bluuebunny/crossref_metadata_2025 huggingface dataset:
Study support for young people with same-sex attraction – views and experiences from a pioneering peer support initiative in the north of England
Authors: Crowley Colm , Hallam Susan , Harré Rom , Lunt Ingrid
Published: January 2023

There has been a significant lack of accessible, appropriate and freely available support for lesbian, gay and bisexual (LGB) young people facing challenges and hostility at school and in their personal lives. In response to this, LGB youth groups have been developing throughout Britain in recent years. This paper reports preliminary findings of part of the first phase of an empirical study conducted at a recently established voluntary sector peer support project (PSP) in the north of England. Our aim was to elicit the views and experiences of the participants regarding the need for support and the nature of the support offered. Meanings being fundamental in this, interpretative phenomenology was the methodology adopted to gain access to them. Viewpoints were sought from a range of people both seeking and offering support at the project. With the aim of eliciting accounts of a narrative type, depth interviews were conducted using an unstructured conversational approach; documentation on the project was also examined. Procedures for computer-assisted qualitative data analysis were applied using QSR NVivo software. To convey some of the narrative richness of the data relevant to education, we focus in this paper on the relatively small number of respondents who, from the various forms of support offered at the PSP, used the Study Club. Key issues revealed in respondents’ narratives centre on the marked disruption to their education that resulted from harassment received at school; the inadequacy of such support as was available for them within schools; support received from their parents; and how the Study Club helped them.
A multidisciplinary approach to working with autistic children
Authors: Raffin Cinzia
Published: January 2023

Separate disciplines in isolation are unlikely to succeed with the complex condition known as autism: each discipline can provide only a partial answer to the many questions this condition raises. This paper will try and draw on the disciplines involved in treating autism, as well as analysing how they interact synchronically and diachronically. A new multidisciplinary epistemology is needed to develop a shared project to work for children with autism. It defines common goals and a common language based on knowledge and sharing of state of the art, on technical contents and methodologies, on procedures and on ethical principles. All this must be a consistent approach throughout the various settings and stages of the autistic child’s life.
Addressing system failures for children with autism
Authors: Tissot Catherine , Bovell Virginia , Thomas Su
Published: January 2023

Policy on the provision of education and care for children with autism, and their families, often refers to the importance of parent-professional partnerships and multiagency working. In practice, however, there are structural obstacles to both. Parents’ crucial role is often minimised, while agencies are not provided with appropriate incentives to make policy work in practice. Well-meaning social agencies and government groups in theory support many of the initiatives of parents. In practice, the day-to-day realities of financial and social policies limit their ability to include children with autism. Often, this becomes a negative incentive for schools and local education authorities (LEAs) to provide adequate support to ensure success in the least restrictive environment. The authors propose a model based on the National Health Service (NHS) and Community Care Act, whereby care managers have the ability to pool resources and target the package to the needs of the individual with autism. This would better meet the needs of the autistic population, as well as supporting local schools in their efforts to meet those needs.
A longitudinal study into the affective characteristics and performance of mainstream SEN and non-SEN children
Authors: Rees Paul , Rees Christopher
Published: January 2023

The study considers the affective characteristics of mainstream special educational needs (SEN) and non-SEN children. The study consists of two phases. In Phase One a cohort of 327 10-year-old children took part in a sociometric exercise, completed the Coopersmith Self-esteem Inventory and the Junior Eysenck Personality Questionnaire. Phase Two involved the tracking of the whole cohort over a four year period. Data on SATs performance (KS3), attendance rates, exclusions, support, and specialist provision were recorded.

Phase One data revealed that pupils referred to the EPS differed significantly from non-SEN pupils on all but one affective variable, namely, neuroticism. Conversely, the only statistically significant difference between non-SEN pupils and SEN pupils identified solely by an SEN attainment based survey was found on the self-esteem variable. Using a combination of affective variables alone, it proved possible to reclassify correctly 71 per cent of pupils into their existing EPS and non-SEN categories.

Phase Two data revealed statistically significant differences between pupils known to the EPS and non-SEN pupils in attendance and SATs performance. It also proved possible to correctly reclassify 68 per cent of the whole sample into ‘experiencing problems’ or ‘not experiencing problems’ categories on the basis of their affective characteristics as assessed four years earlier.

