bluuebunny/crossref_metadata_2025 huggingface dataset:
‘You kind of pull back the layers’: The experience of inter-professional supervision with educational psychologists
Authors: Wedlock Maria , Turner Mark
Published: January 2023

Aim:

The aim of this study was to add depth and enhance our insight of the lived experience of the less-explored area of inter-professional supervision with Educational Psychologists (EPs). It was the intention to enrich our understanding of these ‘human-to-human’ experiences and consider the process of supervision in more depth, thereby exploring the value of EPs offering supervision services.

Method:

Seven Family Support Key Workers (FSKWs) who had engaged in supervision with EPs over a period of 10–15 years took part in the study. A semi-structured interview schedule was used to ask about their experiences, and the transcriptions were analysed using Interpretative Phenomenological Analysis (IPA).

Findings:

Five overarching themes were identified. Supervisees experienced a safe relationship with the EPs and took the opportunity for the deeper exploration of the self. They also experienced supervision as a learning space and had the choice of whether to engage in supervision. The findings also describe movements and changes in these experiences over time.

Limitations:

The potential of positive bias, the selection process used to recruit participants and the medium of language as the main tool for accessing the supervisees’ experience, all limit the transferability of the findings of this study.

Conclusions:

Each of the themes is considered in light of existing literature. The importance of establishing a foundational relationship to create space for the deeper exploration of the self to support learning and development is emphasised. The value of EPs offering supervision is elucidated.
An exploration of practitioner educational psychologists’ understandings and practice in relation to dyslexia
Authors: Stothard Janette , Woods Kevin , Innoue Allison
Published: January 2023

Aim

This paper explores educational psychologists’ (EPs’) understandings and practice in relation to dyslexia.

Rationale

Poor literacy skills have a significant impact on educational attainment. EPs are well placed to support schools in improving practice at a systemic and individual level. However, little is known about EPs’ understandings and practice in respect of literacy learning and dyslexia in particular.

Findings

A narrow range of EP assessment and intervention practice for dyslexia was described, suggesting a need for professional clarification and development.

Conclusions

The findings of this study have implications for EPs’ initial and continuing training needs in the area of children’s literacy learning. A professionally commissioned review of EP practice in relation to dyslexia is timely.
‘Thinking Your Problems Away’: Can maths interventions be developed to address both the academic and affective aspects of learning in primary aged children?
Authors: Collingwood Nikki , Dewey Jessica
Published: January 2023

Aim

This study sought to identify the impact of a maths intervention aimed at enhancing performance, self-concept and self-regulation, while reducing negative emotional responses.

Method

A quantitative, between-group repeated-measure experimental design was used to investigate differences between the groups over time. One-hundred-and-forty-four Year 4 pupils (mean age 8.09 years) from eight schools were matched and randomly allocated to intervention or waiting-list control groups. Trained Teaching Assistants delivered the intervention in small groups for four weeks. Performance, self-regulation, self-concept and anxiety in maths were measured pre- and post-intervention.

Findings

Mixed ANOVA found a significant difference in maths performance and in the strategising and focusing sub-behaviours of self-regulation. No significant differences in maths anxiety and self-concept were established, although exploratory investigation identified a significant impact on males’ maths self-concept.

Limitations

The placebo effect, variable delivery, alongside appropriate maths anxiety and self-regulation measures in this age group, potentially influenced the results.

Conclusions

The intervention indicates promising results with respect to maths performance; however further refinements of the affective elements are proposed. The negative relationship between maths self-concept and anxiety is discussed and practice implications are highlighted.
Mind-shifts for enhancing the engagement of educational psychologists in the promotion of holistic school wellbeing
Authors: Elizabeth Kitching Ansie
Published: January 2023

Aim

The study explores the mind-shifts that educational psychologist have to facilitate to engage in the promotion of holistic school wellbeing.

Rationale

Educational psychologists employed in the South African education system, due to limited human resources, work mainly with individual children who experience serious problems. The implication of the current situation is that educational psychologists are marginalised in interventions aimed at the transformation of schools into enabling, inclusive environments. The rational of this article is to address this marginalised position of educational psychologists in the South African context.

Method

In the research conducted to develop an integrated, multi-level process to facilitate holistic wellbeing in six South African schools, a Participatory Action Learning and Action Research (PALAR) methodology has been applied. The methodology integrates action learning and action research with participatory action research in a holistic way. The data for this specific article was obtained by reflecting on the data gathered during my involvement as an educational psychologist in the development of this process over a period of three years.

