bluuebunny/crossref_metadata_2025 huggingface dataset:
Evaluating the impact of working memory training programmes on children – a systematic review
Authors: Randall Lee , Tyldesley Kath
Published: January 2023

Background:

An increasing body of evidence suggests that working memory can have a significant effect on the academic success of children in school (Gathercole & Alloway, 2008). As such a number of working memory training programmes have been developed and marketed commercially to schools and parents as tools for helping children to boost their working memory and as a result, their learning ability.

Aim:

The reliability and validity of this body of evidence has been challenged in recent years with questions raised as to whether such programmes actually do boost working memory or show any subsequent impact upon learning (Apter, 2012). This paper aims to examine eight studies published within the last 10 years that explore the effects of commercially available working memory training on working memory and various other factors including ADHD, literacy and numeracy.

Rationale/Approach:

Drawing on systematic literature review methodology and using study quality assessment frameworks, the paper examines the evidence for the impact of working memory training programmes upon working memory and other neuro-behavioural and neuro-cognitive factors relevant to teaching and learning.

Findings/Conclusion:

The studies examined used samples from a range of ages (5 to 12 years) and with varied demographic, behavioural and cognitive characteristics. The review indicated that although significant near and far transfer effects for improvements to working memory were found, there were some differences in the pattern of these improvements, with different studies finding different sub-components of working memory benefiting over others. The review also found that the evidence that working memory training leads to improvements in other areas such as literacy and numeracy is inconclusive at best, and that further research will be required for us to better understand the mechanism through which working memory training may improve working memory and academic performance in children.
The emergence of neuroscientific evidence on brain plasticity: Implications for educational practice
Authors: Rees Paul , Booth Rhonda , Jones Alice
Published: January 2023

Aim:

This paper considers the research evidence on brain plasticity and its relevance for education.

Rationale:

The human brain develops at a phenomenal rate typically reaching 95 per cent of its adult size by 6 years of age. This paper highlights some of the structural, neurobiological, neurochemical and functional changes that are said to occur following early childhood. The implications for contemporary education are explored.

Findings:

There is ample evidence that the brain changes in respect of structure, synaptic density, neurotransmission, interconnectivity and functioning throughout childhood and adolescence. It is also increasingly evident that the brain’s plasticity makes it susceptible to the influence of experience and the environment. Programmes have been developed which purport to draw on this neuroscience, but there is unease amongst neuroscientists that the science is being misrepresented. Examples of the appropriate use of neuroscience in education and clinical casework are discussed.

Conclusions:

Evidence of brain plasticity has the potential to positively influence education at the strategic, organisational and individual level. It is suggested that the most important contribution that neuroscience has made to education, to date, is to provoke a reconsideration of the prevailing philosophy of education. There is now an urgent need for professionals who can evaluate the claims of neuroscience and assist educationalists to harness the benefits for children and young people.
Educational psychologists’ perspectives on the medicalisation of childhood behaviour: A focus on Attention Deficit Hyperactive Disorder (ADHD)
Authors: Hill Vivian , Turner Horatio
Published: January 2023

Aim:

This study explores the views of Educational Psychologists (EPs) practising in the UK regarding the assessment, diagnosis and treatment of Attention Deficit Hyperactivity Disorder (ADHD).

Method:

An online survey collected from 136 EPs, representing 70 local authorities across the UK.

Findings:

Responses highlighted how currently EPs are rarely engaged in the assessment of ADHD. However, the data indicated that EPs play an important role in increasing the awareness of contextual factors in children’s behaviour, and are well placed to support the development of individually tailored interventions. It was identified that in many local authorities, current diagnostic practices do not conform to government guidelines regarding both access to psychological interventions and the prescription of medication to pre-school children. Furthermore, few children were involved in decision making about their treatment. Where Local Authorities have developed standardised pathways or protocols governing the diagnostic process, EPs are involved in the assessment process and children are more likely to access psychological interventions, and for contextual factors to be taken into account.

Limitations:

Consistent with the research aims the study focuses exclusively on EP perspectives. As a survey it was not possible to probe for meaning or clarification of issues that emerged. There is a need for further research into successful examples of ADHD treatment pathways that take advantage of the unique contribution of EPs.