The study concludes that much may be gained from studying the experiences of young people who have previously presented with affective difficulties but have gone on to become successful in later schooling.
Consulting with children and young people:Young people’s views of a Psychological Service
Authors: Woolfson Richard C. , Harker Michael E.
Published: January 2023

In line with current views on consulting with children and as part of the best value review of the Renfrewshire Psychological Service, eight young people (aged 12-15 years) consented to take part in a focus group in order to explore their views of the service. Each of the participants had recent contact with an educational psychologist. The focus group discussion centred around established performance indicators used to assess the quality of service provided to children and young people by a Psychological Service. The results of the focus group deliberations demonstrated that the Renfrewshire Psychological Service complies with all established performance indicators, with the exception of providing satisfactory written explanatory leaflets for young people. In addition, the young people taking part in the focus group suggested possible new directions for the Psychological Service, including a walk-in self-referring facility located in secondary schools and access to written reports. The value of this methodology as a means for consulting with children is discussed.
Standard assessment tasks and children with a history of specific language impairment: Evidence of residual learning difficulties in relation to junior school placement
Authors: Botting Nicola , McCracken Wendy , Conti-Ramsden Gina
Published: January 2023

A group of children (N = 92) attending language units at 7 years of age were followed up at the age of 11 years. Half of this sample had transferred to mainstream schooling at age 8, while the other half continued attending the language units for at least a further year. Groups were matched on baseline (7-year) expressive and receptive language and on a measure of nonverbal cognition. General outcome measures at 11 years also showed no differences except teacher satisfaction with the placement at age 8 years, and these are reported elsewhere. However, standard assessment task (SAT) results were gained subsequently and these are compared across groups here. Given the matching at 7 years of age and the finding that no differences were evident in language, cognition or objective reading measures at 11 years, one might expect no differences in SAT performance. However, this article reports marked differences in the numbers of children entered and achieving expected levels in all three curriculum areas assessed at 11 years. SAT results may therefore be identifying ‘residual learning difficulties’in the group who stayed longer in language units.
Differences in learning to spell: Relationships between cognitive profiles and learning responses to teaching methods
Authors: Weeks Sally , Brooks Peter , Everatt John
Published: January 2023

This research investigated the impact of linking teaching approaches to cognitive profiles in two children with poorly developed literacy skills but with differing patterns of cognitive deficit. One child presented average ability levels but specific deficits in spelling and poor scores on tasks related to motor skills. The second child showed more wide ranging deficits and below average ability. Both children were taught spellings via six teaching programmes over a period of 15 months. Improvements indicated that the child with specific spelling deficits benefited greatly from teaching programmes that built upon visual/phonological strengths compared to areas of weaker motor skills. The child with low attainment levels in all areas except motor skills presented little evidence of learning with any method of instruction. The results are interpreted in terms of current theories of literacy development and disability. They indicate the need to consider effective individual strategies for learning beyond the application of one favoured teaching strategy, and how profiling strengths and weaknesses may inform strategy selection.
Individualisation of learning in mainstream school children
Authors: Brooks Peter , Weeks Sally , Everatt John
Published: January 2023

In order to assess the effects of individually selected learning programmes groups of year 2 and 3 mainstream school children used individualised techniques for learning new spellings. Techniques ranged from phonic to visualisation to multi-sensory methods. Each child was directed to use a particular technique based on the findings of a trial phase in which several different methods were used with each child when learning sets of word spellings. The method that produced the fastest rate of learning for the individual child was chosen from this trial phase. The child was encouraged to use this method whenever new spellings had to be learned. No further alterations or additions were made to the school curriculum. The effectiveness of the individualised methods was assessed by comparing the children’s improvements in spelling ability with matched control children in schools where the normal curriculum was followed, together with extra sessions involving free writing/drawing tasks. The findings indicated that both year 2 and 3 children given the individualised method showed significantly larger increases in spelling ability over the school year. These results suggest that individualising learning may be a valuable tool in the effective teaching of literacy and can be used to produce significant advances in learning about spelling.
Teaching reasoning in a constructivist epistemology
Authors: Smith Leslie
Published: January 2023

