bluuebunny/crossref_metadata_2025 huggingface dataset:
Speed of decision-making and set-switching: Subtle executive deficits in children with treated phenylketonuria
Authors: Griffiths Peter , Robinson Peter , Davies Rhiannon , Hayward Kate , Lewis Karen , Livingstone Karen , Plews Stephanie
Published: January 2023

Phenylketonuria (PKU) is an inborn error of protein metabolism affecting about 1 in 10,000 children in which conversion of dietary phenylalanine into tyrosine is impaired. Unmetabolised phenylalanine accumulates in body tissue and is neurotoxic to the developing organism. The untreated child is almost invariably brain damaged and severely learning disabled. These gross neuropathic effects can be prevented by early implementation of a phenylalanine-restricted diet. Nonetheless, treated children may suffer subtle neuropsychological deficits in the form of mild executive dysfunction, possibly because of depletion of the neurotransmitter dopamine in prefrontal cortex. Dopamine is a downstream metabolite in the phenylalanine pathway but, because of the phenylalanine-tyrosine block, may be in short supply in treated PKU. We investigated the dopamine/executive hypothesis by comparing the performance of 22 early and continuously treated PKU children with controls, matched for non-executive ability, on the test of everyday attention for children. We found the PKU children did not show deranged selective or sustained attention, but were significantly slow on set-switching (creature counting), stop-go (walk/don’t walk), stroop-like (opposite worlds) and target-detection (sky search) tasks. These findings add weight to a growing body of evidence suggesting that rapid decision-making is subtly impaired in PKU, possibly due to prefrontal neurotransmitter insufficiency, and that speeded strategic and choice-reaction tests are particularly sensitive tools for investigating executive dysfunction. How these findings translate into daily domestic and scholastic functioning has yet to be established.
Integrated children’s services – Implications for the profession
Authors: Booker Roger
Published: January 2023

This paper explores the implications for the UK Educational Psychology profession of the UK Government’s proposals for integrated children’s services. It is based upon the experience of managing a psychology service through the process of transition to integration. It is in two sections. In the first a social constructionist and systemic perspective is taken in which evidence is presented from the author’s attempted position of ‘neutrality’. This evidence takes the form of perceived discourses. From these discourses hypotheses are presented which inform the second section. Particular aspects on integration are addressed: the nature of organisational restructuring, education and social care cultures, operational and professional management and issues of identity for psychologists. Implications for the profession are then addressed in the second part. This is placed in the wider context of public sector reform and focuses on best use of psychological skills, the task of managing psychologists and conceptual models of children and young people’s needs and their assessment. Integrated services will create major opportunities for the profession while presenting some significant risk factors which educational psychology in the UK needs to be alert to and manage positively and assertively.
Asperger’s Syndrome and cognitive behaviour therapy: New applications for educational psychologists
Authors: Greig Anne , MacKay Tommy
Published: January 2023

This paper outlines the development of a novel intervention,The Homunculi, using cognitive behaviour therapy, and presents a case study of its application to a secondary school pupil with Asperger’s Syndrome. Exploratory studies using cognitive behaviour therapy with younger people with Asperger’s Syndrome have begun to appear in the research literature since 2002, but they do not address the difficulties arising for these pupils in schools. Significantly higher numbers of children and young people with autistic spectrum disorders including Asperger’s Syndrome are being identified, and increasingly these pupils are fully included in mainstream schools. In addition to the core difficulties present in the syndrome, problems with psychological adjustment, including anxiety and depression, occur with higher incidence in the Asperger population, and school attendance places considerable demands on teachers, families and the young people themselves. Meanwhile, developments in educational psychology have pointed to a wider role for the profession, including provision of more holistic services, addressing a wide range of developmental needs across school, home and community settings. This paper highlights the contribution that can be made in supporting the mainstream placements of such pupils, and in addition points to the need for extending both the role and the skill base of educational psychologists.
Math instruction for students with special educational needs: Effects of guiding versus directing instruction
Authors: Milo B.F. , Ruijssenaars A.J.J.M. , Seegers G.
Published: January 2023