Conclusions:

Priorities for future work include the need to develop a nationally agreed protocol for a multi-professional approach to assessment and treatment of ADHD. There is an urgent need for careful monitoring of prescription rates, particularly in pre-school children and across different ethnic and social groups. Furthermore, steps should be taken to address the lack of participation by children and young people in decisions about their treatment.
The Team of Life: A narrative approach to building resilience in UK school children
Authors: Eames Vicky , Shippen Catherine , Sharp Helen
Published: January 2023

Concern about children and young people’s mental health is high on the UK national agenda. Access to specialist Child and Adolescent Mental Health Services (CAMHS) is perceived as problematic due to high thresholds, clinic-based service delivery and associated stigma. Schools and youth work contexts present alternative and more accessible settings for early intervention and preventative work aimed at promoting positive mental health. The Team of Life is a narrative group methodology with sporting metaphors, which encourages young people to recognise the strength and resilience in their life teams. The approach has been used within diverse contexts internationally, for example with former child soldiers in Uganda, young men from refugee backgrounds and young people in Australian schools. Innovative partnership work between health and education has led to the implementation of the Team of Life in a UK school and the development of a manualised Team of Life Programme. We now report findings from pilot work evaluating feasibility and outcomes for the programme within a UK secondary school setting. Quantitative findings include significant positive change in Goal Based Outcomes as well as significant reductions in emotional and behaviour difficulties measured by the Child Behaviour Checklist. Qualitative thematic analysis of participant feedback indicates benefits relating to the experience of ‘shared understanding’, ‘confidence’, ‘peer support’ and the ‘positive impact of sport’. Further research is planned to evaluate the effectiveness on a larger scale. This pilot study was undertaken as part of CAMHS Extended Schools work. Potential for collaboration between clinical and education psychology colleagues in relation to the promotion of positive mental health in schools is discussed.
Therapeutic practice within educational psychology: The discursive construction of therapeutic practice from the perspective of educational psychologists new to the profession
Authors: Wade Charlotte
Published: January 2023

Aims:

This paper explores the perspectives of recent entrants to the profession of educational psychology, specifically with regard to their discursive constructions about their professional role in delivering therapeutic interventions.

Rationale:

The purpose of this paper stems from an interest in how Educational Psychologists (EPs), new to the profession, attribute meaning to therapeutic practices and the language they use to describe such approaches.

Methods:

This research reports on a Discourse Analytical study (DA) that explores the discursive constructions of therapeutic practice within educational psychology. These constructions were taken from the perspective of 15 EPs who were new to the profession. Drawing on data from four focus groups, comprising of three to four participants, Discursive Psychology (DP) was used to analyse the psychological themes emerging from participant talk.

Findings:

Analysis indicated that five interpretative repertoires were used to discuss therapeutic practice within educational psychology. These included: ‘therapeutic-as-skilled’; ‘therapeutic-as-eclectic’;‘therapeutic-asthreatening’; ‘therapeutic-as-limited’ and ‘therapeutic-as-emerging’.

Conclusions:

It is argued that participants were able to take up varying subject positions in relation to therapeutic practice; this seemed to present them as both passive and active agents. When talking about therapeutic work participants appeared to position themselves as confused, reluctant and unconfident, as well as valuable, skilled and motivated practitioners. It is concluded that the relational aspects of therapeutic EP practice are as important as the technical aids or tools used to facilitate this type of work. It is suggested that the uncertainty that exists around therapeutic work within educational psychology reflects the uncertainty of an emerging EP identity. It is felt that EPs, who are new to the profession, have the sufficient agency to negotiate and reconstruct new therapeutic practices that can be embedded alongside other EP roles. However, this will require further investment from leaders and other individuals within the profession.
The use of a peer-mediated intervention for a pupil with autism spectrum disorder: Pupil, peer and staff perceptions
Authors: Ezzamel Nadia , Bond Caroline
Published: January 2023

Aim:

There is promising evidence for the use of Peer-Mediated Interventions (PMI) to facilitate pupil-peer relationships for pupils with autism spectrum disorder (ASD). This study aimed to evaluate an innovative PMI developed and delivered in collaboration with school staff for a Year 3 male pupil with ASD, and his typically developing peers.

Method/Rationale:

The intervention included whole class awareness raising sessions and small group peer network sessions. The mixed method evaluation measured the process and outcomes of the intervention. Data collection included interviews with the target pupil and school staff and a peer focus group to gain an understanding of participants’ experiences. Structured playground observations of pupil-peer interaction were also undertaken at three time points.

Findings:

Findings indicate that this small-scale PMI had a positive impact at the level of the target pupil and peers. An increase in appropriate initiations and responses by peers and the pupil were apparent. Increased peer acceptance and skills in interacting with the target pupil were reported by school staff. Staff and peers also reported positive changes in the target pupil’s social skills and enjoyment of working within a group.

Limitations:

Potential drawbacks included the ‘exclusive’ nature of the peer network group and wider school staff’s knowledge of the intervention. Generalisation of the skills learnt to outside the network sessions and transference of skills to pupils within the wider class were also limited.