Findings

Five mind-shifts that school communities have to make in order for educational psychologists to effectively engage in the promotion of holistic school wellbeing were identified. Firstly, the role of educational psychologists should not be perceived as experts who address problems prevailing in schools but as external agents of change who need to work in collaboration with all stakeholders. Secondly, educational psychologists should not be expected to focus only on individual interventions but also on universal, multi-level interventions aimed at supporting all members of school communities. Thirdly, the promotion of wellbeing should no longer be perceived as an additional function of schooling but as an integral part of function of school communities. Fourthly, the fragmented implementation of initiatives to promote wellbeing should be replaced by a holistic, integrative approach to the promotion of school wellbeing. Fifthly, instead of adopting a linear, causal approach to understanding human behaviour, the complex interactive dynamic nature of human behaviour should be embraced.

Conclusion

The role of educational psychologist in the promotion of holistic school wellbeing is essential if they intend to become active agents of social change and transformation in the South African educational context. The optimisation of this role necessitates a broader public understanding of the role of educational psychologists as professionals who co-construct enabling environments with the members of school communities in a pro-active manner with insight into the complexity of human behaviour.
Investigating the use of Video Enhanced Reflective Practice (VERP) alongside the Engagement Profile and Scale in a school for children with complex needs
Authors: Hampton Liz , Ramoutar Lata , Muntzer Rebecca , Battistini Olivia
Published: January 2023

Aims

Video Enhanced Reflective Practice (VERP) aims to enhance the practitioner’s awareness of the impact of their communication by reflecting on a film of their own practice. Whilst, the VERP procedure has only recently been developed, there is initial evidence of the success of video based reflection on practice. The aims of this research were to investigate how students and staff benefit from the VERP intervention and what adaptations would need to be made to staff training to use the VERP procedure to complement the Engagement Profile and Scale and vice versa.

Method/Rationale

Teachers and teaching assistants at a school for children with complex needs took part in a VERP intervention. Prior to the VERP intervention staff had been implementing the Engagement Profile and Scale in their school and were then trained by an educational psychologist to use VERP. Following the 16 week period of training and implementation, participants were interviewed using hierarchical focusing and their transcriptions were thematically analysed.

Findings

Overall, the majority of the interview data suggest that the implementation of VERP alongside the Engagement Profile and Scale in a school for children with complex needs led to positive outcomes for staff and students. The barriers to successfully implementing VERP in the school related to a lack of time to take the film and microanalyse it.

Limitations

Limitations to the research included participant bias and reliance on self-report.

Conclusions

VERP is a useful tool for staff to use alongside the Engagement Profile and Scale in a school for children with complex difficulties in order to better understand and meet their needs. Educational psychologists are well placed to provide VERP training to these schools. In order to improve the training, staff may benefit from: attendance at all training and supervision; more focus on the psychological theory; and time available to embed the intervention into their practice.
Domestic violence in teenage intimate relationships: Young people’s views on awareness, prevention, intervention and regaining one’s sense of wellbeing
Authors: Griffiths Angela
Published: January 2023

Aims

Domestic violence (DV) and abuse in teenage intimate relationships, or teenage partner violence (TPV), is a prevalent but hidden issue, the impact of which can include mental health problems, self-harm and suicidal thoughts. This study sought to gain young people’s views on awareness, prevention, intervention and regaining a sense of wellbeing following the experience of an unhealthy relationship.

Method

310 mainstream school pupils aged 14–18 (161 girls and 149 boys) completed questionnaires and were subsequently invited to participate in semi-structured interviews. In addition, four young women with personal experience of TPV who had sought help from a DV prevention organisation participated in semi-structured interviews.

Findings

Participants felt there is a lack of awareness and understanding of TPV amongst young people and adults, as well as uncertainty and confusion amongst young people over healthy/unhealthy behaviours. There was a desire for earlier, more regular, more interactive, more relevant and more accessible education and information, for someone to talk to confidentially and for help to build confidence and self-esteem.

Limitations

There was little cultural or ethnic diversity amongst the participants in this study. No young men known to have personal experience of TPV were represented.

Conclusion

TPV is a prevalent but hidden problem that affects both girls and boys and can have a serious negative impact on a young person’s mental health and wellbeing. Educational psychologists are well placed to help schools address the issues related to TPV highlighted in this study.
Understanding the connection between youths’ belonging, resilience and self-regulatory learning
Authors: Slaten Christopher D. , Rose Chad A. , Elison Zachary M. , Chui Ming Ming
Published: January 2023

The Aim(s)

Researchers have given little attention to the environmental and internal psychological processes that may influence self-regulated learning (SRL) self-efficacy. Yet, we know that social and emotional factors like belongingness significantly impact youths outcomes and that SRL self-efficacy is linked to academic success for youths. The goal of the current study is to examine two such processes, belonging and resilience, and how they relate to SRL self-efficacy.