Although modern maths didactics have been implemented in most Dutch schools for primary education, there are still doubts as to whether specific elements in this approach, notably an emphasis on the role of students as actively contributing to and taking responsibility for the learning process is the most beneficial for students with special educational needs. Several researchers have focused on the strengths and weaknesses of different types of instruction, but little comparative research has been conducted, and there is a great need for empirical evidence (Kilpatrick, 2002). In this article we present results from a study, in which two types of instruction (guidinginstruction, in which the contributions of the students are central anddirectinginstruction, in which a specific solution strategy is instructed in an imposing way) are compared for two types of students with special educational needs: students with learning difficulties (MR) and students with learning disabilities (LD). As a result of the generally accepted distinction between two solution strategies for addition and subtraction up to 100, the jump strategy and the split strategy, two variants of directing instruction are distinguished: directing-jump instruction and directing-split instruction. Results will be discussed for performance on the instructed subject area (addition and subtraction up to 100), but also for performance on a near transfer task. Directing-jump instruction was found to result in the greatest progress on the instructed subject area for both types of students.
Building bridges between universities and middle schools: A teacher-centred collaboration
Authors: Rhodes Jean E. , Camic Paul M.
Published: January 2023

This paper describes the process involved in a five-year longitudinal study concerning five North American suburban schools where university researchers partnered with middle-school teachers, as co-researchers, studied school climate. Over 2,600 students and 180 teachers participated over the course of the study. If school reform efforts are to change the culture and climate of schools, they must be undertaken with sensitivity to the specific setting of each school and must fully engage the constituents in the process. In order to foster a mutually beneficial and trusting relationship between school staff and university researchers, both teachers and professors assisted in the design and implementation of this research. The research design utilised multiple quantitative and qualitative methodologies that included an overarching longitudinal design with matched comparison groups, as well as ethnographic and participatory action research. This paper will focus not on the results of the research per se but it will discuss practical implications for using a community psychology paradigm in state-supported schools. Information regarding how a community psychology approach was used to engage school principals, local school boards, teachers and students will be described. We will connect this research to overarching community psychology approaches to engagement and empowerment. Strengths, challenges and resistances within each school, and on the part of university researchers, will also be addressed.
Using an empowerment model in developing the service delivery of community projects
Authors: Wood Vanessa
Published: January 2023

Recent British government legislation, applying to England, has emphasised the importance of capacity building, quality and infrastructure development in partnership working between local authorities and voluntary agencies. Much can be learnt from effective existing partnership models currently being forged by the Children’s Fund. Educational psychologists have been cited as being well placed to contribute to the partnership agenda with their adoption of community psychology approaches, training in research methods and ability to account for contextual factors. This paper describes the contribution of an educational psychologist seconded to the Children’s Fund to support self-referring community groups delivering interventions. The psychologist’s focus was to facilitate empowerment evaluation using a process consultation model. This work demonstrates an adherence to the philosophy of community psychology. Post-consultation questionnaires were administered to gather feedback from voluntary agencies and the Children’s Fund regarding the perceived outcomes and the value of the process. Staff in voluntary groups and the Children’s Fund report that working with the educational psychologist gave weight and clarity to the aims and objectives of all participating projects. The value of the psychologist’s sensitivity to contextual factors was also noted. Individual outcomes for each project were also reported. It may be inferred therefore that educational psychologists could have a significant role in supporting the development of the infrastructure of community projects.
Understanding bullying from a shame management perspective: Findings from a three-year follow-up study
Authors: Ahmed Eliza
Published: January 2023

This study investigates bullies, victims and bully/victims who moved out of these roles over a three-year period in terms of their socially adaptive shame management skills and examines how such skills differ from those who remained stable in their bullying status. Data were collected from 32 schools in the Australian Capital Territory (1996 and 1999). The sample consisted of 365 students (48 per cent boys) who participated at two time points. Occupying a bully role in primary school was the most significant risk for continuing in the role in secondary school (51 per cent). Of the participants in 1996, 46 per cent of the non-bullies/non-victims, 40 per cent of the bullies/victims and 31 per cent of the victims remained stable in 1999. To test the importance of shame management in relation to the stability and variability in bullying roles, a modified version of the MOSS-SASD (Management of Shame State: Shame Acknowledgement and Shame Displacement) instrument was used. As expected, desisted bullies showed a significant inclination toward shame acknowledgement – the most adaptive form of managing shame. In support of shame management theory, non-bullies/non-victims who maintained their bullying-free status three years later also continued to manage shame adaptively (high shame acknowledgement and less shame displacement). The implications of these results for the future development of bullying interventions are discussed.
‘Assessment for learning’ and its relevance to educational psychology
Authors: Gavine David , Auchterlonie Linda , Godson Jonathan
Published: January 2023