Conclusions:

Key factors facilitating the implementation of this intervention within a school context were identified and future implications are discussed.
Understanding adolescent shame and pride at school: Mind-sets and perceptions of academic competence
Authors: Cook Ellen Maria , Wildschut Tim , Thomaes Sander
Published: January 2023

Aims:

Shame and pride have important implications in educational contexts for pupils and educators alike. The aim of this study was to investigate whether adolescents’ growth (intelligence) mindset is associated with reduced shame experiences and increased pride experiences, within a secondary school context. We tested perceived academic competence as a mediator of the hypothesised relations between a growth mindset and feelings of shame and pride.

Method:

Secondary school students (N=121, M age=14.28 years) completed the Scale of Personal Conceptions of Intelligence to measure their beliefs about the nature of their abilities (i.e. mindset) and then completed a brief online diary for 10 days. Participants rated their daily shame and pride experiences, as well as their daily perceptions of academic competence.

Findings:

Results revealed a negative relation between growth mindset and daily shame intensity, and a positive relation between growth mindset and daily pride intensity. Both associations were mediated by perceived academic competence.

Limitations:

We identified limitations, including the possibility that participants’ conceptions of shame and pride may have varied, and the reliance on self-report methods of data collection.

Conclusions:

Adolescents who endorse a growth mindset experience less shame and more pride at school. Stronger perceptions of academic competence account for this emotional signature of the growth mindset.
Children’s play with their imaginary companions: Parent experiences and perceptions of the characteristics of the imaginary companions and purposes served
Authors: Majors Karen , Baines Ed
Published: January 2023

Aims:

Imaginary companions (ICs) are a common feature of childhood and parents often witness young children’s play with their imaginary friends. This study investigated parent perceptions of ICs and explored associations between reported characteristics of the children and ICs and purposes served.

Method:

A self-selecting sample of 264 parents of children who had current or previous ICs completed questionnaires.

Findings:

Sixty per cent of the children had more than one IC. ICs mostly took human form (67 per cent) with 19 per cent taking animal form. Animal ICs were perceived as more important to the child. ICs served five distinct purposes: problem-solving and management of emotion, exploration of ideals, companion for joint fantasy play, companion to overcome loneliness and to allow children to explore behaviour and roles. Parents saw the main purposes of the ICs to be to support fantasy play and a companion to play and have fun with. They also frequently gave examples of how ICs enabled children to process and deal with life events. The majority of parents (88 per cent) did not think there were disadvantages in their child having an imaginary companion.

Limitations:

The sample is likely to be skewed in terms of age and social status and thus not representative of the overall British population. Information is given on the demographic that are likely to have engaged with the research.

Conclusion:

The quantitative and qualitative data from parents provide insights and contribute to the understanding of the varied purposes served by children’s ICs.
Models of disability and the categorisation of children with severe and profound learning difficulties: Informing educational approaches based on an understanding of individual needs
Authors: Rees Kirstie
Published: January 2023

Aim:

This paper will explore the influence of dominant models of disability on the categorisation of children with severe and profound learning disabilities.

Rationale:

Whilst the medical model continues to characterise views of disability within medical settings, the adoption of the social model in education has led to a reluctance to use labelling (Norwich, 2002) and to the application of pedagogy which adheres to common ‘age and stage’ conceptions of progress (Lawson et al., 2005).

Findings:

The reticence to refer to a child’s diagnosis exacerbates a lack of understanding of the development of this group of learners and prevents the level of assessment necessary to inform robust individual education plans and child-centred teaching approaches. More recent approaches to curricular practice (Lacey, 2011) aim to achieve a balance between understanding a child’s individual needs and providing a range of learning experiences. This is consistent with the recently proposed ‘cultural-historical model of disability’ (Bottcher & Dammeyer, 2016) which attempts to realign the social and medical model of disability by reducing ‘developmental incongruence’ – a mismatch between a child’s impairment and proposed learning activities.

Conclusions:

The paper outlines how the application of this model may be facilitated by educational psychologists to ensure that information about a child’s ‘label’ is used positively, as a means of providing further information about a child’s cognitive profile and increasing the likelihood that learning activities will optimise outcomes.
Child sexual abuse: From diagnosis to formulation
Authors: Pilgrim David
Published: January 2023

Aim:

To demonstrate the need to replace the diagnosis of child sexual abuse with psycho-social formulations.

Method:

The literature on the limitations of diagnosis is reviewed and the methodological challenge of assessing child sexual abuse both at the individual and population level examined.

Findings:

The case for continuing with a diagnostic approach to child sexual abuse cannot be sustained. The complexity of this socio-legal matter requires methodological sophistication in both individual case work and research about the topic.

