduction of inequality for Scotland’s most vulnerable young people.

The question arises as to whether the profession is fit for purpose in this unique and challenging situation? Building on its existing broad statutory base, is it organised to respond and does it possess the theory base, knowledge and skills to deliver effectively, matching the expectations of key policy writers? This paper reflects upon potentially relevant themes in the literature and offers some preliminary answers to these questions, reflecting positively on distance travelled so far, as well as opportunities and challenges that lie ahead. The cumulative views of educational psychologists in training are summarised, as one indicator of the predisposition of the profession to respond to this development.
Behavioural differences exhibited by children when practising a task under formal and playful conditions
Authors: McInnes Karen , Howard Justine , Miles Gareth E. , Crowley Kevin
Published: January 2023

Play is viewed as central to learning in the early years despite a lack of empirical evidence to support this. Most research has concentrated on adult definitions of play which fail to capture the intrinsic quality of playfulness. To achieve this it is necessary to elicit children’s definitions of play. The research discussed in this paper utilises children’s definitions of play to create formal and playful practice conditions to demonstrate the links between playfulness and learning. In addition, analysis of videotaped observations indicates behavioural differences according to whether children participate in playful or formal practice conditions. These findings support a behavioural threshold and fluency theory of play. Children in the playful condition exhibited more fluent and purposeful problem solving behaviours than children in the formal condition. Implications for practitioners in educational settings are outlined.
Functional Behaviour Assessment: Addressing severe, complex and enduring needs
Authors: Adams Kimberly , Dunsmuir Sandra
Published: January 2023

This paper describes the fundamental features of Functional Behaviour Assessment (FBA). Single case studies are used to provide examples of particular elements of this approach.

Children with severe, complex and enduring needs present significant challenges to the ability of professionals to understand and respond to their unique difficulties. It is suggested that FBA provides a powerful tool for understanding challenging behaviour and designing efficient and effective interventions to address these behaviours. Further, since FBA is not a standardised, norm-referenced, rigid assessment tool we suggest it is uniquely suitable to address the myriad needs of pupils with severe, complex, and enduring needs. Effective individualised intervention plans and consideration of means of reviewing the environmental contingencies which support and maintain behaviours are discussed. Ways to identify the function of a particular challenging behaviour and create an intervention plan that honours the function of a behaviour while replacing it with a more appropriate alternate behaviour are also described.
Secure attachment in the future: The role of educational psychology in making it happen
Authors: Randall Leisa
Published: January 2023

This article outlines the pivotal role of educational psychology in building a securely attached society for the future. Its scope is wide. It considers an educational psychologist’s potential influence through the full range of their working practice, at all levels; with families, schools, the local community and nationally. It argues that educational psychologists possess the knowledge, skills and the professional locus to have a major positive impact directly on the lives of children and young people now, and also in the shaping of educational policy and practice in the future.

This article specifically discusses the impact an educational psychologist can have on developing understanding and skills in managing attachment issues in schools. It places a significant focus on consultation and training to promote understanding and skills in those who are in close contact with the child or young person. It outlines the potential for research and policy work in the area of attachment which cuts across all social, economic and politically vulnerable groups. It aims to provoke thought, stimulate debate and to inspire educational psychologists as agents of change.
The CBeMo Questionnaire to assess motivation of young children
Authors: Overtoom Lisette , van der Aalsvoort Geerdina
Published: January 2023

Motivation is seen as the fuel that drives people to fulfil their goals, wants and needs. Little is known about how motivation works in young children, but it is widely accepted that motivation is an important factor in learning. To assess motivation in young children a questionnaire was developed for a Finnish study about the relation between motivation and emergent literacy. The questionnaire was used to investigate the relationship between quality of learning environment and motivation and pre-reading skills of children in nursery classes in the Netherlands. Quality of learning environment was assessed during a one-off observation by the Early Childhood Environment Rating Scale (ECERS). Statistical test results demonstrated a relationship between the quality of the educational environment and two factors of motivation, specifically social dependence and self-regulation. Moreover, statistical comparison of the Dutch and a Finnish sample on the Child Behaviour Motivation Questionnaire showed that the results of four out of five factors of motivation were alike. The findings are discussed with regard to the national and international relevance for early childhood education.
Evolving activities and semiotic mediation in teacher-child interaction around simple objects
Authors: Pramling Niklas , Samuelsson Ingrid Pramling
Published: January 2023

