bluuebunny/crossref_metadata_2025 huggingface dataset:
Closing the gaps
Authors: Raven John
Published: January 2023

This paper traces the origins of the educational system’s widespread inability (despite outstanding exceptions) to achieve its most widely agreed goal – i.e. to nurture and recognise the wide range of talents pupils possess. Among the reasons for this neglect is the absence of a shared framework for thinking about the nature, development, and assessment of high-level competencies. Unfortunately, more basic reasons include (i) the absence of a governance system which would facilitate experimentation, innovation, and learning, and (ii) a network of social forces which lead the system to concentrate on manufacturing and legitimising hierarchy in society. Evolving a new governance system and finding ways of harnessing the forces contributing to hierarchy thus become our top priorities.
Is implementation of evidence-based interventions in schools related to pupil outcomes? A systematic review
Authors: Killerby Paul , Dunsmuir Sandra
Published: January 2023

Aims

The growing influence of implementation science has resulted in educational researchers exploring what occurs within schools to support intervention effectiveness. This paper provides an overview of existing research so that practitioners can understand the extent to which measures of implementation are associated with the outcomes of school-based interventions.

Method

This paper systematically identified studies which correlated or directly compared the implementation of school-based interventions with pupil outcomes. Effect-sizes are reported and the strength of evidence appraised using a weight-of-evidence framework.

Findings

The 13 studies reviewed reported 32 quantified effect sizes which represented the strength and direction of the relationship between measures of implementation and intervention outcomes in schools. The review also identified gaps in current evidence which have implications for further research and practice.

Limitations

This review did not explore factors which supported staff to implement interventions effectively. As such, this review focusses on the effects of implementation, rather than detailed practices.

Conclusions

This review found that educational researchers rarely measured fidelity of programme implementation. When fidelity is measured, there are indications that proper execution and co-ordination of evidence-based interventions is positively related to pupil outcomes. However, the measurement of implementation fidelity can be undermined when data is transformed into arbitrary categories, such as ‘good’ and ‘bad’. The practicalities of effectively transporting evidence-based interventions into school settings are discussed.
Bridging the gaps in mathematics and numeracy: Supporting schools in practitioner research
Authors: Morrison Susan , McLafferty Lyn
Published: January 2023

Aim

This project aimed to explore the effectiveness of a model of service delivery to enhance practitioner research skills, focusing on the identification of interventions to bridge attainment gaps in mathematics and numeracy.

Method

Sixteen practitioners from 13 schools attended 12 sessions across an academic year. The sessions incorporated a combination of research skills and learning and teaching pedagogy to support mathematics and numeracy attainment (the term mathematics is used throughout to incorporate mathematics and numeracy).

Findings

Four diverse projects were developed and led by the practitioner researchers. This paper focuses on an evaluation of the methodology used to enable practitioners to develop research skills and apply these to identify evidence-informed interventions. The findings suggest that this methodology is effective in developing practitioner research to apply to the task of bridging attainment gaps. Additionally, practitioners increased knowledge and application of effective evidence-informed pedagogy to close attainment gaps.

Conclusions

This approach to service delivery may assist educational psychology services to build capacity, enhance practice and ultimately improve attainment.
The immorality of education: A position paper for educational psychologists
Authors: Gibbs Simon
Published: January 2023

Aim

In this paper I start with the premise that democratic education (as a service to the future) is under threat. For educational psychologists to consider where they might stand in relation to their professional future, therefore, I set out to provide indications of psychological factors implicated in answering the question ‘Can education in a troubled world help us become human and more inclusive?’

Context

In the current socio-economic and political climate and the increasing commercialisation of schools, educationalists can find it hard to sustain a positive role and purpose. As teachers’ identities and sense of efficacy are eroded, the recruitment of teachers is becoming increasingly problematic and attrition rates are rising. Simultaneously the rate of exclusion of young people from mainstream education is not decreasing and several subgroups are over-represented amongst those excluded. I argue that this has major implications for educational psychologists.

Method

To provide a basis for a reformulation of psychologists’ work I examine the philosophical and psychological basis of the professional identity of teachers and the effects of misunderstanding and mistreating teachers’ beliefs in themselves. This requires consideration of inter- and intra-personal dialogues and, particularly for psychologists in their work with teachers, the nature of relationships with others.

Findings

I argue that only by reaffirming teachers’ sense of creativity, autonomy and agency can education cease to be a mechanistic exercise in social engineering with no fixed goals and rediscover the simpler and more profound purpose of helping people to be human. I conclude that there are ways that educational psychologists might seek to change in order to challenge the dehumanisation of education.
No outsiders in our school: Neglected characteristics and the argument against childhood ignorance
Authors: Moffat Andrew , Field Lewis
Published: January 2023

Aims:The present article seeks to explore the historical context of relationships and sex education (RSE) and examine the positioning of ‘No Outsiders’ within this. Consideration is given to the credibility of arguments against the implementation of No Outsiders in education settings and examination of whether diversity strands of ‘sexual orientation’ and ‘gender identity’ deserve the disproportionate amount attention they receive.