Formative assessment is a technique that has been accepted for many years as an important aspect of good practice in education, but research indicates that its use has been, at best, patchy. New developments in research have led to a resurgence of interest in the topic, now rebranded as ‘assessment for learning’. This article examines the relationship between assessment for learning and the agenda and practice of contemporary educational psychology. It concludes that much of this practice can be viewed simply as applications of formative assessment. It suggests that educational psychologists might achieve some of their aims in working with teachers by adopting the language and conceptual foundations of formative assessment.
Collaborative working across children’s services: Where are we now?
Authors: Barclay Gillian , Kerr Claire
Published: January 2023

This study explores how collaborative working across mental health and psychological (educational psychology) services is developing in Edinburgh, Scotland. Recent reports from the Scottish Executive, Health and Education, have advised on the importance of developing collaborative working practice. This study looks at to what extent this is currently being implemented and how it might be improved in the future. Questionnaires were distributed to psychological services and child and adolescent mental health services in Edinburgh and follow-up semi-structured interviews were carried out with representatives from these services. The study explored role perception, current levels of collaborative working, what does or does not lead to good collaborative working and how the services might move forward in this respect. All case carrying staff across the services received a questionnaire. However, four professional groups were the focus of questions regarding role perceptions: psychiatrists, community mental health workers, clinical and educational psychologists. One hundred and fifty questionnaires were distributed and 48 (32 per cent) were returned. Five follow-up interviews were then carried out to explore further the arising themes. The results supported much of the literature surrounding this issue. Good communication, improved resources or resource management, informal links and a better understanding of the roles of others leads to better collaborative working. There needs to be change at both individual and systemic levels to promote collaborative working in services. Implications of these findings are discussed and in particular the need for initiatives at a systemic level is highlighted.
Helping children explore their emotional and social worlds through therapeutic stories
Authors: Pomerantz Kathryn Anne
Published: January 2023

Story telling has universal appeal as the oldest medium through which to pass on knowledge in a way that engages the interest of others. A type of story telling based on therapeutic principles is especially accessible to children as it uses the natural language of metaphor and dreams. Therapeutic stories are a powerful intervention in the lives of children who have experienced abuse, neglect, loss, bereavement or rejection. Using casework examples, this paper demonstrates how an educational psychologist can effectively use therapeutic stories to enable children either individually or in groups to have their feelings of hurt acknowledged through carefully constructed and co-constructed stories. This technique provides an evidence-based resource for educational psychologists to use, enabling the damaged identities of children to begin to be repaired.
The relationship between reading skill and descriptive picture narratives in late-primary age children with a history of language impairment
Authors: Botting Nicola
Published: January 2023

Assessing the language skills of older children is an increasing concern for educational psychologists and speech and language therapists. It is now known that groups with language difficulties also often experience severe literacy difficulties but the relationship between oral language and literacy is not well understood in older children. In this study, the picture description narratives from 121 children with a history of SLI were analysed in relation to standardised language tests, reading accuracy and comprehension at 11 years of age. Four narrative subscales were examined: the use of complex syntax, the use of evaluative devices, morphological errors and semantic errors.

In general narratives were short and limited in scope. Partial correlations with NVIQ controlled showed that both error scores were related to reading skill. Even in this clinical language sample a small group of ‘poor text comprehenders’ could be identified who showed normal reading accuracy but poor text comprehension (n = 11, 10 per cent) as well as a majority of generally poor readers (n = 79) who showed reading accuracy and comprehension scores outside the normal range, and a significant minority of normal readers with SLI (n = 21) with both reading scores within 1SDof the normative mean. There was no support for an increased proportion of children with a ‘dyslexic’ profile: that is poor decoding in the context of good text comprehension. A significant interaction of narrative profile was found across the reading groups (group x narrative subscale). These literacy and narrative profiles have implications for educational progress and the assessment of written and oral language in difficult-to-test populations.
The relationship between patterns applied while using software to observe natural phenomena and understanding those concepts by Kindergarten students
Authors: van der Aalsvoort Geerdina Maria , Bouwense Eveline , Kok-Baarda Matthea
Published: January 2023