Method/Rationale

The sample included 361 youths in a large urban school district in the Midwestern United States. These students ranged in age from 9 to 14. The researchers utilised a structural equation modeling (SEM) approach to gain insight and understanding into the relationships between SRL self-efficacy, belonging, resilience, and academic self-efficacy.

Findings

The researchers found a model with strong fit indices indicating an explanatory model that explained a significant portion of the variance in SRL.

Limitations

The largest limitation of the current study was the cross sectional data collection examining relationships, not causation. Thus, future work could look at longitudinal data sets to confirm the current results.

Conclusions

The findings suggest that belonging and resiliency specifically play a large role in understanding student self-regulatory learning self-efficacy. This finding suggests that interventions are needed to increase student belonging and internal resiliency in school. It’s possible that interventions targeting these constructs could lead to higher confidence in learning for students.
Post-school educational psychology services: The historical and international context
Authors: MacKay Tommy
Published: January 2023

The development of educational psychology services for young people and young adults after they reach school leaving age has been subject to very little research. Services internationally have largely been marked by the absence rather than the presence of any initiatives of this kind. Nevertheless, it was over 60 years ago that an international template for post-school services was proposed in the 1956 UNESCO report by William Wall. Although titledPsychological Services for Schools,its vision was broad and far-reaching, with sections covering not only the age ranges through preschool, primary and secondary, but also technical and pre-vocational education, transition from school to working life and guidance and counselling services at university.

In general, this vision did not materialise, and in almost all countries with a formal structure for educational psychology services the remit which developed focused on school settings, with a primary concern for those with special educational needs rather than a broader and more universal view of service provision. It was half a century after the Wall report before Scotland in 2006 became the first country to have a formal remit for post-school services, recognised at government level. This paper provides a historical and international context in which to locate the extension in England and Wales of the role of the educational psychologist to the population up to 25 years following the Children and Families Act 2014. The implications for how we conceptualise educational psychology as a profession are discussed.
Understanding trauma in children and young people in the school setting
Authors: Spence Ruth , Kagan Lisa , Kljakovic Moja , Bifulco Antonia
Published: January 2023

Aim:Educational practitioners are increasingly aware of trauma experiences in students as a factor in child disturbance and schooling problems. This discussion paper aims to clarify definitions of trauma and differentiate them from other adverse childhood experiences (ACE), describe trauma impact in terms of clinical outcomes (PTSD, emotional and behavioural disorder) and how attachment factors mediate risk and discuss the challenges and ethics of identifying and enquiring about trauma experience in a school setting.

Rationale:Schools are increasingly required to be ‘trauma sensitive’ and to intervene where possible, with government requirements of improving mental health in schools. However, this poses a real challenge for educationalists given the barriers due to ethics, stigma/secrecy, referral implications and measurement availability for whole school approaches. Universal screening may provide a framework that helps schools recognise, measure and treat trauma.

Findings:A conceptual model clarifying trauma exposure, trauma impact and mediating factors is identified to aid understanding for teachers. Use of technological screening methods for whole school monitoring of trauma impacts, including mediating risks, are outlined.

Limitations:A full literature review of trauma or school-based interventions is not provided. Nor are biological impacts of trauma at different developmental stages described.

Conclusion:Teachers would benefit from having a psychological understanding of trauma models and their component parts in order to identify what lies within the remit of schools for identification and intervention.
Video interaction guidance (VIG) in Scottish schools
Authors: Landor Miriam
Published: January 2023

This article appeared as Chapter 6 in H. Jansen (Ed.) 2011 Verboudenheid in beeld – 10 jaar School Video Interactie Begeleiding; Retro Perspectief volume 3. Amersfoort: Uitgeverij Agiel. It is reprinted here with permission from Professor Hans Jansen.

Video interaction guidance (VIG) has been practised in Scottish schools for almost 20 years, ever since UK psychologists Hilary Kennedy, Raymond Simpson and Andy Sluckin undertook training in the Harrie Biemans model of video home training/video interaction guidance. Relationships within schools affect the mental health and well-being and also the learning capacity of children. Numerous studies are described which show the gains made by children, both affective and cognitive, through VIG. In some cases the child is the client, in others the teacher or support assistant is. Other projects are described where several adults, including parents and staff from school and other agencies, are involved in reflecting on interaction and relationships in school. VIG is also used alongside other approaches in order to enhance their effectiveness, such as paired learning1, Video FeedForward2, Dynamic Assessment3and dialogic communication4, and examples are given of these.
Establishing Video Interaction Guidance in a psychological service
Authors: Alexander Shiona , Sked Heather
Published: January 2023