My argument deals in four steps with three linked notions: (i) the mind’s capacity to judge due to (ii) norm-based reasoning which includes (iii) reasoning in terms of modality. The first step reviews a thought experiment about development in a normatively normal but causally abnormal society. This serves to identify the human capacity for judgement, norms and reasoning. Four examples with commentary are presented in the second step which serve to identify (i)–(iii) as distinctive phenomena. The third step deals with interpretation of such phenomena. The proposed interpretation is a developmental epistemology whose unit of analysis consists in acts of judgement inclusive of causal facts and normative facts bound by reasoning and modality. The final step sets out three educational implications covering education in a constructivist epistemology, reasoning pedagogy, and teaching for development. The causal conditions under which intellectual mastery is achieved merit attention in psychology and education, always provided co-attention is given to the normative conditions of the reconstitution of this mastery generative of novel advances.
Is teaching philosophy a high road to cognitive enhancement?
Authors: Sutcliffe Roger
Published: January 2023

The first half of the paper is an attempt to create a bridge between the disciplines of philosophy and psychology, through a common interest in the concept of cognitive enhancement. It is suggested that the cognitive practices within those disciplines, or indeed others, are not so different as some might make out, especially if we accept that cognition’s basic unit is the ‘concept’. The concept of ‘cognitive practices’ is itself given further examination alongside that of ‘thinking skills’ – a current focus of discussion among United Kingdom (UK) educationalists because of its insertion into an overcrowded National Curriculum for England and Wales. Two recent attempts to dismiss the ‘thinking skills’ approach are themselves dismissed, not so much for questioning the use of ‘skills’ in this context but for missing the point that thinking consists of practices. A person who is practised in thinking in one discipline or field may very well bring their practice of thinking (reflecting, comparing, etc.) to bear in another discipline or field. The second half of the paper looks more closely at the practice of philosophical enquiry – specifically, in ‘communities of enquiry’ – and argues that participation in such communities is an ideal cognitive apprenticeship for young and old alike. The case is partly based on a Vygotskian model of internalising social/public cognitive practices, and partly it is based on worldwide studies, which have shown significant improvement in reasoning and in related areas of cognitive development, not least in self-concept and concepts of others. There remains a need to develop more sophisticated tools of assessment and studies that would do justice to the holistic, dialogical and ultimately ethical nature of philosophical enquiry.
Visuospatial working memory and early numeracy
Authors: Kyttälä Minna , Aunio Pirjo , Lehto Juhani E. , Van Luit Johannes , Hautamäki Jarkko
Published: January 2023

The present study investigated the relationship between visuospatial working memory (VSWM) capacity, mental rotation, general intelligence and early numeracy in preschoolers. Age-appropriate cognitive tasks benefiting cover stories were developed. The early numeracy test (ENT) was used to assess mathematical preskills. The total score was split to a counting tasks score and to a relational tasks score. The results suggested that counting tasks correlated with VSWM capacity and relational tasks only with general intelligence. Parallel to maths skills, the results are considered to reflect the cognitive complexity of mathematical preskills. The educational implications of the results are discussed.
Relationships between facets of working memory and performance on a curriculum-based mathematics test in children
Authors: Maybery Murray T. , Do Nhi
Published: January 2023

The involvement of different components of working memory in children’s mathematical reasoning was investigated by administering four memory span tasks and a curriculum-based test of mathematics to 9- to 10-year-old children. The mathematics test contained number, space and measurement sections, and the span tasks differed as to whether sequences comprised auditory-verbal or visual-spatial items and whether recall involved the entire sequence (fixed span), or a subset of items from the end of a supraspan sequence (running span). The running span tasks were expected to require updating, and therefore involve executive mechanisms in addition to systems specialised for retaining verbal and spatial information. Surprisingly, the two fixed span variables accounted for more variance than the two running span variables in mathematics test scores. Also, fixed spatial span generally accounted for more variance in mathematics performance than did fixed verbal span, although the latter did make significant unique contributions in predicting scores from two sections of the mathematics test. These outcomes were unchanged when a measure of single word reading was used as a control variable. Discussion centres on the involvement of spatial and verbal short-term memory in different forms of mathematical reasoning. It is argued that running memory tasks may invoke various executive processes depending on their precise structure, and some of these processes may not be critical to mathematical reasoning.
Constructing a flexible model of integrated professional practice
Authors: Gameson John , Rhydderch Gill , Ellis Diane , Carroll Tim
Published: January 2023