This paper reports a study of PICCO, a software program designed to explore natural phenomena, such as the shape of the earth, the day and night cycle, and seasons, and its effect on the rate of gaining conceptual knowledge about these phenomena. The program was offered as an intervention in a period of four weeks to 20 five-year old Kindergarten students from two regular primary schools. Before and after the exposure to PICCO the students were interviewed about their conceptual knowledge about these phenomena. The exploratory paths that were collected during the on-line sessions were analyzed to investigate the relationship between the proportion of patterns and the level of conceptual knowledge. The study revealed that the number of correct answers had improved significantly in both schools, and that the levels of conceptual understanding of the phenomena had improved with regard to the shape of the earth. Moreover, the proportion of patterns was related to conceptual knowledge about the shape of the earth. We suggest the findings require further consideration of the roles of home and classroom environments when teaching science to young students.
The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing
Authors: Noble Toni , McGrath Helen
Published: January 2023

This paper outlines the Positive Educational Practices (PEPs) Framework, an organising tool for facilitating the work of educational psychologists in promoting pupil wellbeing and supporting pupils to achieve learning outcomes and engage in pro-social behaviour. The PEPs Framework is an example of applied positive psychology, in itself a movement which has shifted the primary focus of psychologists from deficits, problems and treatment to a preventative focus on positive experiences, strengths and the intentional promotion of wellbeing and resilience. PEPs is a wide-ranging prevention framework based on five foundations of wellbeing drawn not only from research in positive psychology but also from research in other contemporary psychological and educational movements that are consistent with positive psychology. The five foundations: social and emotional competency, positive emotions, positive relationships, engagement through strengths and a sense of meaning and purpose are outlined along with examples of practical suggestions that can contribute to their achievement.
Prosocial behaviour in preschool: The state of play
Authors: Bateman Amanda , Church Amelia
Published: January 2023

Research has found that childhood antisocial behaviour, otherwise termed as conduct disorder, is currently the most widespread psychiatric disorder in childhood (Scott et al., 2001) indicating that although prior research addressing early antisocial behaviour has contributed greatly to the understanding of a wide range of issues, more research remains to be done (Berger, 2007).

This study proposes to address the need for further knowledge concerning anti-social and prosocial behaviour through approaching these social phenomena from a different perspective by applying a positive rather than negative psychological focus. A discussion of prosocial group organization, children’s social competencies, and varying levels of emotional regulation and coping strategies will be presented.

This review is important as problems can arise when children are stigmatized as antisocial within an educational context at an early age, as these negative stereotypes become widely known and reinforced amongst peer groups which then encourage further social negativity towards the stigmatized child (Major & O’Brien, 2005).
Word-reading development, the double-deficit hypothesis, and the diagnosis of dyslexia
Authors: van den Bos Kees P.
Published: January 2023

In this study, it was hypothesised that with age, word-readingspeedgets better explained by reading-related word-holistic or lexicalvariables than by word-analyticorsub lexicalvariables. At an operational level these conceptual groups of variables were measured by continuous-naming tasks, and tasks which require phonemic manipulations, respectively.

The tasks were administered to randomly sampled readers at cross-sectional age levels of 8, 10, 12 and 14 years of age. After data reduction, and at each age level, the word-reading variable was regressed on phonemic performance and alphanumeric naming (numbers and letters). As predicted, with age, alphanumeric naming speed increasingly contributed unique variance to reading speed, whereas unique phonemic contributions declined.

The second part of the study applied Wolf and Bowers’ (1999) double deficit hypothesis. For each of the variables word-reading, alphanumeric naming, and phonemic performance, and at each age level, four normative proficiency levels (level 1 = poor; 2 = below average; 3 = above average; 4 = high) were distinguished, and combinations of naming and phonemic performance levels were defined as double, single, or no-deficit categories. At various age and reading proficiency levels, reading scores were compared as a function of deficit categories. A double cognitive deficit (DD) was highly predictive for (very) poor reading performance. It is proposed to consider DD readers as ‘classic dyslexics’. Discussion about the remaining profiles, theoretical and practical issues, and implications for remedial support and policy is provided.
Supporting action research by partners: Evaluating outcomes for vulnerable young people in negative post-school destinations
Authors: Crichton Ron , Hellier Cyril
Published: January 2023