This article outlines how Video Interaction Guidance (VIG) is being developed in a Service by meshing it with existing practices and structures. VIG is used along with dynamic assessment and solution focused approaches in meetings, counselling and consultation. The collaborative working within the Service is used to allow VIG to flourish.
Professor Sami Timimi: Beyond diagnosis: Why we don’t need diagnosis to deliver high quality effective services
Authors: Poupart Alison
Published: January 2023

Professor Sami Timimi, Consultant Child and Adolescent Psychiatrist & Director of Medical Education in NHS Lincolnshire.
Developing higher-order reading skills in mainstream primary schools: A metacognitive approach – a study protocol
Authors: Moir Taryn , Boyle James , Woolfson Lisa Marks
Published: January 2023

This study protocol outlines a two-part study that will evaluate an evidence-based metacognitive approach to literacy, the Strathclyde Higher Order Thinking Skills programme (SHORS). A pilot (study 1) will inform the main study (study 2). The design of the study is an eight week intervention with pre- and post-measures. This protocol provides the details of the rationale and design of the study and details of the intervention, outcome measures, and the recruitment process. The study will address gaps within current research by evaluating the intervention impact within a Scottish setting.
Delivery of Working on What Works (WOWW) collaboration with CAMHS project officers
Authors: Fernie Lynne , Hessett Myra , Kenefick Maureen
Published: January 2023

This article describes the involvement of an educational psychologist in collaboration with child and adolescent mental health service (CAMHS) project officers to deliver a six-week Working on What Works (WOWW) intervention with a mainstream primary four class and their class teacher (CT). The aim of the study was to enhance the children’s listening abilities within the class and promote positive relationships. The findings highlighted that WOWW had a positive effect on peer relationships and listening. The background, method utilised in the project, discussion around the implications for future practice, reflections and conclusion will be discussed.
The lived experiences of trainee educational psychologists in Scotland
Authors: Rait Emma Kesterton
Published: January 2023

Across Scottish local authorities, the practice of educational psychologists (EPs) varies, which is impacted by when and where they undertook their training. The experiences of Trainee educational psychologists (TEPs) are highly influenced by services they are placed in and the EPs they interact with. Accordingly, TEPs’ understanding of the EP role may be strongly influenced by the practice they observe on placement and their practice supervisors’ perceptions of the EP role. However, due to a lack of published research, the way in which TEPs experience their training and the impact it has on their lives as well as their professional development, is unclear. The current study aims to address this research gap by considering the lived experiences of TEPs. Interviews were undertaken with a sample of EPs and TEPs from across Scotland who embarked on their EP training between 1980 and 2020. The findings provide a rich interpretation of the contextual nature of EP training, with emergent themes including relationships, stress and ambiguity in the EP role. A suggested model to represent positive experiences of EP training is proposed, encompassing quality supervision; peer support; social relationships within the cohort; motivation and practical learning opportunities with implications for EP training and practice.
Factors associated with father’s engagement in their child’s education
Authors: Keane Eoin
Published: January 2023

Scottish Government policies Getting It Right For Every Child (GIRFEC) (Scottish Government, 2020), Learning Together (Scottish Government, 2018) and the National Improvement Framework (Scottish Government, 2020-a) have identified the value of parental engagement in education. Studies suggest father engagement in a child’s learning can be beneficial (Chowdry et al., 2010; Cummings et al., 2012) yet research indicates that fathers are less involved than mothers (Kadar-Satat et al., 2020). This provides a rationale to explore the level of father’s engagement further. This paper reports upon the findings of a Scottish online survey which was designed as part of the research project. 134 fathers completed the survey providing quantitative and qualitative data. Analysis of the descriptive statistics and thematic analysis found that over 97 per cent agreed being involved in their child’s education was extremely important. Findings indicate a father’s education level, job category and marital status can affect the nature of their engagement. Effective supports and barriers are individual and specific, however the factors identified align with past research and parental involvement models (Epstein et al., 2009; Hoover-Dempsey & Sandler, 1995). Educational Psychology Services have a role to act upon research recommendations to support father engagement.
Intergroup dialogue: A promising pedagogical approach
Authors: Patel Leena
Published: January 2023

As racism is an ongoing issue for many young people in educational settings, there is a growing need to implement anti-racist pedagogical approaches in Scottish secondary schools. Empirical research demonstrates that intergroup dialogue (IGD) – an anti-racist pedagogical approach – can help to improve outcomes for undergraduate students (Dessel & Rogge, 2008). Yet, little is known about the effects of IGD pedagogy on secondary school-aged young people. This literature review addresses this gap and aims to enhance educational psychologists’ knowledge of IGD pedagogy and its impact on young people’s lives. Findings demonstrate that IGD appears to be an effective pedagogical approach in building positive intergroup relationships, reducing prejudice, and improving young people’s learning about difference and social justice issues. The evidence-base provides a clear rationale for educational psychologists to consider undertaking pilot studies or action research projects on IGD pedagogy in Scottish secondary schools, as it may help to create an anti-racist education.
Exploring the effects of a multicultural literature intervention on children’s creative writing skills
Authors: Patel Leena , McTurk Anna , Scognamiglio Marilisa
Published: January 2023