This paper considers some of the complex, dynamic links between theory and professional practice. It identifies numerous issues and themes that have significant implications for practitioners working within different disciplines. It addresses some of the difficulties and tensions associated with the concepts of applied psychology and evidence-based practice and reinforces the need for integrity and accountability in professional practice. It suggests that an interactionist approach informed by social constructionism, systems theory, enabling dialogue and informed, reasoned action might enhance reflective practice and promote greater awareness of the process of change. It proposes a new flexible model of professional practice designed to integrate theory and practice and to promote unity across the diversity of disciplines and professions. The conceptual framework underpinning the model provides a meta perspective within which many psychological theories and therapeutic approaches may be subsumed. It also provides a basis for ensuring that psychological interventions are constructed and applied to unique change issues at a level that is specific and local rather than general and universal. The current paper (Part 1) focuses on some conceptual and theoretical issues associated with the model. A second paper (Part 2) will focus on the model in practice.
Early intervention for children who are deafblind
Authors: Murdoch Heather
Published: January 2023

Deafblindness (multi-sensory impairment) is a very rare disability causing extreme developmental disadvantage. All areas of development are affected from birth, jeopardising children’s personal development and their early family relationships. Professionals with expert knowledge of deafblindness are scarce because of its low incidence. Other complex, low-incidence disabilities share the problems of global developmental impact and limited community knowledge of conditions.

Limited research has been undertaken regarding the benefits of early intervention for children with deafblindness. Effective early intervention is needed for this group, especially as the national introduction of newborn hearing screening will lower the average age of diagnosis. The complexity of the disability means that many professionals are usually involved in delivering intervention, necessitating effective multidisciplinary coordination.

In this paper, the effects of deafblindness on development are summarised and the literature on early intervention for children with deafblindness is reviewed, together with an overview of findings from work with children with single sensory impairments and anecdotal evidence from programmes in other countries with well-developed services for children with deafblindness. The review indicates that the provision of early intervention for children with deafblindness should be specialist, coordinated and family-focused. The requirements for children with other complex low-incidence disabilities are likely to be similar.
Effects of mourning on cognitive processes
Authors: Davou Bettina , Widdershoven-Zervakis Marie-Ange
Published: January 2023

The death of a person significant in one’s life is above everything else a break in attachment. Attachment, as defined by Bowlby (1971, 1975, 1981), is not only a bond of evolutionary significance but also the context within which emotional, cognitive and interpersonal development occurs. Recent research from several academic fields (e.g. developmental, clinical, cognitive and educational) has shown how closely linked these processes are, so that a break in attachment affects them all. Inevitably, the loss of a significant person has an effect on learning, especially if we see learning as based on human interactions, emotion and cognition. Drawing on recent theories and research, in this paper we attempt to explain how the emotions accompanying loss may affect cognition. By use of two clinical examples, we aim to show how both the cognitive and the emotional state of the child may be expressed in the context of a therapeutic relationship.
How children cope at school after family bereavement
Authors: Abdelnoor Adam , Hollins Sheila
Published: January 2023

Fourteen young adults who had been bereaved at least four years previously were asked how a close personal bereavement before the age of 16 had affected their educational and related experiences during childhood. This small and diverse group recalled with some emotion the far-reaching effects of bereavement on their day-to-day functioning and well-being, which some were still assimilating. Most said that concentration and motivation were disrupted. Some interviewees seemed to be more strategic in their coping responses, adopting a restorative approach to school life, and dealing with loss-related issues elsewhere. Others described more chaos and distress in school after the loss and were generally more negative. School support and understanding was inconsistent. Some suggestions are made for improving support for bereaved children. The discussion raises some interesting issues about consciousness and cognitive process.
The introduction of the Webster-Stratton Incredible Years Classroom Dinosaur School Programme in Gwynedd, North Wales: A pilot study
Authors: Hutchings Judy , Lane Eleanor , Owen Richard Ellis , Gwyn Rhiain
Published: January 2023

The Webster-Stratton Classroom Dinosaur School Programme was developed as a therapeutic intervention to teach social and problem-solving skills and to reduce behavioural problems in young children. It has subsequently been developed as a classroom programme for use in schools (Webster-Stratton et al., 2001a). In 2001 Gwynedd Education Service in North West Wales undertook a pilot delivery of the classroom programme in the reception class of one primary school. This paper describes the programme and the detail that went into ensuring that the plan would be effective. It also reports on some outcomes from the first year of the programme in terms of pre- and post-intervention measures of child behaviour and use of social and problem solving skills. Interviews were also conducted with school staff and parents and their perceptions of the programme’s effectiveness are reported. Results demonstrated positive effects on academic performance, social and emotional development and reductions in behavioural problems. There was evidence that improvements had generalised to other settings, playground and home, and to other children in the school.