This paper describes a partnership initiative involving educational psychologists, Careers Scotland, Scottish Enterprise Glasgow and a range of training providers. Its aim was to re-engage recent school leavers, with a wide range of needs, all of whom were not in education, employment or training. The application of psychological roles undertaken in the post-school sector, including consultation, evaluation and action research, is highlighted. Intervention and evaluation design for individualised training programmes for 34 young people were shaped by support from Post-School Psychological Services Strategic Officers. Pre-post assessment was undertaken using both standardised and qualitative measures, including questionnaires, semi-structured interviews and focus groups, supported by attendance and progression figures. Encouraging results suggest that the use of differentiated training programmes can successfully help to re-engage disaffected young people and provide continuity and progression to further training opportunities. The study highlights the opportunities presented by collaborative partnerships between educational psychologists and others working in the post-school sector, leading to improved outcomes for vulnerable young people.
Does fostering inductive reasoning promote children’s language acquisition?
Authors: Marx Edeltrud
Published: January 2023

In current developmental psychological research, it is assumed that from the very onset, processes of rule detection play a central role in supporting children’s language acquisition. In the present study a training methodology was used in order to investigate whether fostering the ability to detect rules (i.e. inductive reasoning) also enhances young children’s language competence. The results of two experiments show that inductive reasoning training considerably improved inductive reasoning as well as children’s language competence, but exclusively when rule detection or comparison of attributes is involved: in syntax, derivational morphology, and semantics. More than six months after training, the effects had become even more pronounced. As an important null effect, the use of irregular grammatical forms did not benefit at all.
Variability in developmental milestones and developmental delay in children with Williams syndrome
Authors: Chasouris Antonios , Stuart-Hamilton Ian , Mayer Peter
Published: January 2023

Williams syndrome (WS) results from damage (varying in extent between individuals) to chromosome 7. Symptoms include cardiovascular problems, ‘elfin’ faces, intellectual difficulties and hypersociability. Psychological studies have tended to be of small samples and have typically treated symptoms as uniform across individuals, though medical studies report considerable variability. The current study examines psychological and genetic characteristics of 78 children with WS seen at a single Greek clinic over a decade. The findings include first, that intellectual performance is related to level of genetic loss, but the same level of genetic loss produces different phenotypes across individuals. Second, attainment of key developmental milestones is delayed commensurate to level of genetic loss, though motor control is significantly delayed in all cases. The implications of these findings are examined. The study demonstrates the diversity of symptoms exhibited by children with WS, and indicates a need for caution when drawing conclusions from small sample studies of conditions such as WS.
Content and context for learning relationships: A cohesive framework for individual and whole school development
Authors: Roffey Sue
Published: January 2023

There is a growing body of research in the field of emotional and social literacy, together with much debate about what this means and what it includes. There is now widespread agreement about the importance of connectedness and the benefits of actively developing intra- and inter-personal skills for healthy relationships and well-being. There are, however, diverse views about the detailed content of programmes, together with a concern about pedagogy, process and the ethos in which programmes are embedded. This has implications for the sustainability of positive change. This theoretical paper, based on a review of the literature, related research studies and reflections on experience, offers a framework for the interaction of content and context across 11 dimensions of social and emotional literacy.
Evaluating the impact of Rtime: An intervention for schools that aims to develop relationships, raise enjoyment and reduce bullying
Authors: Hampton Elizabeth , Roberts Will , Hammond Nick , Carvalho Alice
Published: January 2023

Developing social and emotional well-being amongst children and young people is part of national educational policy (e.g. Department for Education and Skills (DfES), 2004; Department for Children, Schools and Families (DCFS), 2008). A relatively recent intervention known as ‘Rtime’ (Sampson, 2004) appears to be able to improve relationships in school and at the same impact upon reducing bullying behaviours and raising enjoyment. Rtime is a 15-minute, weekly, structured relationship programme where children work in random pairs on a co-operative activity, incorporating time to greet and thank each other. The aim of this study was to research whether Rtime really did have the effects on children that it claimed. The study took place in 21 educational settings within a city in the south-west of England with 149 school-aged participants from Foundation to Key Stage 3 from both mainstream and specialist educational settings. The participants completed a questionnaire that investigated the above themes. Overall, the statistical analysis of the questionnaire responses suggested that Rtime had made a significant positive impact on children’s development of relationships and friendships and contributed to some changes in the children’s perceptions of bullying and enjoyment at school. Teachers reported that Rtime had made an impact on collaborative working, manners and general social skills. It is concluded that Rtime is a valuable programme that promotes significant positive changes in classrooms and schools consistent with national initiatives.
Using positive relationships to engage the disengaged: An educational psychologist-initiated project involving professional sports input to a Pupil Referral Unit
Authors: Cullen Kairen , Monroe Joyce
Published: January 2023