Conclusion:

A digital medical logic of present/absent and the search for single diagnostic procedures are ill-suited for a picture of multi-factorial complexity and competing personal accounts. Formulation is better suited for the task of investigating CSA, though the risk of psychological reductionism also attends this improved shift from medical diagnosis.
The experience of deaf students in secondary mainstream classrooms
Authors: Bartlett Robin
Published: January 2023

Aim:

This article aims to explore the classroom experience of students of secondary age who are deaf and who are being educated in mainstream secondary schools in England. In this approach, there is considerable emphasis on hearing the authentic voice of the students separate from the influence of their teachers and parents.

Method:

In-depth interviews were conducted in the students’ homes. Recordings of the interviews were transcribed and employed to identify themes in the data, adopting a ‘Grounded Theory’ approach. Further analysis of the themes led to a consideration of what implications there may be for the students, for the adults who support their learning, including educational psychologists, and for policymakers.

Findings:

The findings indicate that both the medical and social models of disability may need to be reappraised in terms of the framework they provide for guiding schools in educating their students. An alternative model, the risk and resilience model, is considered, which recognises the importance of the active contribution which the students may make in maintaining their placement in their schools.

Conclusions:

The evidence arising from this investigation suggests that the learning outcomes for deaf students in mainstream classrooms are finely balanced. Not to learn from the students about their experience would be to overlook a rich source of information on how schools and teaching might be improved and the underperformance of deaf children addressed.
Closing the poverty related attainment gap: Using Learning Journals to engage parents at the early level, with a particular focus on numeracy
Authors: Docherty Julie , James Mary-Louise , Spalding Kate , Walker Iain
Published: January 2023

Aim

This study aimed to explore the efficacy of using internet based resources to increase parental engagement in an area of social and economic deprivation with a focus on numeracy attainment outcomes.

Method

22 pupils in one mainstream primary school class took part in a six week intervention using Learning Journals to demonstrate numeracy activities to be carried out at home with parents. Pre- and post-questionnaires and semi-structured interviews were used to explore parents’ values and beliefs on engagement with school and numeracy learning. Standardised measures of pupils’ levels in numeracy and preferred areas of the curriculum were also gathered.

Findings

The introduction of Learning Journals increased parental engagement. Parents reported that Learning Journals removed many of the perceived barriers to engagement and increased their understanding of children’s learning. Pupils showed an increased preference for activity associated with number and shape compared to other curricular activities. Pupils’ numeracy levels showed a significant improvement post-intervention.

Limitations

Methodological limitations to this study include: a very short time scale; a small sample size (N=22); and no measurement of the varying levels of engagement and home learning activity.

Conclusions

Learning Journals are an effective method of engaging parents from areas of socio-economic deprivation who would otherwise be unlikely to engage in school activity. Future research is required to clarify the causal relationship between increased parental engagement and attainment outcomes.
The role of educational psychologists in supporting nurture-based practices and policy development at a local and national level in Scotland: A position paper
Authors: March Sam , Moir Taryn
Published: January 2023

Aims

This position paper illustrates how Educational Psychological Services (EPSs) have been instrumental through ever more systemic and universal ways of working to identify links between the needs within Scottish schools and targeted and universal nurturing approaches.

Method

This paper will initially demonstrate the appropriateness of a nurturing approach within a Scottish context, as a response to issues related both to mental health and to poverty. It will then continue by exploring how at both local and national levels, nurture-based practices have been embedded into policies and practice due to the influence of EPSs. It will demonstrate this through reference to the national context and the local authority (LA) level, using North Ayrshire Council (NAC) as an exemplar of how this can be achieved.

Findings

This paper will state that, while national and local policy have influenced the focus of EPSs’ priorities, so too has EPSs’ knowledge of psychology influenced national and local policy regarding nurturing approaches.

Limitations

This position paper is drawn from the Scottish education system and may not be fully representative of other contexts.

Conclusion

There is an ongoing cycle of mutual influence, enabling the continual development of good practice within schools. This can offer a template of systemic working for the future development of the profession of the educational or ‘school psychologist’ on a wider scale.
Understanding the relationship between youths’ belonging and bullying behaviour: An SEM Model
Authors: Slaten Christopher D. , Rose Chad A. , Ferguson Jonathan K.
Published: January 2023

Aim

Bullying is a significant problem among school children and within the climate and culture of many schools. Research has indicated that environmental and psychosocial factors may play an important role in the culture change needed to minimise bullying behaviours in schools (Goldweber et al., 2013; Mehta et al., 2013; Sapouna & Wolke, 2013). A growing body of literature suggests that belonging, one such type of psychosocial factor may act as a buffer for bullying perpetration. For this reason, the current study aimed to explore the relationship between peer, family, and school belonging and bullying behaviours.