The success of the programme in the first year helped to ensure the continuation of the programme, which is now in fourteen schools. The paper concludes with discussion of why the programme has been successful and describes the way in which the plan has evolved since this first year.
Childhood depression – Part 1: Does it need to be dealt with only by health professionals?
Authors: Greig Anne
Published: January 2023

The start of the new millennium promised a high profile for the promotion of the mental health of the nation’s children and young people. Initiatives have included the publication of national statistics on the mental health of 5–15-year old children (MHF, 1999; Meltzer et al., 2000) and several public awareness campaigns (e.g. Mental Health Action Week, The Psychologist, April 2001; Mental Health Week, The Sunday Times, October 2001). Nevertheless, two recent and important evaluations of well-established school and community based emotional literacy intervention programmes in the USA, The Conduct Problems Prevention Research Group (Bierman et al., 2002a,b), and Australia (Spence, 2002) have reported disappointing results so far. This raises important questions about current approaches to supporting emotional development and problems such a depression in children. Two papers exploring these issues have been prepared, with special reference to the increasing problem of childhood depression. Paper 1 clarifies the argument against a historical tendency for a medical hegemony of psychopathology in approaches to childhood mental health problems by: a) looking at the theoretical evidence of the nature of depression, and b) considering the relevance of recent legislation encouraging all professionals to work together in the interests of the whole child. Paper 2 considers the specific role of the educational psychologist.
Using activity theory to evaluate a complex response to social exclusion
Authors: Edwards Anne , Fox Claire
Published: January 2023

The social exclusion of children and young people is the product of complex sets of circumstances. One attack on the factors that lead to exclusion in England is the Children’s Fund. The time-limited Fund requires multi-agency working and the participation of children, young people and their families in the development of preventative services. The initiative also builds on local strengths to meet local needs. This intention presents considerable challenges to a national evaluation which needs to identify what leads to a disruption of trajectories of exclusion and to ensure on-going feedback so that local strategic policies and service provision can learn while the Fund is still available. In this paper we discuss how the conceptual framework offered by activity theory allows a research design, which can deal with diversity and complexity and also ensure feedback and learning. We discuss how ideas, derived from both Leont’ev and Engeström, have in different ways informed the evaluation and consider their suitability for the task in hand.
Challenging behaviour: Analysing teacher language in a school-based consultation within the discursive action model
Authors: O’Brien Lisa , Miller Andy
Published: January 2023

Educational psychologists (EPs) have long wrestled with the initiative-sapping effects of ‘within-child’ attributions and explanations of those who may otherwise be in a position to bring about positive changes for young people. The growing interest in consultative approaches inevitably focuses research attention towards the conversations that take place between those involved in such consultations. In this paper we examine the discursive practices and resources that a teacher and learning mentor utilise when describing a pupil’s behaviour in a consultation with an EP. The full transcript of this consultation session was analysed with reference to discursive psychology and the discursive action model, with a particular focus on some of the discursive devices that were used. These devices enable speakers to portray their accounts as objective and factual and unmotivated by self-interest. We provide examples of these devices to illustrate the ways in which challenging behaviour may be located and maintained as a ‘within-child’ formulation.
Psychological assessment and treatment of adolescent offenders with psychopathic personality traits
Authors: Cooper Susan , Tiffin Paul
Published: January 2023

Young people with psychopathic traits are encountered relatively frequently in custodial and other forensic settings. For a number of reasons such individuals pose a challenge to those professionals working with them. This paper aims to summarise the current literature regarding possibilities for assessing and treating adolescents with offending behaviours affected by psychopathic personality traits. The literature strongly indicates that offenders with psychopathic personality traits engage in various types of offending behaviour at a much higher rate than offenders without psychopathic traits, both inside and outside institutional settings. A number of therapeutic approaches have been attempted and these are outlined. Research findings to date indicate that such young people may be more difficult to engage and less amenable to intervention than other individuals with offending behaviours. In the face of such practical challenges professionals working with these individuals are likely to require considerable support and training. Because this group can generate negative reactions in staff working with them, consideration must be given to how staff can be best prepared for and supported in this work. The importance of multi-disciplinary working during assessment and treatment is highlighted.
Using children’s ‘ability to learn’ in diagnosis and assessment
Authors: Resing Wilma C.M.
Published: January 2023