Increasingly large numbers of students who experience emotional, social and behavioural difficulties are subject to exclusion from mainstream schools and consequently receive their education in pupil referral units (PRUs). Common perceptions of PRUs are that they are places where high levels of conflict and relatively few constructive relationships occur. In the regular educational psychologist input to an inner city secondary PRU, ideas from a range of psychological models and theories including humanist psychology, personal construct psychology, solution-focused brief therapy and systemic theory were used to highlight some exceptions to these social difficulties. More constructive social interaction and reduced levels of conflict were observed when students engaged in sports activities together and, therefore, the professional coaching input of a local premiership football club’s (XFC’s) ‘Sport in the Community’ programme (SiC) was negotiated and an initial eight-week evaluation project constructed.

This paper considers the importance of relationships within the rationale, planning, implementation and evaluation of the project which developed. One of the central aims of this project was to utilise and support the development of more positive relationships between the pupils, the PRU staff and the professional sports coaches in order to engage the pupils more constructively in their educational experience and to support their social and emotional development and their learning in general. The consistently positive feedback from the students, PRU staff and coaches, which emphasised the importance of the relational aspects of the project is considered in relation to further possible interventions and research undertaken by applied psychologists working in education.
Factors related to emotional and behavioural difficulties in children with hearing impairments
Authors: Harvey Hilly , Kentish Rosie
Published: January 2023

The literature regarding the emotional and behavioural difficulties of children with hearing impairments is reviewed. While the studies published from the 1970s onwards have varied widely in their findings, they have generally pointed to elevated rates of psychological disturbance in this group. Factors associated with these difficulties include family environment and mother-child relationship, school environment and within-child variables. Methodological limitations of the current evidence base are considered. Finally, it is proposed that a unifying conceptual model is required to facilitate hypothesis testing in this field.
Computerised assessment of an analogical reasoning test: Effects of external memory strategies and their positive outcomes in young children and adolescents with intellectual disability
Authors: Bruttin Caroline Denaes
Published: January 2023

Analogical reasoning involves the comparison of elements as well as the memorisation of relations. People with moderate intellectual disability (MID) have a shorter memory span compared to typically developing children. Usually, they show lower performances in analogical reasoning tests because of their memory limitations. We investigated if external memories could enable students with MID to succeed in analogies as well as typically developing children of the same mental age.

We created a computerised analogical reasoning test using a touch screen. Our test is composed of 2×2 analogical matrices, all composed of familiar pictures and relations. This test is administered in two versions: The classic version, similar to traditional tests, requires an individual to memorise all the relations involved in order to discover the solution, whereas the construction version requires an individual to construct the answer part by part by using external memories, which potentially increase success by unloading the memory. Our results showed that people with MID reached results close to children of the same mental age in the classic version, and equal scores in the construction version.

We also noticed the beneficial effects of the touch screen computer, which enhanced the motivation of all our participants. They were able to maintain their attention twice or three times longer than their usual attention span. Moreover, the touch screen computer enabled the MID participants to overcome their motor skill difficulties, which usually hampered them from manipulating the computer efficiently.
The benefits of computerised working memory assessment
Authors: Alloway Tracy Packiam
Published: January 2023

Working memory capacity is a fluid cognitive skill (Blair, 2006) that refers to the ability to store and manipulate information for brief periods. There is a substantial body of research demonstrating the importance of working memory in the classroom and its critical role in determining success in learning outcomes. The aim of this article is to briefly review the research on working memory in the classroom and discuss a computerised tool for assessing and diagnosing working memory deficits in school-aged children.
Enhancing outcomes for adopted children: The role of educational psychology
Authors: Midgen Tara
Published: January 2023

This paper explores the needs and outcomes of adopted children with a particular focus on those in England and Wales. A review of recent relevant adoption literature identifies both large-scale meta-analyses of data and case study research, focusing on, children’s physical growth, mental health, attachment and cognition. The review evidence suggests that despite the remarkable catch up experienced by some adopted children, those adopted in this country are exposed to more risk factors than in other parts of Europe and, therefore, require specific, carefully planned interventions to increase their chances of successful outcomes. Consideration is given to the role of educational psychologists with adopted children and their families and the distinctive contribution they can make.
The impact of disrupted attachment on the emotional and interpersonal development of looked after children
Authors: Scott Jose
Published: January 2023