Multicultural literature can be used as a pedagogical tool to promote the voices of marginalised communities (Yokota, 2001). At present, most of the research on multicultural literature focuses on studies which are based in America. To address this research gap, this study aimed to explore the effects of one Scottish primary school’s bespoke multicultural literature intervention by analysing stakeholders ‘perspectives on pupils’ creative writing skills post-intervention. Four focus groups were conducted with: the senior management team, class teachers, P7 pupils, and the authors/illustrators who participated in the intervention. Through thematic analysis (Braun & Clarke, 2006), two overarching themes were identified: Developing Critical Awareness and Promoting Culturally Diverse Stories. The findings suggested that the intervention helped to: develop pupils ‘critical awareness skills; enrich pupils’ creative writing skills; and normalise multiculturalism. From a Scottish context, these findings illustrate how the multicultural literature intervention appeared to have a positive effect on P7 pupils.
Paul’s Story: Chapter 5: Now and the future
Authors: Gilmore Paul , Skelly Allan
Published: January 2023

After two years of individual sessions Paul is able to join a group of men with learning disabilities all of whom are struggling with relationships. He makes for a reserved group member, but when he says something to another group member it is often laden with deep insight and kindness. He begins to notice that he can be in a group without being identified as too stupid to care about and insulted, and that psychological problems often come about through dilemmas in relationships. He becomes a master of simile for fluctuating mental state. Eventually the group suggests that he write a book about his life. To his relief, he finds that his mother, who has been suffering with bouts of vomiting for years, has a gastric reflux which is not life-threatening. For the first time in his life, he considers a planned move to an independent flat.

Notice that he now locates the causes of stress to be from the behaviour of others rather than driven by an internal illness.

He meets a friend. It is the first time for years that he has not felt lonely. He continues to have mild conflicts with the neighbours, and also feels suspicious about local people who drive too close to his bicycle. He loses confidence in his ability to work but manages to engage with a service intended to support him to employment.

Paul ends his story with a note of pessimism about the promises from services. He warns other people with disabilities to be careful but not to tolerate abuse. He remains unsure if he will ever regain employment, but he feels empowered, at the age of 44, to move out of the family home. He is unsure if he will ever stop needing counselling and medical appointments. At the same time he remains hopeful and appreciates the relationships that he has.
Description and review of an anger group for adults with learning disabilities
Authors: Kaur M. , Cawley J. , Lewis S. , Morris K.
Published: January 2023

The South Birmingham Service for People with Learning Disabilities set up and ran an anger management group. The group consisted of 14 adults over two groups (seven members in each group) with mild to moderate learning disabilities who met for 10 consecutive weeks, concluded by a follow-up session. This paper reports the process of setting up an anger group for people with learning disabilities and details the development of session plans and the structure of the group. The authors encourage carers and professionals to consider the importance of group processes and the importance of social interaction.
Systemic therapy and the social-relational model of disability: Enabling practices with adults with intellectual disability
Authors: Haydon Mark
Published: January 2023

Therapy has been critiqued for personalising the political (Kitzinger, 1993). The social-relational model (Thomas, 1999) is one theoretical resource for understanding the practices of therapy through a political lens. The social model(s) have viewed therapy with suspicion. This paper highlights – using composite case examples and the authors primary therapeutic modality, systemic therapy – some systemic practices with adults with Intellectual Disability (ID) that enact a position that it is suggested have some coherence with and, may reciprocally, inform the social-relational model. The practice examples illustrate a support system at risk of disabling those it is mandated to support, the possibility of therapeutically ‘successful’ practices (including systemic practices) and disablement going hand in hand; as well as the psycho-emotional1(Thomas, 2006) consequences of the relational positions created by the service system. The paper concludes by suggesting that systemic conversations traversing culture, time and place can be a springboard to unearthing and challenging disabling ideas and practices.
Potential use of the Two-Factor Model of Affect as a tool for coding observations of emotion states
Authors: Turton Rai
Published: January 2023

In this paper I describe my use of the Two-Factor Model of Affect as a tool for assessing the emotion states of clients through observations made by support workers. This approach promises to have significant advantages, in particular the direct estimation of arousal levels and greater reliability in the judgements of support workers.
Assessing the impact of challenging behaviours for outcome measures 2: Using a ‘metric for the social consensus’
Authors: Turton Rai
Published: January 2023