This paper describes the various steps in cyclic psycho-educational assessment processes. It is argued that for diagnosticians most diagnostic aims should not stop after the third phase of these processes: forming and testing hypotheses and, based on the outcomes, classifying the child and describing what is wrong with him or her. Additionally, they should search for appropriate remediation or implementation of new elements in teaching the child. It is discussed whether dynamic instead of static assessment outcomes, based on the learning processes of the child during testing or assessment, could be useful ingredients for a prescriptive form of diagnosis directed at new forms of instruction to the child related to his or her instructability.
Educational psychology: The fall and rise of therapy
Authors: MacKay Tommy
Published: January 2023

This paper considers the historical place of therapy in the early development of educational psychology. It then discusses reasons for its decline in terms of the reconstruction of the profession, increasingly demarcated professional boundaries, a predominant focus on education and the impact of special educational needs legislation on professional practice. It argues, however, that it is time for therapy to be rehabilitated in educational psychology, proposing this as a historical inevitability that is now supported by the rising profile of mental health issues in children and young people, the new evidence base for therapy and changing perspectives on the nature of applied psychology. It concludes by outlining the signs of a rising commitment to therapy within the profession and asserts the role of educational psychologists as a key therapeutic resource for children and young people.
Strategy flexibility in children with low achievement in mathematics
Authors: Verschaffel Lieven , Torbeyns Joke , De Smedt Bert , Luwel Koen , Van Dooren Wim
Published: January 2023

Instructional psychologists and mathematics educators have for a long time emphasised the educational importance of recognising and stimulating flexibility in children’s self-constructed strategies as a major pillar of their innovative approaches of (elementary) mathematics education and have designed and implemented instructional materials and interventions aimed at the development of such flexibility. Especially in many curriculum reform documents from the last two decades as well as in many innovative curricula, textbooks, software, etc., there is a basic belief in the feasibility and educational value of striving for strategy flexibility, also for the younger and mathematically weaker children. However, systematic and scrutinised research that convincingly supports these basic claims is still rather scarce. In this contribution, we reflect on the flexible or adaptive choice and use of solution strategies in elementary school arithmetic. In the first part of this article we give some conceptual and methodological reflections on the adaptivity issue. More specifically, we critically review definitions and operationalisations of strategy adaptivity that only take into account task and subject characteristics and we argue for a concept and an approach that also involve the sociocultural context. Second, we address the question whether strategic flexibility is a parameter of strategic competence that differentiates mathematically strong and weak children. Finally, we discuss whether aiming for strategy flexibility is a feasible and valuable goal for all children, including the younger and mathematically weaker and weakest ones.
Inclusion from theory to practice: General and local issues
Authors: Shamir Adina
Published: January 2023

The purpose of this paper is to provide a brief overview of how interpretations of the construct of inclusion have changed in general but especially in the light of local circumstances. The survey covers inclusion developments in the USA, Europe and Israel. In assessing some implications of those interpretations, we focus on how Israel, an inherently multicultural country, has responded to the tensions that accompany the entry of inclusion on to the educational stage. We assume that the Israeli experience can help other countries faced with increasing heterogeneity. In conclusion, we offer one approach – peer learning with the PMLD programme – that promises to facilitate the integration of children with special needs into the regular classroom.
Identifying the educational and social needs of children with specific speech and language difficulties on entry to secondary school
Authors: Dockrell Julie E. , Lindsay Geoff
Published: January 2023

Movement from primary to secondary school creates a number of challenges for pupils. For children with additional learning needs the change of academic pace, social contacts and, typically, school may pose additional problems. This change may be particularly problematic for children with specific speech and language difficulties (SSLD). This study examines the ways in which parents, pupils and teachers appraise this transition prior to secondary transfer (Year 6) and during the first year of secondary school (Year 7) for a cohort of children with a history of a specific speech and language difficulty. Two comparison children from the same classes were identified to disaggregate factors related to a) change of school b) special educational needs generally and c) specific language difficulties.

Children with SSLD were initially identified in Year 3 (N = 69), with the majority of pupils in mainstream settings. In Year 6 (mean age 10; 3) children and their matched peers were assessed on literacy and numeracy measures. The views of their parents and teachers about their needs, curriculum differentiation and support were established. Prior to transfer teachers were also asked to consider the difficulties that the children might experience on entry to secondary school. During Year 7 data were collected from form tutors, SENCOs and secondary subject specialists. Standardized literacy measures were collected. Perceptions of need were compared with level of need as evidenced by standardised assessments.