Method/Rationale

Students from rural middle schools (ages 11–14; N=912) in the United States completed surveys including questionnaires on bullying and peer, family, and school belonging. Structural equation modeling was used to examine the relationship between belonging and bullying behaviour.

Findings

The results support the hypotheses and suggest there is a link between sense of belonging (peer, family, and school) and bullying behaviour.

Limitations

The most notable limitation is that the data are cross-sectional, examining the variables at one particular time point, which eliminates the possibility of studying longitudinal impact. Further, all measured constructs examined were done through self-report assessments. Thus, observational and behavioural information was not collected or utilised in the current study.

Conclusions

These findings have an important applied component and could lead to stronger intervention efforts. Specifically, interventions that focus on increasing positive peer-level interactions, coupled with a stronger sense of school community or belonging, could result in decreases in bullying behaviours.
The psychology within models of reading comprehension and the educational psychologist’s role in taking theory into practice
Authors: Moir Taryn
Published: January 2023

Aim:This position paper illustrates prominent theories of reading comprehension and considers how these models have informed reading instruction within the classroom. It then considers how reading comprehension can be supported by educational psychologists (EPs).

Methods:This paper presents five sociocultural models of reading comprehension. These models are discussed and used to inform EPs’ understanding of effective reading comprehension instruction.Findings:Metacognitive and sociocultural models provide clues that can enhance EPs’ understanding of what potentially makes the reading process break down and how reading can be supported within the classroom.Limitations:There are many models of reading comprehension; a comprehensive study of all would not be feasible within the scope of this paper.

Discussion/Conclusions:This study offers seven recommendations regarding reading instruction and how EPs can support schools.

Keywords:reading comprehension; metacognition; research into practice; reading models; reading instruction
An exploration of the use of ABLe by educational psychologists to promote universal inclusive practice in primary school classrooms in one local authority in Scotland
Authors: Ayliffe Megan , Gos Caroline , Hobbs Gwen
Published: January 2023

In Scotland, an increasing amount of emphasis is being placed on creating inclusive learning environments to meet the needs of all learners. An inclusion pedagogy requires a focus on all children in a classroom and a rejection of deterministic beliefs of ability. The current study examined the use of Addressing Barriers to Learning (ABLe), an inclusive practice resource developed and promoted by Dundee City Council Educational Psychology Service (DEPS). 11 educational psychologists (EPs) took part in a survey exploring their views surrounding the impact and process of using ABLe. Qualitative thematic analysis identified three key themes (Staff engagement, role of the EP, future needs) and six sub-themes (staff resistance, within-child conceptualisations, professional dialogue, evidencing impact, accessibility and format, and staged approach to implementation). The findings suggest that successful implementation of ABLe is facilitated by the collaborative coaching of inclusive pedagogy and functional links to the National Practice Model.
Developing a multiagency assessment pathway of Intellectual Disabilities: An education and health collaboration
Authors: Eodanable M. , Holden L.
Published: January 2023

Meeting the needs of young people with Intellectual Disabilities (ID) and their families is a key priority of the Scottish Government as outlined in The Keys to Life (2013) and Towards Transformation (2021) whereby a strategic change to universal and tiered services’ delivery is advocated. This article reflects on the drivers for change and need for the diagnosis and identification of ID, which prompted the multiagency collaboration of one local authority’s Psychological Services and Child and Adolescent Mental Health Service (CAMHS) ID service in a National Health Service (NHS) Health Board to design an ID assessment pathway.
Towards effective implementation: A case study of growth mindset implementation in a Scottish secondary school
Authors: Seaton Fiona , Taylor Susan
Published: January 2023

In education many evidence-based practices have not achieved their potential to impact student outcomes as implementation is complex (Sanetti & Collier-Meek, 2019). Following on from an initial research project from the National Action Enquiry Programme for Educational Psychologists (Scottish Government, 2022), this research investigated the views of two key figures within a Scottish secondary school five years after the adoption of a growth mindset intervention. A semi-structured interview was used to explore how organisational change was enabled, why it was effective, and what barriers were faced. Several factors led to successful implementation: ignition, motivation, support within the organisation, perseverance of individuals driving change forward, and evaluating impact. Participants shared their challenges and the ways of tackling these. Several next steps were shared, with the importance of continued prioritisation needed to reach implementation sustainability. This research provides a promising platform for bridging the gap between implementation science research and practice.
Living with Asperger’s Syndrome: A personal account
Authors: Roose Gillian
Published: January 2023