In this empirical study, we return to a common setting for psychological research and assessment, teacher (adult)-child interaction around simple objects. Rather than studying what can be said about a child’s development in such a situation, we analyse the interactive events as opportunities for learning. These interactive events between young children (1- to 3-years-old) and their teachers in early childhood education are analysed from a sociocultural psychology perspective as ‘tool-mediated activities’, that is, in terms of what activities evolve and what kinds of cultural tools are introduced and used. We discuss what learning opportunities are provided by these practices and the semiotic mediation of these cultural tools.
How listening to student voice can enable teachers to reflect on and adjust their use of physical space
Authors: McCarter Sheila , Woolner Pamela
Published: January 2023

The carpet as a learning space has become the received way of delivering literacy and numeracy in English primary schools, yet remains little examined either academically or professionally. Different understandings of teaching and learning have different implications for carpet-time. As carpet time is so widespread it seems important to find out how and why it is used, and how children and teachers respond to this use of space.

This research comprised a mixed-method study of carpet use in an English primary school. Government policy has stated through the Every Child Matters (ECM) agenda that the child should be at the centre of teaching and learning (DfES, 2004). This study, therefore, asked both children and adults for their ideas about carpet-based teaching and learning. Results show a mismatch between what children think, what teachers think and what actually happens. They also demonstrate the potential to overcome these contradictions: obtaining children’s views on teaching and learning can enable teachers to reflect on (and improve) their use of physical space.
Creating individualised optimal learning environments through participatory design
Authors: Woolner Pamela
Published: January 2023

Research evidence relating to the physical learning environment is confusing and incomplete. Studies of different aspects and elements considered in isolation are difficult to integrate, and sometimes directly contradict each other. Historical examples also demonstrate the complexity of decision making in the design and building of school premises. Therefore, the evidence base is clearly inadequate for prescribing school design.

A potential solution to this problem of designing optimal learning environments lies in taking a participatory approach to the design, building and use of a new school setting. Through the involvement of the existing school community it may be possible to design premises which are appropriate to current and future uses of the school. This can be understood as enabling school users to develop understanding of their physical environment, building a relationship with the changed environment so that they feel empowered to continue to adapt and improve their physical surroundings and their use of them.

This article considers the theoretical understandings of participation that have been developed about school design and in related areas. These suggest that a participatory approach may sometimes be difficult to enact and result in compromises. The consultation requirements of current British school building and the experiences of some of those who have been involved in the school design process recently are then examined. These tend to validate the idea that a participatory approach is necessary, but is not a straightforward matter.
Training effects in dynamic assessment: A pilot study of eye movement as indicator of problem solving behaviour before and after training
Authors: Hessels Marco G.P. , Vanderlinden Katia , Rojas Hildalill
Published: January 2023

Contrary to traditional intelligence tests, dynamic measures of learning capacity have shown to provide reliable measures of children’s general intellectual abilities and prove to be good predictors of future learning. In the present study we used a computerised version of the Hessels Analogical Reasoning Test (HART) to evaluate the changes in problem solving behaviour of children with and without learning difficulties as a result of training. Such training proves to be necessary as many children do not understand what is expected from them in such tasks and, as a consequence, do not use analogical reasoning to solve them. This affects the construct validity of the measure. The training focuses on the rules and procedures one needs to apply to be able to solve analogical problems, for example, systematic inspection of the matrix and the response alternatives, comparison of the different elements in the matrix and the inference and application of the relations found. In learning tests, it is generally assumed that children learn to engage in the processes needed for analogical problem solving during the training, and that the intra-individual variability in effective use of these processes at post-test is indicative of children’s learning capacity. In this study we show that the training indeed provokes children to engage in the appropriate problem solving processes by analysing their visual behaviour. The data show that the children show more structured inspection patterns, more ‘intelligent’ comparisons and spend more time on encoding the information in the matrix, which confirms the HART’s construct validity after training.
Computer or paper analogy puzzles: Does assessment mode influence young children’s strategy progression?
Authors: Stevenson Claire E. , Touw Kirsten W.J. , Resing Wilma C.M.
Published: January 2023