Method:The paper utilises Erikson’s Stages of Psychosocial Development (1950, 1963) to interpret the capacity of understanding of children and young people (CYP) in relation to an RSE curriculum. Contemporary research outlines the need for an environment which enables exploration. Further consideration deconstructs the argument for childhood innocence as a reason for not providing an informed RSE curriculum

Findings:The paper reports on the inherent difficulties of delivering an RSE curriculum, which may require the reconciliation and compromise of personal and societal values. Equally, there is a clear need for schools, institutions and society to remain steadfast and resolute in the face of discriminatory views.

Limitations:The challenges in unifying groups who divide themselves on core issues is recognised, however a legislative backdrop frames the foundation for how this can be achieved.

Conclusions:The ‘No Outsiders in Our School’ resource offers a fresh approach to the teaching of relationships education in primary schools (Moffat, 2015). Despite its seemingly harmonious early existence, the programme has suffered significant scrutiny, precipitating protests, vilification and condemnation by some sections of society. Matters of sexual orientation and gender reassignment deserve equal recognition as protected characteristics under the Equality Act (2010). Too often, the legitimacy of these protected characteristics are questioned or presented as ‘other’ within the context of equality. The move towards a more inclusive RSE curriculum should be brave in its embodiment of legislative policy.
Lego Therapy: Building social skills for adolescents with an autism spectrum disorder
Authors: Levy Jemma , Dunsmuir Sandra
Published: January 2023

Aim:This research aimed to explore the impact of school-based Lego Therapy groups for adolescents with a diagnosis of ASD in mainstream schools.

Method/Rationale:School staff were trained in the delivery of the social skills intervention to groups comprising one adolescent with ASD and two typically developing peers. A non-concurrent multiple baseline across participants design was employed to examine the impact of the intervention for six adolescent males with ASD.

Findings:Visual analysis, PAND effect sizes and Tau-U statistical analyses demonstrated the large positive impact of the intervention on duration of social engagement and frequency of social initiations, responses and positive social behaviours for five out of six participants. The final participant withdrew from the research. Parents and teachers saw some evidence of generalisation of skill to home and other aspects of school life but this was not consistent for all participants. Fidelity of implementation was maintained, suggesting the approach is appropriate for delivery in school settings by school staff.

Conclusion:The results of this study suggest that Lego Therapy groups can be an effective school-based social skills intervention for adolescents with ASD.

Limitations:This research was limited by the small sample size. Future research should extend the evidence-base of Lego-based social skill groups, examining the impact of the intervention for a wider range of students with differing needs.
Dealing children a helping hand withBook of Beasties: The mental wellness card game
Authors: Jayman Michelle , Ventouris Annita
Published: January 2023

Aim(s)

Play contributes uniquely to effective learning and the development of children’s socio-emotional skills. This study investigated Book of Beasties: A school-based, socio-emotional intervention centred around a card game which aims to improve children’s emotional literacy and wellbeing through playful learning. Exploratory research was conducted to determine its potential as an effective resource for school staff and other professionals working in school settings with responsibility for supporting pupils’ mental health.

Method

A single case study comprised one London primary school. Four children (aged eight to nine years; two boys and two girls) received the intervention. Qualitative data were collected from session observations, a focus group with children and semi-structured interviews with school staff (the delivery agents) and parents/carers. Data were collated and thematically analysed.

Findings

Integrated findings suggested intervention recipients had benefitted in terms of increased socio-emotional skills and wellbeing. Child and adult participants agreed that Book of Beasties was valuable and acceptable and thus socially valid. Specific components which contributed to the intervention’s effectiveness were elicited. These included fantasy elements of the game and sensory-focused activities.

Limitations

Data were collected from a single, volunteer school. The class teacher (delivery agent) selected the children who received the intervention, potentially biasing the findings.

Conclusions

Exploratory research indicated that Book of Beasties was a promising resource for practitioners in schools and can contribute to the evidence-based socio-emotional literature. A full evaluation using both quantitative and qualitative methods was recommended to examine intervention effectiveness on socio-emotional outcomes, process issues and potential adaptations.
The play paradox: A systematic literature review of play-based pedagogy applied in the classroom
Authors: Paterson Annie
Published: January 2023

Aim

Over the last decade, there has been growing interest in the application of play as a pedagogical approach to support the learning of children within formal education settings. However, existing literature has shown there is significant variation in teachers’ understanding of play-based pedagogy (PBP) and how it is applied in the classroom (Pyle et al., 2018; Jay & Kunas, 2018; Nolan & Paatsch, 2018). While these small-scale qualitative studies provide valuable insights, there is a need to configure findings in order to better understand what influences teachers’ application of PBP in the classroom. This study undertakes a systematic literature review of existing research addressing teachers’ perceptions of their application of PBP in primary classrooms.