The author of this article, who wishes to remain anonymous, is a 53-year-old man; he is an artist and is interested in and very knowledgeable about political history. He lived for many years in an old Victorian psychiatric institution and moved to live in a staffed house in the community about three years ago. He was given a diagnosis of Asperger’s Syndrome within the last ten years, having had many other diagnoses throughout his life. We worked together to produce a booklet about his experiences to help staff members understand how he sees the world. The first part of the booklet is about his views in his words (reproduced here) and the second provides more direct advice for staff members. The process of writing lasted for about four months. Firstly, he spoke about particular areas that concerned him, such as friendship; these became the headings and then through discussion we added more information to each section. We are agreed that writing the booklet and working together was a valuable experience for both of us. The author has received many positive comments from staff members and his booklet is required reading for anyone who works with him. The booklet has also been used within local NHS services and is held as a resource by the National Autistic Society.
A study of the relationships between mental illness, epilepsy and challenging behaviour in a sample of people with learning disabilities living in the Highlands of Scotland
Authors: Grieve Alan , Jones Alan , Slupek Sharon
Published: January 2023

Challenging behaviour (CB) is a problem which affects many individuals with learning disabilities (LD). Moss et al. (2000) have noted that people with CB are more likely to show psychiatric symptoms when compared to people with LD who do not display CB. However, results have been mixed as aggression has been found to be related to anxiety in people with LD but not to depression (Allan, Grieve & Lindsay, 2004). In addition, the evidence supporting pharmacological treatment of CB in this population is currently lacking (Santosh & Baird, 1999).

Psychiatric illness and levels of CB were assessed. The study used both within and between group comparisons. 479 participants with past history of CB, where 279 (58.2 per cent) were male and 200 (41.8 per cent) were female. Participants all resided in the community and were living in the Scottish Highlands. CB was assessed through assessments with care staff who knew the participant.

Results: Logistic Regressions revealed that neither a diagnosis of mental illness nor the presence of epilepsy were predictors of CB. This may suggest that the use of medication to control CB may be unnecessary. Furthermore, if people are being medicated unnecessarily, then this may be causing a significant negative impact on their lives. A number of the medications which are used to treat both mental illness and CB can cause unpleasant side effects. It is also possible that the sedating effects of some medications may result in people being unable or unmotivated to engage in their normal daily activities or in community-based activities.
It hurts! Pain and older adults with learning disabilities and dementia
Authors: Singleton Julie , Kalsy Sunny
Published: January 2023

This article represents a series of reflections that we as part of a NHS clinical psychology service for Older Adults with Learning Disabilities (LD) have increasingly considered in our day-to-day work with ageing adults with LD who may also have dementia, their care-givers and other supporters/staff. It is not intended to be a prescriptive guide to the assessment and clinical management of pain in older adults with LD and dementia. Rather, our intention is to share our experiences and highlight the issues that we have taken into account throughout the course of our clinical work. We also hope to signpost some key considerations that are important in the context of understanding and working with pain in older adults with LD and dementia.
Developing a person-centred outcome measure for people with learning disabilities accessing psychological services
Authors: Hobson Ben , Thomas Gail
Published: January 2023

This paper provides a brief overview of the development of a person-centred outcome measure for use in psychological work with people with learning disabilities The rationale for developing the measure was to create a tool which would be of use to service users, clinicians, managers, and commissioners. The initial version of the measure was developed by a small working party in the summer of 2007. It was then piloted for six months. At the end of the pilot, all completed measures were audited (quantitatively). The clinicians involved in the audit also took part in two focus groups. These groups allowed for a service-wide discussion of issues including: individual clinicians’ experiences of using the tool (or not); outcome measurement in general; and ideas for improvements to the measure. The content of the focus groups was analysed qualitatively. As a result of the quantitative and qualitative elements of the audit, a number of revisions were made to the initial version of the measure. An updated version of the measure is attached to this paper as Appendix 1. A more detailed description of the development of the measure and results of the audit is available from the first author on request.
An example of a Narrative Staff Consultation in Learning Disability Services
Authors: Leaning Brian
Published: January 2023

Care staff support people with learning disabilities in a wide variety of settings and the relationships that are co-authored influence the emotional narratives of both the staff and service users.
Reflections on using the systemic model with other clinical psychologists as co-therapists with adults with learning disabilities and their families
Authors: Jackson Jennifer , Gratton Caroline , Roach Rosamund
Published: January 2023

This paper introduces some of the learning and thinking we have done since we began applying the systemic model to our work with adults with learning disabilities.
Assessment of consent to arranged marriage for people with a learning disability
Authors: Marlow Liz
Published: January 2023

This article discusses the challenges of assessing consent to an arranged marriage in people with a learning disability. The article is based on the author’s experience of carrying out two of these assessments. The process of assessment is described along with the outcomes and responses to the assessments. A brief discussion of the legal and ethical issues which arose from these assessments forms the conclusion.
‘Moving things to an independent life’: The influence of narrative therapy on working with a woman affected by learning disabilities
Authors: Hilton Amanda
Published: January 2023