This paper describes an approach to assessing the impact of challenging behaviour with a focus on harm, as indicated by definitions of challenging behaviour. It addresses the problem of how to measure amounts or degrees of harm instead of frequency and intensity of behaviour. Emerson uses a social constructionist approach to defining challenging behaviour, and this approach also indicates a set of methods for assessing degrees of harm. Approaches to calibrating the ‘social consensus’ are discussed and one specific method, ‘direct magnitude estimation’, is further explored.
‘That’s what I thought you meant!’ Theory of Mind: Explaining placement breakdown for adults with learning disabilities
Authors: Harris Samantha
Published: January 2023

A conference at the University of Lincoln in 2010 included a presentation concerning placements for people with ‘challenging behaviour’ and learning disabilities. Such placements, particularly when service users have a history of severe challenging behaviour and autism, have a high risk of failure.

Following discussions with the manager of a company providing specialist support for people with Autism Spectrum Conditions (ASC), it is postulated that the assumptions and attributions made by carers (i.e. their theory of mind) following the ‘challenging behaviour’ of someone with an ASC often fail to take into account the theory of mind deficit. This leads to negativity and unhelpful behaviour.

Recommendations are made for further research into interventions which lead to enhanced understanding and acceptance of the theory of mind deficit, with the hypothesis that this will have implications for the theory of mind of staff members, leading to less assumptions and negative attributional styles, resulting in more effective behavioural strategies being implemented in a non judgemental manner, less staff stress and decreased likelihood of placement breakdown for the service user.
Evaluating a service against the Good Practice Standards for Dementia and People who have Learning Disabilities
Authors: Green Helen , Beail Nigel
Published: January 2023

The increasing population of older people with a learning disability (LD) has led to a growth in the rates of dementia in this population. This paper presents an evaluation of the provision and quality of dementia care currently provided in one locality where health and social care providers are co-terminus.

A self-assessment checklist containing 15 best practice standards for care of people with LD and dementia was published by the British Psychological Society and the Royal College of Psychiatrists (Dodd et al., 2009).

Each standard can be rated using a traffic light system of green, amber or red depending how well the local service meets the best practice standard. Interviews were held with 15 staff from LD and older adult’s services to examine how well the currently provided LD dementia care met with the standards set out in the checklist. Two standards were rated green, eleven were rated amber and two were rated red. A number of recommendations are made on the basis of these findings and are detailed in the report. The most important of these for changing the care provided are:

The development of a multi-agency dementia strategy and care pathway for people with LD.

The need for baseline dementia assessments for people with DS at 30 years of age.

An investigation into the potential errors in Social Services’ database.
Mindfulness: A reflection
Authors: Thomas Cathy
Published: January 2023

‘Come on Sally1, you can do it, let those judgements go, just stay focused, do what works, stand next to me if that helps.’
Quality of Early Relationships Rating Scale (QuERRS): A screening tool to aid psychotherapy assessment in people with mild to moderate learning disabilities
Authors: Skelly Allan , Reay Robert
Published: January 2023

We describe a pilot study of a brief screening tool to identify representations of early relationships that might suggest emotional insecurity (insecure representational style) in young people and adults with learning disabilities, who are presenting for individual psychological therapy. Internal consistency and inter-rater reliability are established, and then we consider the incidence of emotional insecurity in our clinical sample. Assignment to secure-insecure groups are then used as predictors of scores on an accepted global measure of clinical outcome (HoNOS-LD). We discuss the shortcomings and implications of our findings particularly in relation to whether what is measured is security-insecurity or ‘attachment style’. Further work is considered.
My Health My Say: Making the Friends and Family Test accessible for adults with intellectual disabilities
Authors: Raczka Roman , Williams Janice , Theodore Kate
Published: January 2023

This summary paper describes an innovative project to develop an accessible digital version of the NHS ‘Friends and Family Test’ to ensure people with intellectual disabilities are enabled to speak up about their own experiences of services.
Pitfalls in adapting general population measures for use in research with people with intellectual disabilities
Authors: Ralfs Sonia , Beail Nigel
Published: January 2023

Objectives:In a study concerning empathy in offenders who have intellectual disabilities (ID) we adapted a measure designed for use with the general population. In this paper we describe how we did this and the pitfalls we encountered. We were looking at empathy because it is seen as a significant factor in treatment and treatment outcomes with sex offenders. This has been inducted into treatment programmes and evaluations with sex offenders who have ID. The aim of our study was to explore general and victim empathy in sex-offenders and non-offenders with ID. The original aim was to explore differences between these groups on adapted measures of general and victim empathy, and if there was any relationship between the sex-offenders’ scores on empathy towards non-specific victims of sexual assault and their empathy towards their own victim.