Methods

Six relevant studies were identified for in-depth critique, with original findings and authors interpretations synthesised, using thematic synthesis (Thomas & Harden, 2008)

Findings

Three analytical themes were generated: PBP is different from the wider concept of ‘play’; PBP requires a balance between play activities and teacher-led instruction; and career long professional learning (CLPL) opportunities are essential in developing teachers’ application of PBP.

Limitations

The current review explored a specific subsection of literature regarding teacher’s experiences of implementing PBP. Therefore, the literature included in the review is limited to qualitative data and findings are based on participants’ subjective experiences.

Conclusions

Implications for educational psychology (EP) practice are discussed in relation to the emerging themes. It is hoped results from this study will inform future policy and practice in order to support and develop the use of PBP as an effective approach to teaching and learning within formal education settings.
The Motivated School – ‘Where it’s at!’
Authors:   Glasgow Psychological Services, Doherty Fergal , Williams Fiona , Bushnell Yvonne , Bendermacher Mary , Imogen Wootton Sam March , Edgerton Carole
Published: January 2023

This article aims to provide an outline of the Motivated School, how it has been utilised in Glasgow schools and how it will be taken forward by the psychological service across the city.
Evaluating an anxiety management group for people with a learning disability who are isolated in their own community
Authors: Styles Jo , Faul Rachel , Jones Peter
Published: January 2023

This paper examines the effectiveness of an anxiety management programme for adults who have a learning disability. The group was set in the community. Participants were identified and recruited via local GPs and members of a multi-disciplinary team. These individuals were identified as isolated in their own communities. Participants completed pre- and post-assessments. The data of five participants who completed both assessments are included in this paper. The data is not included from those service users who attended the group but did not complete both parts. Four of the participants demonstrated a reduction in anxiety levels. The participants also identified that the group promoted choice, inclusion and empowerment, themes that were integral to the development of the group.
A qualitative investigation of the experiences of people with learning disabilities who have used inpatient psychiatric services
Authors: Hewitt Olivia , Merrick Kim
Published: January 2023

Objective:Policy directives (e.g. Valuing People, 2001) require service users, including those with learning disabilities, to be consulted about their experiences of accessing health care services. However, people with learning disabilities are less likely to be asked about their experiences and find it more difficult to use traditional methods of feedback (e.g. written forms) than people without a learning disability. Furthermore, people with a learning disability who also experience mental health problems are doubly disadvantaged in terms of contributing their feedback to services. The current study aimed to explore the experiences of people who have used psychiatric inpatient services for people with learning disabilities. This would facilitate service developments and allow service users an experience of giving detailed feedback and of being listened to. It would also increase our knowledge and skills around using qualitative research methodologies with people with learning disabilities and mental health difficulties.

Methods:This is a retrospective, qualitative study using data collected through semi-structured interviews. Interview transcripts were analysed using Interpretative Phenomenological Analysis.

Results:Participants’ responses focused on seven super-ordinate themes: (i) Reason for Admission; (ii) Staff; (iii) Communication; (iv) The Institution; (v) Illness Framework; (vi) Interventions; and (vii) Ideas for Improvements.

Conclusions:Participants contributed a range of valuable feedback that has implications for service practice and development. Participants were able to use this methodology, and further qualitative research with participants with learning disabilities and mental health difficulties should be encouraged. Suggestions for further research are outlined.
An audit of dementia assessments within a community learning disability team
Authors: Sullivan Luke , Spencer Alison
Published: January 2023

This paper describes an audit of a dementia assessment protocol used by a community learning disability team in Bromley, Kent. Twenty-six assessments were examined retrospectively to determine how closely clinical work adhered to the process outlined by the protocol. The results showed that some elements of the protocol were more closely followed than others. A number of areas for service improvements were identified and work has now started to expand and develop the dementia service.
Enhanced provision for adults with learning disabilities in Herefordshire: A three-year follow-up
Authors: Slater Sean , Baillie Aubrey
Published: January 2023

This paper describes and evaluates the development of specialist services for adults with a learning disability in Herefordshire who challenge services, as recommended by Jim Mansell (Department of Health 1993/2007). The key features of service developments are: a community DBT service; extended training in managing challenging behaviour for support workers; extending the range of specialist assessments and one-to-one therapy offered; and a fortnightly triage clinic. An audit of current type and intensity of client work is reported using a system being developed in Gloucestershire by two members of the2gether NHS Foundation Trust, Jon Cash and Crispin Hebron.
Evaluation of a ‘Communication Day’ training package for staff supporting individuals with moderate or severe intellectual disabilities: Adopting a ‘values-plus-skills’ approach
Authors: Williams Jonathan , Wardman Lauren , Jones Robert
Published: January 2023