Transition is challenging for the majority of pupils, additional learning needs add to these challenges. Nonetheless the majority of children succeeded in making the transition and were enjoying their secondary school placement. However, pupils’ low levels of literacy and numeracy were of particular concern and acting as a barrier to academic progress.
Language and the development of self-understanding in children with communication difficulties
Authors: Farmer Marion , Robertson Bernadette , Kenny Catherine , Siitarinen Jonna
Published: January 2023

The socio-emotional adjustment of children with communication difficulties is an aspect of development that has been receiving some attention in the last decade. Social interactional and socio-emotional adjustment difficulties are defining features of disorders on the autistic spectrum, but research has shown that children identified as having specific speech and language difficulties also often have significant difficulties in this area. The present paper considers the role of communication difficulties in the development of the understanding of the self and others. The results are reported of research employing the Damon and Hart (1988) self-understanding interview. The self concepts of separate groups of pupils with specific language impairment (SLI) (n = 10, Mean age = 12.26 years) and pupils with Asperger’s syndrome (n = 9, Mean age = 13.72 years) are compared with typically developing groups with whom they were matched for chronological age and for level of language development. The results showed that compared to children of the same chronological age the children with SLI and children with Asperger’s syndrome had less developed concepts of their social, interpersonal selves. The children with SLI also showed immaturity in relation to language-age-matched children. There was a significant tendency for children with Asperger’s syndrome in particular to be more inward-looking in their reflections than were individuals of their own age and also those of the same language level. Similarities between the two groups with communication difficulties are shown and the results are discussed in terms of the mental health difficulties and intervention needs of individuals with these difficulties.
To what extent are non-intellectual factors included in current approaches to dynamic assessment: A review
Authors: da Silva Ferrão Erika , Fiorim Enumo Sonia Regina
Published: January 2023

Non-intellectual variables have been said to be important and relevant to children’s performance on assessment procedures, and appear to be especially relevant to dynamic assessment because of the interactive nature of these approaches. This article reviews evidence of inclusion of non-intellectual variables in current dynamic assessment procedures.
Pedagogical principles favouring the development of reasoning in people with severe learning difficulties
Authors: Hessels Marco G.P. , Hessels-Schlatter Christine
Published: January 2023

To understand the world around, to adapt oneself to and act on one’s environment requires inductive reasoning skills, a principle component of intelligence. People with severe learning difficulties are characterised by their incapacity to access this type of reasoning. However, it is possible to foster inductive reasoning by acting specifically on the cognitive processes involved. Several pedagogical principles that allow the development or (partial) compensation for such processes are presented. Their application within the framework of the validation process of the Analogical Reasoning Learning Test (ARLT) showed that this approach contributed to a genuine development of inductive reasoning in a large part of the group of participants.
The impact of a multi-agency locality team project on the lives of children and young people
Authors: Lippell Sheelagh , Jones Sarah
Published: January 2023

Children and young people’s services (CYPS) in the United Kingdom are increasingly being delivered through multi-agency teams as a consequence of Every Child Matters (DfES, 2003). The aim of this small-scale research was to evaluate the impact of a Multi-Agency locality team (MALT) on the lives of vulnerable children, young people and their parents/carers. This was achieved through an ethnographic approach, which used semi-structured interviews and case notes. The report captures the views of the children, young people and their parents/carers about being involved in the project, and their experiences. Good practice is identified that should help policy makers in future decision making with regard to the development of multi-agency working both in the area in which the study took place and elsewhere in the United Kingdom.
What does the evidence really say about effective literacy teaching?
Authors: Savage Robert , Pompey Yolande
Published: January 2023

This paper is shaped by the question: What does the evidence really say about effective literacy teaching? The studies reviewed come from a systematic meta-analysis of randomised control (RCT) design studies, and other closely related relevant research available in English. The aforementioned question was applied to the areas of reading accuracy and phonics; reading comprehension; reading fluency; spelling; and educational technologies. Findings in the area of reading accuracy and phonics suggest that although the evidence exists on the positives results of phonics instruction, more research is needed on the different approaches (e.g. synthetic, analytic). Eight strategies in reading comprehension are briefly explored. It is concluded that the research in this area is relatively weak, as few RCT studies exist in this domain. Similar findings were evident in the area of reading fluency, and spelling. The research in the area of educational technologies proved to be the weakest explored. Of the few studies found, the research seems to imply that educational technologies do not enhance the reading success of the learner. However, recent and more rigorously designed research highlight preliminary results in this area that appear to show promise.
Off to a good start? Vocabulary development and differences in early family and classroom experiences of children from native-dutch and immigrant families in the Netherlands
Authors: Mayo Aziza Y. , Leseman Paul P.M.
Published: January 2023