That we are born with the ability to interact socially with the world around us is an accepted fact. Decades of research posit the first 18 months to two years of a child’s life as being critical for further development and honing of these skills. Ultimately, human beings are social animals, and if this early development is compromised the consequences may be far-reaching and significant for the life both of the individual and the carers. Maltreatment may represent one such compromise and the majority of children in foster care will have experienced abuse or neglect in their family of origin. However, removing children at a time when important tasks of attachment and bonding are taking place may impact detrimentally on their developmental outcomes. This paper reviews the literature with regards to the impact disrupted attachment may have upon the emotional and interpersonal development of looked after children. Issues arise in determining the effects of exposure to adversity prior to becoming looked after and negative experiences whilst in foster care. The factors affecting the development of looked after children are complex and involve the interaction of many different variables across times and situations. Conclusions are drawn about the current unsatisfactory state of the care system as regards the emotional well-being of its charges, and the role applied psychology can play in providing and informing interventions to support all those involved.
Understanding transitions using a sociocultural framework
Authors: Crafter Sarah , Maunder Rachel
Published: January 2023

Transitions have traditionally been characterised as forms of change. These may either be inner changes (new beliefs or developmental growth) or the physical move from one place to another (see Erikson, 1975), such as the move from primary to secondary school. This theoretical paper will argue that transition can be best understood using a sociocultural framework, which links human thought and action to social and cultural situatedness (Zittoun, 2006). Using ideas underpinned by Vygotsky (1978) we will present three frameworks for addressing sociocultural transitions: (i) the notion of consequential transitions (Beach, 1999); (ii) symbolic transitions and identity rupture (Zittoun, 2006); and (iii) Communities of Practice transitions (Wenger, 1998). We will borrow examples from research on educational transitions from primary and secondary school contexts through to Higher Education in order to demonstrate that transitions are about a change in self-identity born out of uncertainty in the social and cultural worlds of the individual. Implications for educational practitioners involved in supporting young people undergoing transitions will be discussed.
Transitions in the early years: Educational and child psychologists working to reduce the impact of school culture shock
Authors: Emma-Kate Kennedy R.J. (Sean) Cameron , Greene Jennifer
Published: January 2023

The impact of young children’s biological, familial and social-cultural contexts on adjustments to school life is now well established. This includes the relationship between positive transition experiences from home or an early years setting to school and later outcomes for children and young people. This paper posits that transition is best conceptualised as an interactive cultural, ecological and dynamic process; experienced differently by different children, families and educational providers based on a unique interaction of cultural characteristics, expectations and goals. The fundamental requirement for educational and child psychologists, and those with whom they work, to understand transition within an ecological and dynamic framework is highlighted. Evidence-informed strategies which may be employed to minimise the potentially adverse impact of such a change for young children are discussed, with an emphasis on Ready Schools. Local case studies are described to illustrate these arguments. Finally, the paper explores key issues faced by psychologists applying the transitions research evidence to good practice in the current political and educational contexts.
Young children’s experiences through transition between Kindergarten and First Grade in Chile and its relation with their Developing Learning Agency
Authors: Jadue-Roa Daniela S. , Whitebread David
Published: January 2023

This article discusses the processes of: (1) transition; and (2) learning agency development in early childhood educational settings and proposes a framework for understanding interactions between these two processes. The paper presents findings from a single case study which provides evidence of the relevance of acknowledging young children’s voices in research concerning them and in educational practices. The research was carried out in a State school in Santiago, Chile, and aims to contribute to related work carried out in Chile as well as internationally. The main research questions were: ‘What issues in relation to transition do Chilean young children highlight as important when interviewed using photographs?’ and ‘To what extent do young children demonstrate the development of their sense of learning agency when interviewed using photographs?’ The study adopts a bio-ecological perspective and follows a multiple level and multiple methods design. This article reports the preliminary findings of two photograph interviews carried out with one girl aged between 5½ and 6½ years (the first in Kindergarten and the second in First Grade). The analysis considers the information revealed during these photograph interviews, and reports the important issues for this girl’s transition process and its relation with her development of learning agency. Finally, the discussion highlights the relevance of these issues and their relation to the context in which the data was gathered as well as the contribution of this study to research in the transition and learning agency field.
A qualitative examination of parental experiences of the transition to mainstream secondary school for children with an autism spectrum disorder
Authors: Tobin Hannah , Staunton Sara , Mandy William , Skuse David , Hellriegel Josselyn , Baykaner Ozlem , Anderson Seonaid , Murin Marianna
Published: January 2023