The ‘Communication Day’ programme combined training in communication techniques (delivered by a Speech and Language Therapist) with motivational work derived from the principles of Acceptance and Commitment Therapy (ACT; Hayes, Strosahl & Wilson, 1999). Sixty-four staff members participated in the training (from two residential services). Measures were taken at the beginning of the day, at the end, and at a follow-up interval (between three and five months later). Results indicated that the frequency of incidents of challenging behaviour decreased in both services after the training programme was rolled-out. In terms of staff self-report, staff felt more competent, confident, and more able to communicate with individuals throughout tasks. In conclusion, the training format appears to have had some benefits for staff, and in-turn, for service users. Further development and evaluation is required in terms of the means of measuring the efficacy of such programmes, as well as identification of the particular ‘active components’ of the package.
‘Not everybody memorises the phone book’: Representations of autism in psychiatrists’ accounts
Authors: Huws Jaci C. , Jones Robert S.P.
Published: January 2023

Background:sychiatric conceptualisations of autism have been criticised for a narrow perspective based on an overly medicalised and diagnostic view of the condition. We were interested in exploring the views of psychiatrists when asked to reflect on their understanding of the concept

Methods:In-depth semi-structured interviews were conducted with six psychiatrists working in the specialist field of learning and developmental disability in the UK.

Results:A thematic analysis of their perceptions of autism revealed four main themes: (1) Diagnostic concordance and ambiguity; (2) Threshold of complexity; (3) Autism as an artificial construct; and (4) The socio-relational context of care.

Conclusions:While the analysis revealed elements of understanding that matched the application of diagnostic criteria, a more gestalt, contextual understanding of autism was also shown that acknowledged the psychological limitations of diagnosis and its sociological impact. Compared with what we expected to find, a much richer conceptualisation of the concept of autism was revealed.
Multidisciplinary approaches to working with referrals for behaviour that challenges services: Developing knowledge, skills and confidence
Authors: Karger Graeme , Hodgkinson Melanie , Symes Matt
Published: January 2023

This report describes the efficacy of training multidisciplinary staff to manage referrals for ‘challenging behaviour’ and moreover the implications of redesigning high quality services that are cost effective.
Forty-four worthwhile interventions: Clinician-rated attachment style and outcome of psychodynamic psychotherapy for people with intellectual disabilities
Authors: Skelly Allan , Burman Hannah
Published: January 2023

An individual’s internal model of attachment security or insecurity can be judged by clinicians during assessment. When clinicians judge clients’ style to be characterised by security, there may be lower case severity (Skelly & Reay, 2013).

This study is an examination of the relationship of clinicians’ attachment classification to outcome of psychodynamic psychotherapy in people with intellectual disabilities, measured through change in HoNOS-LD scores over time. We examined 44 cases of psychodynamic psychotherapy provided within two specialist community psychology services in the Tyne area over a two-year period.

Results suggest that preoccupied or unresolved attachment was indicative of high case severity at assessment, but also predicted greater gain during therapy. A dose effect was observed, with more sessions given to clients rated as preoccupied or unresolved. Although some clients required more than 20 sessions, the average session number was markedly lower than that. There was no effect of age or gender, but higher IQ was associated with more change on one of the HoNOS-LD Factor Scores (Loss of Adaptive Functioning).

This study provides preliminary evidence that psychodynamic psychotherapy for distress and personality conditions may be differentially effective for people with secure and insecure attachment ratings. Preoccupied or unresolved attachment styles may have resource implications in requiring longer psychological interventions, at least with this therapy orientation.
Positive and Proactive Care – setting standards for care plans and auditing in a secure hospital setting
Authors: Bush Alick , Whitaker Zoe , Aston Amy
Published: January 2023

Positive and Proactive Care(DH, 2014) sets out guidance on the reduction of the use of a range of restrictive interventions. The guidance document provides a framework within which adult mental health and social care services should develop a culture where restrictive interventions are only ever used as a last resort. It identifies key actions that will better meet people’s needs and enhance their quality of life in order to reduce the need for the use of such interventions. It also sets out mechanisms to ensure accountability for making these improvements, including effective governance, transparency and monitoring (DH, 2014). This report describes the development of a set of standards that are based upon the key recommendations contained in the guidance. The resultant standards were used to audit care plans within a forensic hospital setting for men who have a diagnosis of autistic spectrum disorder and/or learning disability. This audit was conducted across the hospital, leading to recommendations about how aspects of care and the documentation supporting that care could be improved. Suggestions are made about how the audit standards could be improved for future audits of ‘restrictive interventions’ and in different settings.
Positive Behaviour Support (PBS) – A new way of working or something we already do? Reflections on the impact of undertaking the BTEC Advanced Professional Diploma in PBS
Authors: Stevenson Karen , Horne-Jenkins Sharon , McDougall Allyson
Published: January 2023