In educational and psycho-diagnostic assessment procedures, computerised assessment is gradually replacing paper-based instruments. In computerised instruments, measuring reasoning skills, such as the ability to solve analogies, few differences are found with their paper-based counterparts; however young children may form an exception. Often in these comparisons of assessment mode, only accuracy is considered, whereas examining solution strategies and measuring learning over time are of particular interest to educational psychologists. The current study investigates whether the learning of analogical reasoning and progression of strategy change follow the same patterns in a computerised setting. The equivalence of paper-based and computerised versions of figural analogy puzzles were examined with regard to both accuracy and strategy change in 69 5-year old children (M=5.4 years). All children were asked to solve figural analogy matrices by constructing their answers from puzzle pieces. In the paper condition (N=33), the puzzle pieces could be grabbed and turned over by hand and then placed in the empty quadrant to solve the analogy. In the computer condition (N=36), the children used a computer mouse to carry out these manoeuvres. The assessment of children’s solution strategy progression took place during weekly sessions over four consecutive weeks. Results indicate that the computerised figural analogy task is comparable to the original paper-based version with regard to both difficulty level and progression of strategy change. However, the computerised version took significantly less time to administer and analyse. Another advantage is that testing with computers allows for the registration of supplementary information that could prove useful for more individualised intervention. We conclude that computerised assessment is a sound method for educational psychologists to evaluate 5-year-olds’ analogical reasoning ability and development.
The impact of risk and resiliency factors on the adjustment of children after the transition from primary to secondary school
Authors: Bailey Suzanne , Baines Ed
Published: January 2023

The transition from primary to secondary school represents a significant rite of passage for many young people in the UK every year. However, this transition has been linked to negative educational, social and emotional outcomes for some pupils. This longitudinal study aimed to better understand the characteristics of pupils who are most vulnerable to negative outcomes at this time. A multi-variate approach was adopted to investigate the risk and resilience factors most predictive of adjustment to secondary school. The study also explored the combined impact of pre-transfer risk and resilience factors upon post-transfer school adjustment by examining possible moderator relationships. A longitudinal non-experimental relational design was adopted. Over 130 pupils completed resilience and school adjustment questionnaires both pre- and post-transfer. Teachers also reported on pupils’ school adjustment and risk/resilience at these times.

The factors consistently found to be most predictive of Teacher-Rated School Adjustment were mainly risk factors (Behaviour and Maths Attainment), whilst the variables identified as most predictive of the Pupil-Rated School Adjustment outcomes were predominantly resilience factors (Support, Self-Efficacy, Emotional Sensitivity and Emotional Impairment). Findings also suggest that high levels of specific resilience factors in primary school alone may leave pupils with Special Educational Needs less prepared for the significant changes they face in their new schools. Findings both extend and challenge previous research and emphasise the importance of considering both teacher and pupil perspectives when assessing the effects of transitions on school adjustment outcomes. The implications of findings for education professionals are considered.
How can the use of petit narratives create space and possibility when shorthand is used in educational psychology practice?
Authors: Mercieca Daniela , Mercieca Duncan P.
Published: January 2023

In the fast-paced society in which we live, we find ourselves using convenient ‘shorthand’ to help our work become conveniently more practical. Whether giving a lecture, conducting an assessment or writing up any of the above processes we resort to shorthand for the sake of efficiency, and sometimes in the belief that it makes us more professional. In so doing, we risk forgetting the contradictions in the language and practices that we use as this is suppressed in the shorthand. This paper shows how narrative helps practitioners and researchers to create spaces in their work where children escape the compartmentalisation. Through narrative, possibilities are created in the closed spaces that constitute shorthand practices. Using vignettes of lecturing and assessment, this paper gives examples of how narrative allows for practice that is more respectful of children. We will be using Lyotard’s writing on grand and small (petit) narratives on performativity, and Derrida’s idea ofaporia.
Engaging with young people through narrative co-construction: Beyond categorisation
Authors: Warham Kate
Published: January 2023

This article provides a brief introduction to narrative and narrative research and reflects upon how a narrative methodology was used within research which sought to explore stories co-constructed between the researcher and two young people who were both looked after in local authority care and who had experienced exclusion from school. The rich and complex stories were interpreted to construct narratives which both resonated with and resisted narratives which dominate the research literature surrounding looked after children and young people. A narrative approach has much to offer the researching and practising educational psychologist by creating a space which enables children and young people’s voices to be heard and multiple, alternative realities to be created. This article has been contributed to by one of the young people who took part in the research, in order that we might both articulate our experiences of the process of this co-research.
Supporting transition from primary to secondary school using the Protective Behaviours programme
Authors: Choi Kathy Y.K.
Published: January 2023