Methods:A measure of general and victim specific empathy developed for use with sex offenders in the general population (the Empat) was adapted for use with adults who have ID. Twenty-one sex-offenders and 21 non-offenders with ID, matched by age, gender and IQ, completed the adapted version of the Empat and the offender group also completed a previously adapted version of the Victim Empathy Scale.

Results:Psychometric evaluation of the adapted scale produced marginal and poor reliabilities. In view of this further analysis to examine comparisons between the two groups would most likely produce spurious results. Thus the introduction of measures from the general population to populations of people who have ID are not always successful. However, such outcomes are not always reported. Further research is needed to develop better approaches to the assessment of victim specific and general empathy in offenders who have ID.

Conclusion:Despite following guidelines on measure adaptation for people who have ID, the measures did not achieve satisfactory psychometric properties and, therefore, any findings could be spurious. This study clearly shows that researchers need to establish that any general population measures they employ or adapt for use with people who have ID need to be evaluated psychometrically first.
Life is multi-storied
Authors: Lynggaard Henrik
Published: January 2023

This article contains extracts from a speech given by Henrik Lynggaard on the occasion of his ‘Leaving Do’ on 17 April 2015. Henrik worked as a clinical psychologist in Camden & Islington Mental Health Trust since 1994 and for 19 years he was based with Islington Learning Disabilities Partnership; a multi-disciplinary and multi-agency partnership providing a wide range of health and social care services to people with learning disabilities living in or having a connection with the London borough of Islington. The leaving do was held in a large day centre (known as Daylight) with approximately 100 people present. Henrik delivered his speech following on from a series of speeches by line managers and colleagues.
The effectiveness of the consultation intervention used in a Community Learning Disability Service
Authors: Short Tobias
Published: January 2023

The purpose of this paper is to explore the attitudes of health and social care professionals towards the effectiveness of the systemic consultation offered by a Central London Community Learning Disability Team (CLDT) Psychology Service with a view to informing service improvement. Semi-structured interviews were conducted and analysed using thematic analysis. The results are discussed and a number of recommendations are made to further improve the intervention.
An evaluation of a Cognitive Behavioural Therapy informed ‘Understanding my Feelings’ group for adults with intellectual disabilities
Authors: Glover Jennifer , Nadany Stephanie
Published: January 2023

This article reports the outcomes of an ‘Understanding my Feelings’ group developed within a community learning disability team as a pre-emptive intervention for individuals with mild intellectual disabilities. The group was initiated in view of research which has indicated that this population is more likely than the general population to experience emotional and mental health difficulties consequential to difficulties with emotional understanding. The group had a total of four participants and ran for six weeks. Outcome measures indicated increased levels of emotional understanding and ability to identify emotions. This group poses potential for the role of pro-active interventions with people with intellectual disabilities.
Repetitive behaviours, rituals and obsessions in ASD and the overlap with OCD: A literature review and case study
Authors: Spencer Alison
Published: January 2023

One of the defining features of Autistic Spectrum Disorders (ASD) is the presence of repetitive behaviours, rituals and obsessions. For individuals with ASD, imposing routine and order to life seems to be one way of maintaining control in an otherwise intolerable environment (Attwood, 1998). At times, these repetitive behaviours can become all pervasive, presenting a difficulty for both the individual and those who support them and may prompt a referral to clinical psychology services. On such occasions, it can be very difficult distinguish autism related repetitive behaviours from obsessive-compulsive disorder (OCD). This article presents a brief literature review of the relationship between the obsessional behaviours found in those with ASD and the overlap with OCD. A case study is then described which illustrates how intervention choices might be influenced by how the obsessional behaviour is conceptualised.
How to become a national assessor in the specialism of learning disabilities
Authors: Baum Sandra , Beail Nigel
Published: January 2023

Professor Nigel Beail and Dr Sandra Baum are lead national assessors for learning disabilities (LD). We take the lead in providing advice to employers on the recruitment and selection of consultant level appointments.
365 Days Later – Experiences of my first year working as an approved clinician
Authors: Wilcox Esther
Published: January 2023

In April 2018 I was approved by the Secretary of State to be an Approved Clinician for the purposes of the Mental Health Act (MHA). I started working in this role in June 2018 following a re-banding and re-contracting process within my role as the qualified psychologist in a 10-bedded NHS assessment and treatment unit (ATU) supporting adults with learning disabilities. In this article I outline the process of becoming approved and reflect on my experiences in my first year (ish) of working as an Approved Clinician in the ATU.
‘Catching what matters’: A values-based ACT intervention for people with intellectual disabilities
Authors: Boulton Natalie , Williams Jonathan , Jones Robert S.P.
Published: January 2023

Sometimes, it can be really hard to put our problems into words – especially if we are thinking or talking about upsetting things.