This paper is a reflective account of the experiences of three clinical psychologists undertaking the Advanced Professional Diploma in Positive Behaviour Support (PBS), and the impact of further PBS training on their clinical work, current service provision and future service developments.
An evaluation of a CAT-based group intervention with shared lives carers of people who have intellectual disabilities
Authors: Milne Sara , Richardson Stephanie , Dosanjh Mandip
Published: January 2023

People with intellectual disabilities often have prolonged periods of dependence on support from others during their lives. Working indirectly with carers and staff who support adults with intellectual disabilities who may show significant distress or challenging behaviours, is an approach that may improve the quality of their interactions and functioning. This project evaluated a 12-week cognitive analytic therapy-informed group, to carers of adults with Intellectual Disability (ID) by comparing pre- and post-intervention scores on a global outcomes measure. We detected positive change in scores in global wellbeing after the group and these positive changes compared well to other studies. We reflect on the implications and shortcomings of the evaluation and make brief recommendations for future research and clinical practice.
Evaluation of the effectiveness of a person-centred planning intervention in assessment and treatment units for people with intellectual disabilities
Authors: Mole Joe , Hewitt Olivia , Pearce Malcolm , Crossland Tom
Published: January 2023

Despite the popularity of person-centred planning, few quantitative studies have evaluated its effectiveness. This service evaluation examined the effectiveness of ‘Planning Live’, a person-centred planning intervention, in two assessment and treatment units (ATUs) for people with intellectual disabilities (ID), using routinely collected Health of The Nation Outcome Scales-Learning Disability (HoNOS-LD) data. Although previous qualitative research found that Planning Live was seen as helpful by individuals, families and professionals, we found that Planning Live was not associated with additional improvements in HoNOS-LD outcomes. We discuss these results, reflect on the inherent difficulties of evaluating person-centred planning interventions quantitatively, and make suggestions for future research.
Training clinical psychologists to be fit to deliver positive behavioural support
Authors: Theodore Kate , Logeswaran Sophini , Scior Katrina
Published: January 2023

This article is based on a presentation given to the DCP Group of Trainers in Clinical Psychology (GTiCP) Annual Conference in Stratford-upon-Avon in November 2016. It sets out the background for training in Positive Behaviour Support (PBS) as part of clinical psychology training and examines current training practice as well as areas for development.
Learning Disability Special Interest Group, Berks, Bucks, Oxon and Northampton Region event: Starting conversations about autism spectrum conditions
Authors: Coles Sarah
Published: January 2023

This article provides a summary of a workshop led by Dr Sarah Helps, Consultant Clinical Psychologist, Neuropsychologist and Systemic Psychotherapist, examining narratives around autism spectrum conditions, and thinking about how we use these accounts in our conversations with families in our clinical work. This event was supported by the Faculty.
A service evaluation of psychodynamic psychotherapy for people with intellectual disabilities
Authors: Skelly Allan , Collins Caitriona , Dosanjh Mandip
Published: January 2023

The evidence base for psychodynamic psychotherapy for people with intellectual disabilities (ID) is mainly made up of case studies with a small number of open trials without control (Beail, 2016) and the development of the evidence base for psychological therapies is a priority. In this service evaluation, we estimated the significance and effect size of psychodynamic intervention in 66 cases from the time of assessment to case closure, using the Health of the Nation Outcome Scales for Learning Disability (HoNOS-LD). A significant and sizeable effect from assessment to case closure was detected on HoNOS-LD Total Score, with similar effects on subscale Factor Scores. A waiting list control condition for a smaller subset did not find significant overall change, and cases remaining within the service following intervention showed no deterioration after therapy. A relatively low number of sessions was required on average (13.7; median=8) but a dose-effect relationship was observed with more change associated with more sessions. We consider the shortcomings of this study and make recommendations for improved design of further studies.
We can do it! A community psychology informed project to support parents who also have a diagnosis of learning disability
Authors: Paula Grant , Kate Theodore
Published: January 2023

This article details a community psychology informed project aimed to acknowledge, address and challenge the potential inequalities faced by people with a diagnosis of learning disability1 when they become parents.
DClinPsy research theses abstracts
Authors: English Brad , DClinPsy Trent
Published: January 2023

Consensus-based good practice guidelines for clinical psychologists to support care stff in enbling sexual expression in people with intellectual disabilities-A Delphi study