The present study examined the relationship between language learning contexts in family and classroom, and vocabulary development in the school language of native speakers and bilingual Turkish and Moroccan immigrant children in the Netherlands. The findings of this study offer insights for educational psychologists, teachers, and policy makers, as to how ethnic-cultural and socio-economic differences between families shape the language learning opportunities of young children at the start of their school careers and how these learning opportunities in the context of home and the classroom contribute to early language advantages and disadvantages that have been found to be important predictors of later school success.

The measures spanned the months around the time children started kindergarten. Home literacy activities and family characteristics were measured with a questionnaire, administered during personal interviews with mothers. Children’s Dutch vocabulary test scores were assessed with a test designed for bilingual research. Teachers filled out a questionnaire about classroom demographics and their classroom language practices. Differences in children’s home literacy experiences predicted differences in vocabulary skills before the start of school, and differences in vocabulary growth from that time until two months into school participation. Home literacy experiences in the family context were less favourable for the children from the two immigrant groups, but for different reasons. Classroom characteristics explained additional differences in Dutch vocabulary growth and were less positive for children from immigrant families. This combination of less profitable home and classroom conditions for the children from the two immigrant groups helps explain why these children did not show a stronger increase in vocabulary skills once they were submersed in the Dutch language context of the classroom.
Consulting with children and young people: Young people’s views of a psychological service
Authors: Woolfson Richard , Harker Michael
Published: January 2023

In line with current views on consulting with children and as part of the best value review of the Renfrewshire Psychological Service, eight young people (aged 12–15 years) consented to take part in a focus group in order to explore their views of the service. Each of the participants had recent contact with an educational psychologist. The focus group discussion centred around established performance indicators used to assess the quality of service provided to children and young people by a psychological service. The results of the focus group deliberations demonstrated that Renfrewshire Psychological Service complies with all established performance indicators, with the exception of providing satisfactory written explanatory leaflets for young people. In addition, the young people taking part in the focus group suggested possible new directions for the psychological service, including a walk-in self-referring facility located in secondary schools, and access to written reports. The value of this methodology as a means for consulting with children is discussed.
Pupils disengaged from school: Evaluation of an alternative vocational education programme
Authors: Haughey Alan
Published: January 2023

This study reports the evaluation of a programme to support young people who have become disaffected with secondary school towards better post-school outcomes. The Programme for Alternative Vocational Education (PAVE) had a substantial vocational element in addition to an educational focus on basic skills and lasted approximately six months until school leaving age. The young people referred to the programme were either having difficulty sustaining their attendance at school or, because of behavioural issues, were already involved in a process of exclusion from school. The cohort included in the study were those who had participated in the programme during the years 2000–2005. Changes in attendance from school to PAVE were studied (N=91) as well as first destinations after completion of the programme (N=139). It was concluded that PAVE had a modest positive effect on attendance, and there were also indications of a significant positive effect on numbers entering further education or training. It is proposed that a programme of this kind could have a positive impact on reducing the numbers of those not in education, employment or training (NEET) and that educational psychologists can make a contribution to the development and evaluation of education authority policy and provision for this group of young people.
Using collaborative action research to identify and support young people at risk of becoming NEET
Authors: Currie Roz , Goodall Louise
Published: January 2023

This paper outlines a collaborative project in partnership with Careers Scotland, involving four educational psychology services and four schools in separate local authorities in Scotland. The project aimed to explore how young people at risk of ending up in negative post-school destinations, not in education, employment or training (‘NEET’), could be identified and supported. This was done by exploring what supports might have been available in school, and asking young people (N=34) what they remembered accessing and what was useful. Whilst many of the findings were specific to each school and young person, issues were identified in relation to the generic personal and social education programme provided in schools and success with work experience in school. The challenges and opportunities of collaborative action research involving educational psychology services, schools and other agencies in developing post-school psychological services are discussed.