What did we do and why?We wanted to know if taking photos of things that are really important and talking about them with people helped people with learning disabilities to understand ‘values’ and maybe feel better.

How did we do this?We gave six people a mobile phone (with a camera). Every three days we sent them text messages to ask:

▪ How happy are you today?

▪ How worried are you today?

▪ How scared are you today?

▪ Do you like your life today?

Then we asked people to take photos of things that are really important to them in life, and talk about them with one of our ‘catching what matters’ therapists.

What did we find out?Taking photos of things that are really important in life helped people to understand what ‘values’ means.

Did people feel better?We asked people how they felt at the start and end of the research. We found that taking photos of important things helped some people feel:

▪ Less worried.

▪ Less scared.

▪ More happy.

▪ And that they liked their life more.

So, what does this mean?

▪ Taking photos of things that are important might help people with learning disabilities to understand what ‘values’ means.

▪ Some people felt better, and some people didn’t.

▪ It would be good to find out more about what helped people feel better.

▪ More research might help us to find out more in the future.

Could we improve this research in the future?Next time, we could maybe ask more people to take part so that we have more information.
Dialectical behaviour therapy and adults with an intellectual disability: A literature review
Authors: Slater Sean , Curson Amy
Published: January 2023

▪ We looked at all the research we could find about using dialectical behaviour therapy for people with intellectual disabilities.

▪ We found that more and more people are using dialectical behaviour therapy, but they use it in many different ways and for different lengths of time.

▪ We also found that they measured how useful it was in lots of different ways too; some researchers did interviews with one person and some researchers gave people with intellectual disabilities or their carers questionnaires to fill in.

▪ Everyone agreed that DBT worked well for people with intellectual disabilities, when it was made easier to understand, but we need more research to help us understand how it works best.
The role of psychologists working in services for individuals with intellectual disability in promoting staff wellbeing
Authors: Doswell Sophie , Goldblatt Phillip , McKellar Jack , Short Toby , Harker-Brown Dani , Shaw Sarah , Hider Andrew , Thomas Hayley
Published: January 2023

▪ Wellbeing is a word used to describe how you feel when you have more resources (ways to cope) than challenges (things that are hard).

▪ Coronavirus has put pressure on people, so they are struggling with wellbeing.

▪ Psychologists have good ideas about how to help, by getting people together to talk about their problems in different ways.
Over medication in people with intellectual disabilities and autism spectrum disorder: A literature review of staff perceptions of psychotropic medication
Authors: Crouch Millie , Haggar Louise
Published: January 2023

• Research into the understanding of medication in staff that support people with intellectual disabilities (ID) and Autism Spectrum Disorder (ASD) is very limited.

• Existing research suggests that staff require more training around medication and need more involvement in medication decisions.

• Training staff and involving them in medication decisions would help to improve the quality of life of people with ID and ASD, with side effects of medication identified and addressed more quickly.
Mindfulness-based therapies, Soles of the Feet and people with intellectual disabilities: A conceptual review
Authors: Patterson Chris , Williams Jonathan , Dowey Alan , Jones Robert S.P
Published: January 2023

Mindfulness helps people focus on what is happening right now. It can help people to have good mental health.

A group of researchers from the USA created a mindfulness-based therapy for people with intellectual disabilities, called Soles of the Feet.

Soles of the Feet teaches people with intellectual disabilities to focus on the soles of their feet, instead of focusing on difficult thoughts and feelings.

This paper thinks about how Soles of the Feet works for people with intellectual disabilities.
The ‘Coping with Covid-19’ Newsletter: People with learning disabilities share their stories through collective narrative documents
Authors: Grant Paula , Grieve Alice
Published: January 2023

Easy read summary

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We ran groups with people with learning disabilities during the Covid-19 Pandemic

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The groups made a newsletter

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The newsletter tells the stories about people with learning disabilities during lockdown

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This article is about how we worked together to make the newsletter

We begin this article by reviewing some of the common discourses relating to people with learning disabilities across the Covid-19 pandemic. We then discuss some of the narratives that we have observed people with learning disabilities creating about themselves across the Covid-19 pandemic. We go onto discuss a project aimed at documenting some of these narratives. We reflect on the communication models and collective narrative practices used in the project as well as how these were adapted to meet the needs of people with learning disabilities. We conclude this article with reflections on the effects and outcomes of this project.