Brad English, Trent DClinPsy, Universities of Nottingham and Lincoln Supervised by Dr Anna Tickle, Professor Roshan dasNair & Dr Kathryn Moore
Duplo therapy: Building together – An adaptation of Lego-based therapy for adults with intellectual disabilities within a community day centre
Authors: Beedles Rebecca , Brooks Michelle , Hearn Michael
Published: January 2023

In an outer London borough we worked with service users and staff from a local day service provider for adults with intellectual disabilities (ID) to take part in a therapeutic approach that involved structured sessions and collaboration to construct Duplo models. We borrowed this approach from previous work with children with autistic spectrum conditions. This involved six weekly sessions and a follow-up. We identified objective behavioural indicators (e.g. pointing) that reflected social participation in the sessions. Structured observations of these indicators allowed a comparison of behaviour at the start and end of the intervention. As only three participants took part it was a challenge to draw firm conclusions from the data which showed mixed results. The approach though allows a reasonably robust method for assessing the impact of this kind of intervention. Further, we propose that the intervention is an effective means of engaging support staff in meaningful activity with service users.
Staff wellbeing
Authors: Lauté Vicky
Published: January 2023

This paper is about how I try to help my team feel good. I want to help them feel ok, when things at work get difficult. I want to get better, at showing them how to look after themselves. We need to support our staff, because they do a difficult job. Sometimes they have to work very fast. It is important for all of us to stay kind. We need to remember that people using our service, and staff, have had very upsetting times in their lives. Watching our thoughts and letting them go, can help us stay calm. Really noticing how our body feels, can help too. We want to be kind to ourselves and other people. I have written down the reasons why my ideas could help the team. The reasons are from research studies. Staff in my team told me what they thought, about this work.
Providing psychological support to people with learning disabilities during the Covid-19 pandemic: A virtual journey
Authors: Hardcastle Elizabeth , Azmi Sabiha , Gascoigne Sally
Published: January 2023

• People with learning disabilities (LD) are at greater risk of experiencing mental health conditions, which may be made worse by the Covid-19 pandemic.

• This article investigated the utility of a Cognitive Behavioural Therapy (CBT)-based group programme delivered virtually to service users with LD during the first wave of the pandemic.

• This group intervention was found to have potential promise in being effective in helping service users better manage their symptoms and reduce levels of anxiety and low mood.

• The group programme has highlighted some benefits of remote delivery of CBT-based interventions, which can be implemented as an alternative to face-to-face clinical input for some service users.
Evaluating the impact of team formulation on client care in a rehabilitation hospital for individuals with learning disabilities
Authors: Turner Kellie , Thomas Hayley , Williams Rhiannon
Published: January 2023

Team formulation helps staff understand people they work with better, and agree ideas to support them.

Positive monitoring is a way of checking if staff are helping people in the ways agreed by the team.

This evaluation aims to see if using team formulation and positive monitoring, has an impact on the care provided to adults with learning disabilities in a locked rehabilitation hospital.

Staff found team formulation helpful in understanding the person they were working with better. The helpfulness of setting goals on staffing putting ideas into practice varied.

Six out of Seven adults with learning disabilities had less incidents after we used positive monitoring charts
Long term outcome of Multi-Disciplinary Interventions within a Positive Behaviour Support Pathway in a Community Learning Disability Team
Authors: Skelly Allan , Shimmens Victoria , Corner Aimee
Published: January 2023

If you have a learning disability, Positive Behaviour Support (PBS) might be used to support you.

PBS is intended to teach helpful behaviours in place of unhelpful ones, and increase your quality of life. It should be available for your whole life in everywhere you might be.

We followed up on 16 people who had PBS intervention that ended in 2018.

As a group, their scores on our main measure (HoNOS-LD) were still better than when we first met them.

Two people had died (12 per cent), 10 people still showed challenging behaviours (62 per cent), and 4 (25 per cent) did not. The four that did not weren’t receiving PBS any more.
The heart of the team: The role of assistant psychologists and specialist support workers in an intensive community support team
Authors: Khatun Rubia , Shanaj Olsa , Ramsey Bethan , Deering Hannah , Harrison-Rowe Hannah
Published: January 2023

Easy read summary

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Intensive community support teams work with people when there are worries that their placement might break down.

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Assistant psychologists and specialist support workers can be really important in the work of these teams.