Transition to secondary school is challenging for children with Autism Spectrum Disorder (ASD), as it places increased demands on flexibility and social communication. Despite this there is little empirical evidence regarding the specific difficulties faced by children with ASD and their families during this transition. This study explored the experiences of parents of children with ASD during the move to mainstream secondary school. A pre-transition focus group was conducted with seven parents, of whom four were available for a post-transition interview. Data were subjected to Thematic Analysis. Four main themes emerged: (i) parents’ perceptions of the function of education for their child; (ii) the process of preparing the child for transition; (iii) satisfaction with communication networks; and (iv) parental coping. All parents reported that their child needed specific support and believed that the drive for mainstream inclusion had limited the availability of such specialist provision. Parents often reported concerns about a lack of social and emotional support for their child at school. This qualitative study delineates parental experiences of transition from primary to secondary mainstream education for a small group of children with ASD. Our findings can guide future quantitative investigations of the extent of parental concerns in this area and can inform evaluations of relevant interventions.
Positioning among the lines of force in schooling: An issue for psychologists and counsellors in schools
Authors: Winslade John
Published: January 2023

Schooling and education are not the same thing. Reproduction theory attempted to explain how schooling often serves a social sorting function, not just an educational one. This article traces how differences that arise from developments in a poststructuralist analysis of power relations reshape theories of reproduction and resistance. It also asks how these ideas can inform the practice of counsellors and psychologists in schools. Positioning theory is argued to be useful as an analytical tool for sorting out how such relations are negotiated on a daily basis, rather than given in advance. Finally the article traces how these perspectives fit neatly with a narrative orientation to psychological practice.
Narrative analysis of former child soldiers’ traumatic experiences
Authors: O’Callaghan Paul , Storey Lesley , Rafferty Harry
Published: January 2023

Narratives are an integral part of every culture and narrative exposure serves not only therapeutic purposes but also a social and political agenda (Schauer et al., 2005). This paper will focus on the second aim – using Narrative Analysis to inform and raise awareness of the experiences of child soldiers in northern Uganda. The children involved in this study range in age from 13 to 17 years (M=15.25) and spent from 12 to 108 months (M=48) with the rebel Lord’s Resistance Army. The paper begins by providing a context for the narratives by exploring the extant psychological literature in the field, the conflict in Uganda and the psychological impact of soldiering on children. Next, the paper outlines the steps taken to analyse the children’s narratives before the study’s findings are discussed in relation to how the children use distancing during narration to protect themselves from overwhelming negative emotions and how traumatic bonding appears more strongly in child soldiers who fought with the rebels than those who did not. The way abductees make sense of their ‘new’ reality as child soldiers through juxtaposition and internalisation is also outlined, as is the finding that a mother’s death can result in greater psychological distress than exposure to extreme violence. Lastly, policy implications and future research directions based on these findings are proposed.
A Family Consultation Service: Single session intervention to build the mental health and wellbeing of children and their families
Authors: Al-khatib Batul , Norris Sarah
Published: January 2023

Background:The Family Consultation Service (FCS) is a community mental health intervention for children and young people (CYP) which uses psychological consultation with families to address mental health concerns. In the context of increasingly constrained Local Authority finances, it was set up by educational psychologists (EPs) as a response to demands for both increased efficiency and accessibility of mental health services.

Aims:This paper demonstrates how EPs can use consultation skills directly with clients within a mental health context and presents a theoretical rationale for this.

Method:The FCS model is described and located within the frames of both national and local strategy. Following this, data from the first 150 referrals is analysed using descriptive statistics and the outcomes of a client survey are reported.

Findings:A large majority of families referred reported that they achieved their goals after a single session with the FCS and did not take up the offer of additional involvement. This suggests that psychological consultation could potentially contribute towards a national agenda for mental health services that are responsive and preventative in focus. The model is proposed as an alternative to the established medical approaches and may be of interest to EPs and their managers who are looking for innovative ways of delivering systemically orientated psychological services within constrained financial circumstances.

Conclusions:Dilemmas arising from the project are considered and subsequently addressed through the introduction of the Common Factors perspective: a paradigm which is gaining interest within the helping professions.