‘I’ve stood in front of some audiences to start telling my story, and I just can’t. I’m not going to speak into that listening. Listening has a shape, and I think the listening shapes the speaking…I would say that all people want to tell their story. It’s about finding the right person to listen to them, or the right kind of listening to allow people to tell their story.’ (Paul Browde, 2012, p.15)
A friendship group for adults with learning disabilities
Authors: Marlow Liz
Published: January 2023

This report describes a group which was facilitated by a Clinical Psychologist and a Speech and Language Therapist. The group could be described as a hybrid group because we used a psycho-educational format based on a social skills model, but with a strong experiential component. Significant differences were found between measures of relationships skills administered before and after the group.
The Summertime Confidence Group: An assertiveness group for people with learning disabilities
Authors: Kelland Hannah , Lane Nicola , Brandaro Nicola
Published: January 2023

This paper presents a summary and evaluation of an assertiveness group for people with learning disabilities. Participants were asked to rate their assertiveness skills and self-esteem using accessible questionnaires before and after attending the group and also to provide qualitative feedback on the group. Learning points and reflections from the group are discussed. These reflections may be especially pertinent for trainee clinical psychologists and assistant psychologists who are planning to run similar types of groups.
A repeat survey in 2012 of the clinical psychologists working with people with a learning disability in the north-west of England
Authors: Fleming Ian
Published: January 2023

A 2007 survey of the density of LD specialists in the north-west of England was repeated in 2012. The wide disparity between different localities reported in 2007 continued in 2012 and had if anything slightly increased. The proportion of services that worked with both adults and children remained the same – around 20 per cent. There was found to be a significant reduction in the establishment during the five-year period. The reduction was concentrated in unqualified posts. The grading structure of the qualified posts remained broadly the same, and there was a reduction in the vacancy rate, which in 2012 was concentrated in qualified posts. These findings are discussed.
Valuing reflective space in the NHS
Authors: Boyd Sarah
Published: January 2023

This article is reprinted in recognition of errors in publication in the last edition.
Wellness Recovery Action Planning (WRAP) – ‘WRAPping’: A group for individuals with learning disabilities and their carers
Authors: Stokoe Nicole , Hines Emma , Burke Noel , Turnbull-Tilley Hannah
Published: January 2023

This article describes the development and pilot of a Wellness Recovery Action Plan (WRAP®, Copeland, 1997) group for individuals with mild learning disabilities (LD) and their carers in a community setting. This small group evaluation was the first step in developing a LD specific adapted WRAP programme from Copeland’s (1997) original programme with adults without learning disabilities.
Goodbye, Bed Lover: Reconceptualising depression – a narrative approach
Authors: Drane Emma , Coles Sarah
Published: January 2023

This article describes a piece of individual work for a lady with Down’s syndrome presenting to her GP with symptoms of low mood. Initial work began utilising a cognitive behavioural approach, with limited success. Following a reformulation, a narrative therapy approach led to a change in intervention, reconceptualisation of her difficulties, and a positive outcome for the client.
Expert by experience involvement in Intellectual Disability Services: Token inclusion versus protective refusal
Authors: Williams Jonathan
Published: January 2023

Health and Social Care Services have begun to realise the importance of user involvement over recent years. It is argued that this has already borne significant benefits, and given power to users who have unique insights about how services should be delivered. Nevertheless, developing and implementing effective user involvement systems is not always easy. This article explores such challenges within Intellectual Disability Services. It is proposed that consideration of Dialectical Theory can help elucidate the challenges and aid practical solutions.
An evaluation of the effectiveness of support workers training on friendships for individuals with learning disabilities
Authors: Prescott Lindsay , Westbrook Jenna , McGarry Jill
Published: January 2023

This article presents a new staff training package on supporting people with learning disabilities (LD) with friendships which was developed and delivered by the Salford Learning Disability Psychology Team. The article gives some background to why this work is important and details the development and structure of the training package before presenting its findings of whether the training package was effective. Reflections from the authors are provided with some recommendations for future work.
Does Positive Behaviour Support provided by a community team improve outcomes for adults with intellectual disabilities?
Authors: McLaughlin Lyndsey , Skelly Allan
Published: January 2023

Positive Behaviour Support (PBS) is proposed as the model of care for adults with intellectual disabilities (ID) whose behaviour challenges others. In this study we considered how much change was observed in 16 clients presenting to a community learning disabilities team with challenging behaviour, and receiving PBS, as measured on the HoNOS-LD, a generic outcome measure. Clear improvements in behavioural and emotional functioning were identified for all clients. Quality of life and communicative abilities showed an interaction of length of involvement, with greater change in clients receiving PBS for more than one year. The pre-post effect size (Cohen’s d) for change in Total HoNOS-LD Score was 0.86 (large). We discuss the potential implications and limitations of this study.
Incorporating attachment theory into clinical practice for individuals with intellectual disabilities in Scotland
Authors: Gardner Sarah , Horne-Jenkins Sharon
Published: January 2023