In this article we will share our experience of setting up an Intensive Community Support Team (ICST), focusing in particular on the developing roles of the Assistant Psychologists (APs) and Specialist Support Worker (SSW) within the service. We consider how the roles of the Assistant Psychologists and Specialist Support Worker were crucial in enabling a responsive, supportive and person-centred approach to intensive work.
Anti-racism in community learning disabilities services: The work for clinical psychologists. The perspective of two undergraduate black and brown placement students
Authors: Mohammed-Choudhry Soraya , Bademosi Oreoluwa , Johnson Gina , Perry Ella
Published: January 2023

In December 2020, The North Thames Learning Disabilities Special Interest Group (SIG) met over video to discuss how Clinical Psychologists and aspiring psychologists experience, manage and combat racism in their work. This paper focuses on two presentations from the day by Islington Learning Disabilities Partnership. The first presentation focused on the barriers faced by people with Learning Disabilities (PWLD) to understand racism and receive support as victims or perpetrators. The talk identified a clear need for further accessible resources about racism and strategies to unlearn racism that go beyond cultural appreciation. The second presentation focused on the experiences of a black and a brown undergraduate psychologist joining an all-white LD psychology team in October 2020. Live semi-structured interviews were completed, informed by Whyte’s (2019) concept of robust vulnerability. The purpose was to explore different perspectives and experiences around what anti-racism means and what work that needs to be done by clinical psychologists individually and as a collective. It is the responsibility of the profession to not only diversify but ensure the needs of victims of racism are put before white discomfort and that black and ethnic minorities are not burdened with implementing anti-racist practices.

Easy read summary

The Learning Disabilities Special Interest Group (SIG) met over video in December 2020. The group talked about how racism affects the Learning Disabilities (LD) community. Racism is the unfair treatment of people based on their skin colour.

This paper talks about two presentations from the day by Islington Learning Disabilities Partnership (ILDP). The first presentation was about support for people with learning disabilities. People are not always given support to cope with racism or to understand how to stop it.

The second presentation was about anti-racism. Anti-racism means doing things to understand and fight racism. A black and a brown female student psychologist talked about their experiences in a team with all white psychologists. They interviewed two white psychologists about what they know and do to be anti-racist. They then interviewed each other about their experiences. They said that talking about racism helps people to cope with it and to stop it.
Dementia and driving: The DVLA position
Authors: Major Heather
Published: January 2023

Editor’s note:The following abstract was provided by Dr Major for the conference. Unfortunately she was unable to produce a paper for theNewsletterbut agreed to Pauline Thomson, our Guest Editor, to writing a summary. Pauline has kindly produced this summary and hopes it is an accurate account. Any inaccuracies are the responsibility of Pauline Thomson. I am grateful to Pauline for taking on this task.

Romola Bucks,Editor.

There is an increasing public expectation of being able to continue to drive, at all ages. The average age of drivers is steadily rising. Prevalence rates of dementia and other health related impairments also rise, inevitably, with advancing age. The current driver licensing system and underpinning legislation is outlined and different types of relevant impairment explained. The roles and responsibilities of the patient/driver and their doctor are described. A brief overview of DVLA statistics on dementia will demonstrate our experience of the issues as identified through our current processes. The presentation concludes with a high level overview of the Medical Licensing Policy Review, currently underway, and offers an early taster of some of the recommendations likely to form part of the anticipated public consultation on the issue.
Supervision in forensic psychology practice: Issues for supervisor development
Authors: Davies Jason
Published: January 2023

Supervision is generally considered to be an important part of practice in psychology and is one activity that is recognised by the British Psychological Soceity as a source of continued professional development. Despite the range of material available to guide and support supervisory practice, there has been little formal focus on supervision skills and practice within forensic psychology. This paper considers supervision in forensic psychology practice with attention to delivery, training and evaluation issues.
Dialectical Behaviour Therapy with female forensic patients with borderline personality disorder: Preliminary findings from a pilot study
Authors: McCarthy Jennifer , Bowes Nicola , White Alison , Warren Sarah , Fisher Dawn , Sellen Joselyn L.
Published: January 2023

Background:

dmissions to secure mental health services aim to treat both mental illness and the offending behaviour of service users. Dialectical Behaviour Therapy (DBT) is an emerging therapy within secure services for personality disordered service users. This pilot study explores the impact DBT had with female patients located in a secure service in Wales.

Aims:

To identify any treatment benefits of DBT for a sample of female forensic patients in Wales.

Methods:

DBT was adapted to meet the needs of the forensic setting and patient needs. Measures exploring anger, anxiety, depression, hopelessness and social problem solving were gathered from participants pre and post intervention.

Results:

Results indicated significant reduction in post intervention ratings for depression, hopelessness and anxiety, with large effect sizes in the desired direction reported on other measures, excluding social problem solving.