Research has highlighted the potential negative impact of the transition from primary to secondary school (e.g. Galton, Morrison & Pell, 2000). The present study examined whether the transition from primary to secondary school would negatively impact on pupils’ attendance and academic achievement. In addition, it explored whether the Protective Behaviours (PBs) programme (that aims to empower anyone to identify and deal with unsafe situations; Flandreau-West, 1989, cited in Mazzucchelli, 2001) could ease pupil difficulties associated with transition to secondary school and would have a positive effect on achievement and attendance. The study sample comprised 37 Year 7 pupils who did not receive the PBs programme (the control group) and 37 pupils who received the PBs programme at the final half-term of Year 6 (the PBs group). Both groups were matched according to age and gender. The results indicated that both groups of pupils showed a significant increase in unauthorised absence during the first half-term of Year 7; however, this increase was significantly lower for pupils in the PBs group during this period. There was no group difference in achievement over this period. The findings present preliminary evidence in support of the use of the PBs programme as a transition programme in terms of fostering pupils’ resilience against unauthorised absences. Study limitations and suggestions for future research are discussed.
Addressing the ‘quiet crisis’: Gifted identification with Aurora
Authors: Mandelman Samuel D. , Barbot Baptiste , Tan Mei , Grigorenko Elena L.
Published: January 2023

One of the key issues in the field of gifted education is the identification of children with high abilities, as identification is the first step in giving these students the opportunities they need to develop their potential. The Aurora Battery, based on Sternberg’s Theory of Successful Intelligence, is an assessment designed to identify children with high ability in areas that are typically ignored with the instruments that are currently used in gifted identification. In this study we examine Aurora’s convergent and divergent validity using the TerraNova, a conventional assessment of academic achievement. We then explore the overlap of these assessments with regard to whom they identify as gifted. Results suggest Aurora’s sound psychometric properties and ability to discriminate a more encompassing form of giftedness. We finally discuss the premise and implications of the Aurora Battery for gifted identification and education.
The long-term effects of families and educational provision on gifted children
Authors: Freeman Joan
Published: January 2023

Why are some children identified as gifted while others of the same potential are not? To find out why and what the consequences might be, in 1974 I began in England with 70 children recognised as gifted. Each of these Target children was matched for age, sex and socio-economic level with two Control children in the same school class (N=210). But where the first Control child had an identical intelligence, the second was chosen at random. Sixty-three schools were involved. Investigation was via a battery of tests and interactive questioning of pupils, teachers and parents in their schools and homes over 35 years. A major difference was that those labelled gifted had significantly more emotional problems (p<.01) than either of their Controls. By their mid-40s, whether labelled as gifted or not, high scholastic achievements at school had not reliably delivered outstanding life success. In general, though, the higher the intelligence the more successful the individuals were likely to be as adults in terms of life achievements. The vital foundations of recognisable success for the entire sample were hard work, emotional support and a positive personal outlook. An approach is suggested to increase the proportion of children recognised as gifted.
Cyril Burt and text design: A brief note
Authors: Hartley James
Published: January 2023

Although not as widely known as his other works, Sir Cyril Burt, as a leading educational psychologist, made a major contribution in the 1950s to the design of educational and instructional texts. Indeed he published a textbook on the topic (Burt, 1959). Much of what he said was sensible but like his other works, subject to later doubt about its veracity. Burt’s concerns are still discussed today in the context of technological developments but his actual publications are rarely referred to. This brief note comments on this work and subsequent developments.
The foundations of educational psychology: The legacy of Cyril Burt
Authors: MacKay Tommy
Published: January 2023

This paper asserts that the profession of educational psychology has been built, and has continued to evolve, on what may be referred to as a ‘Burtian foundation’. The individual contribution of Burt himself to building and developing that foundation is nothing less than immense. Burt espoused and promoted almost all of the key elements that characterise modern educational psychology practice. He was totally committed as an individual psychologist, as a systems psychologist and as an academic psychologist. He combined within one discipline both the educational and the clinical aspects of the work of the educational psychologist. He believed in an ecological model of assessment. Also, in carrying out his own work, he established a basis for the core functions of educational psychology practice across the domains of consultation, assessment, intervention, training and research.