A report on a successful regional workshop bringing together psychologists across Scotland.
Attachment clinical practice guideline: Feedback from national workshops on compliance
Authors: Skelly Allan
Published: January 2023

This article summarises feedback from introductory days in Scotland and England, presenting the BPS 2017 guidelineIncorporating Attachment Theory into Practice to Faculty Members.Two of the workshops included quantitative feedback from focus groups on compliance with the guideline, using its self-assessment tool to assess attainment of seven standards within their services. Results suggested that most groups considered that they partially met all of the standards, with some groups judging standards to be fully met on standards 1, 2, 4, 6 and 7. Standards were not met for standards 3 and 5 for a minority of groups, but partially met for others. The article considers some qualitative feedback, and a plan of action for the Faculty is proposed, emphasising collaboration with other bodies.
Non-Violent Resistance (NVR) for parents of adults with learning disability – A pilot group
Authors: Doswell Sophie , Kokhar Lubna , McKillop Michele , Quazi Perveen , Oliver Dawn
Published: January 2023

▪ Non-violent resistance (called NVR for short) is a way of helping parents to look after their children.

▪ We met with parents of adults with learning disability 8 times to do NVR.

▪ Parents said NVR helped them.

▪ We think more psychologists should try using NVR with parents of adults with learning disability.
Listening to the views of people with learning disabilities
Authors: Kenney Rebecca , Laxton-Kane Martha
Published: January 2023

▪ We asked ten clients for their opinions of receiving support from the National Health Service (NHS) learning disabilities child and adolescent mental health service (LD CAMHS).

▪ Clear communication, being heard and understanding the goals were identified as being important.

▪ New service standards have been developed based on the feedback.

▪ The information gathered could be useful for other learning disability services.
Supporting treatment and appropriate medication in paediatrics (STAMP):A Brent Child and Adolescent Mental Health Service audit for the LD pathway
Authors: Weiner Ben , Kishan Gohil
Published: January 2023

• STAMP stands for ‘Supporting Treatment and Appropriate Medication in Paediatrics.’ STAMP aims to make sure (1) psychological intervention is considered before medication; (2) medication is given only when needed and reviewed regularly; (3) medication is given for the right reason in children and young people.

• The Learning Disability pathway within the Child and Adolescent Mental Health Service (CAMHS) in Brent (North-West London) conducted an audit to see how the team were performing to meet STAMP’s aims.

• For children and young people taking medication, the results showed that there was not a big difference (a ‘statistical difference’) between (1) those receiving psychological intervention and those who do not; (2) those receiving medication reviews and those who do not; and (3) those who had their medication justified and those who do not. This means that the service is currently not meeting STAMP’s aims in the best way it can.

• The service has suggested some ways to help them achieve STAMP’s aims and plans to re-audit in 18 months.
Experiences of an acceptance and commitment therapy (ACT) wellbeing group for carers of a child with a learning disability
Authors: Sigston Emily , Lisa Brosh
Published: January 2023

• This article gives feedback from carers’ experiences of attending an Acceptance and Commitment Therapy (ACT) wellbeing group.

• Two workshops introducing the concept of ACT were run by a specialist Child and Adolescent Mental Health Service for children with a learning disability.

• Two follow up interviews were completed with carers.

• Carers reported that the group helped them put strategies in place, think about how they felt and take time for themselves.
What is our position on this and how can we effect change? Our experience of writing a position statement regarding attachment trauma in people with intellectual disabilities
Authors: Fletcher Helen K. , Frankish Pat , Azmi Sabiha , Flood Andrea
Published: January 2023

We heard about the abuse and bad treatment of people with intellectual disabilities which had happened at an inpatient unit called Whorlton Hall in 2019.

We were upset and angry that abuse keeps happening even though people have been trying to make sure support is better and safer.

We wanted to write something to tell people that we thought the abuse was terrible and should not be happening.

We hoped that we could write something that would tell people how important it is to:

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help people to get better at spotting signs of emotional and physical abuse

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report any abuse or poor support and make a plan to follow up to make sure this stops

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share ideas of how we can better work together to stop abuse from happening

We set up a small group of clinical psychologists to write a ‘position statement’ which would include all these things.

We shared what we had written with a bigger group of psychologists and health professionals in our Attachment and Intellectual Disabilities Special Interest Group and they said what they thought was good and how to make it better.