Conclusions and implications for practice:

DBT appears to have had a greater impact on the affective experiences of participants and less impact on the cognitive processes related to social problem solving. Findings are discussed in terms of clinical practice significance.
Using EEG to test the inhibitory mechanisms implicated in aggressive behaviour that rely on GABA function: Source analysis of N200 and P300 components
Authors: Fido D. , Wilson D.A. , Espirito Santo M.G.E , Stephens T. , Sumich A.
Published: January 2023

Extreme forms of aggression can have an adverse impact on society and those within it. The inhibitory neurotransmitter Gamma-Aminobutyric acid (GABA) has been associated with decreased levels of both aggression and impulsivity in animal and human research with frontal executive structures suppressing sub-cortical activity and impulsive behaviours. This thesis reviews the literature outlining the influence of GABA on event-related potentials and uses a go /no-go oddball paradigm, measured by electroencephalography, to index GABA signalling accordingly. Dipole modelling revealed that attenuations of the dorsolateral prefrontal cortex in production of the N200 and anterior cingulate cortex in P3a generation were key predictors of aggression and impulsivity respectively. It was concluded that poor GABAergic signalling in frontal regions and a subsequent inability to mediate sub-cortical impulses resulted in higher levels of trait aggression and impulsivity in a non-clinical population. These results provide a strong basis for future replications on a larger participant sample to test the stability of models proposed in this pilot research.
The biological basis of psychopathy and the effects of psychological interventions
Authors: McKenna Rory
Published: January 2023

Psychopathy is a personality disorder characterised by traits and behaviours typically clustered into an affective and interpersonal domain (Factor 1) as well as an impulsive and antisocial domain (Factor 2). As such, psychopaths are emotionally shallow, showing deficiencies in guilt, remorse and empathy and are also, deceitful, manipulative, and egocentric in their social interactions. Psychopaths also regularly engage in poorly motivated violent antisocial behaviour due to their impulsive and erratic nature. Although the environment has been linked to the development of psychopathy, neuroimaging and behavioural-genetic research have suggested an established biological basis to the disorder, highlighting specific gene types and brain structures such as the paralimbic system. Although the treatability of psychopathy is undermined by a significant biological aetiology, compliance issues demonstrated by psychopaths in treatment settings can further undermine the treatability of the disorder. As such, psychological interventions that attempt to socially adjust psychopaths and reduce their risk of criminal recidivism typically produce minimal and inconsistent treatment results. However, due to the inconsistencies and flaws of treatment outcome research with psychopaths, a definitive conclusion as to the treatability of psychopathy cannot yet be ascertained.
Doing more good than harm: A case study of an offender presenting with dissociative amnesia
Authors: Currie Angela
Published: January 2023

Organising the start of an offence-focused programme often never runs smoothly. Offenders can have many reasons for why they decline to engage fully in interventions. It can become difficult to remain empathic in the face of what can seem like regular resistance towards programmes. Considering techniques such as motivational interviewing, and theories based on motivation to change behaviour, are influential in psychological practise with offenders who appear to be somewhat resistant to engage in interventions. However, when offenders present with a less visible or clear form of resistance, the best practice to help them achieve an ethical and supported progression of insight into their offending is, by consequence, often also not so clear. For example what is considered best practice when an offender expresses a desire to engage in offence focused interventions, but states they cannot remember committing the crime they are convicted for? Professionals at HMP Glenochil were faced with this situation recently when a sex offender expressed having dissociative amnesia. The research on the area of sexual offenders presenting with dissociative amnesia is detailed insofar as to document and discuss its presence. Further there are suggestions of different techniques describing how to work therapeutically with such offenders in order to help them recall their lost memories. This paper aims to provide an overview of the application of a specific therapeutic technique, the Memory Recovery Technique (Marshall et al., 2005), with a sex offender presenting with dissociative amnesia.
Exploring motivation and personal change in males serving probation orders within the community: A qualitative pilot study
Authors: Palmer Cheryl , Heggs Daniel , Sellen Joselyn
Published: January 2023

Background

It is important to motivate offenders to engage in treatment as treatment non-completion is associated with increased rates of reoffending and poses a drain on resources. Exploration of the utility of pre-treatment interventions for enhancing treatment engagement among offenders is, therefore, warranted. Preliminary evidence suggests that the Personal Aspirations and Concerns Inventory for Offenders (PACI-O) may enhance motivation and treatment engagement among offenders, although investigation has been limited to prison samples.

Aims

To explore whether the PACI-O has potential as a pre-treatment intervention to increase motivation and treatment engagement among a community sample of male offenders.

Method

This study used a case series sample of two male offenders who had been serving community sentences. Qualitative thematic analysis was employed to explore participants’ accounts of motivation and personal change from semi-structured interviews.

Results

Participants’ accounts provide support for the theoretical basis of the PACI-O and suggest that their experience of prosocial personal change was closely tied to adaptive motivation and goal-pursuit.

Conclusions

This study offers preliminary evidence for the utility of the PACI-O as a pre-treatment intervention to boost motivation and engagement among male offenders in the community. Further investigation with a larger sample of offenders is required.