bluuebunny/crossref_metadata_2025 huggingface dataset:
The ethical challenge of working with spiritual difference: An interpretative phenomenological analysis of practitioners’ accounts
Authors: Jackson Joanna , Coyle Adrian
Published: January 2023

Addressing spirituality in therapy is not only important for a substantial number of clients but many therapists also regard it as potentially valuable. However, practitioners report difficulties and confusion regarding how to work with spiritual difference, especially when clients’ spiritual beliefs are perceived as undermining their psychological well-being. The current study aimed to explore this challenge through the use of a qualitative design. Semi-structured interviews were conducted with 11 practitioners and the transcripts were analysed using interpretative phenomenological analysis. Three super-ordinate themes were discerned in the data: ‘therapists’ perception of clients’ spiritual beliefs: psychological understanding and impact’, ‘therapists’ aims and responsibilities: (in)compatibility with clients’ spiritual beliefs’ and ‘therapists’ practice responses to psychologically unhelpful spiritual beliefs: explicit and implicit approaches’. When clients’ spiritual beliefs were perceived as psychologically unhelpful, therapists experienced a conflict between their ethical stance to respect clients’ beliefs and their aim to enhance psychological well-being. This conflict presented the greatest challenge for therapists working with different spiritual beliefs. Implications and recommendations for practice are considered and avenues for future research are highlighted. In particular, it is recommended for therapists to recognise this challenge as an ethical dilemma, to develop an ethical analytic framework and to reflect on their own beliefs within this framework.
Can Interpersonal Psychotherapy (IPT) meet the psychosocial cost of life gifted by medical intervention?
Authors: Morton Liza
Published: January 2023

Context and focus

Advances in medicine and technology have improved the survival of children born with life threatening medical conditions. However, this gift of life entails potential psychological, emotional and social costs including the impact of enduring paediatric and adult medical trauma, growing up feeling different, tolerating discrimination and disempowerment and adjusting to a further loss of health. Here, these emotional issues are explored using congenital heart disease as a specific example. Currently, psychological difficulties are under diagnosed for this population which could impact not only on psychological well-being and quality of life but also recovery from illness. As such, the potential benefits of Interpersonal Psychotherapy (IPT) as a treatment option are explored.

Conclusions

IPT seems a suitable treatment option for this population. Given that many of the issues faced by congenital heart disease survivors are likely to be shared with individuals born with other congenital conditions it seems likely that IPT generally offers a suitable treatment option for adults with a lifelong illness. A focus on the interpersonal difficulties faced by such individuals could benefit clients by validating the psychosocial cost that these individuals pay to live and endeavouring to develop an interpersonal network that better meets their complex psychological and emotional needs. Some potential limitations are discussed.
Interview with an interesting psychologist: Trainee Psych Scribbles
Authors:   Trainee Psych Scribbles, Mc Glanaghy Edel
Published: January 2023

This issue’s ‘interview with…’ introduces Trainee Psych Scribbles, who if you do not follow on Instagram – you should! In this column we find out about their motivations, inspirations and reflections on their career and creativity so far.
Exploring the positioning of educational psychology practice in 21st century learning
Authors: Parkinson Suzanne , Brennan Fiona
Published: January 2023

The term ‘21st century learning’ is widely used as an umbrella term for the proposed reconceptualisation of the goals and purposes of education and learning in the third millennium. This paper reviews key concepts within this new paradigm and explores ‘Core Competencies’ and the emergent construct of ‘Learner Identity’. The positioning of educational psychology practice to contribute to and shape a new and evolving understanding of learners in the 21st century is debated.
‘Helicopter children’ and ‘butterfly brains’.ADHD: perceptions, issues and implications
Authors: Maras Pam , Redmayne Terry , Hall Claire , Braithwaite Deborah , Prior Philip
Published: January 2023

This paper starts from the premise that ADHD may apply to a small proportion of children and young people who experience particular difficulties that can best be described under the broad umbrella term emotional and behavioural difficulties (EBDs). We propose that just as with EBDs, there is a growing amount of folklore inherent in common perceptions of ADHD and that perceptions are directly related to professional practice. We introduce preliminary findings from The University of Greenwich Kent EBD Project (Maras & Hall, 1996) and consider inter and intra professional relationships, perceptions, attitudes, actions, emotions and awareness in terms of ADHD specifically and EBDs generally. Implications for current, and the development of future, policy and practice are discussed.
Are educational psychologists serious about research?
Authors: Lindsay Geoff
Published: January 2023

The title of this paper may appear, at first glance, to be unduly provocative or negative. Surely all educational psychologists (EPs) are serious about research? However, I shall endeavour to explore this question in more detail as I believe that the potential contribution of EPs to research is not being realized. Equally important, I shall question the degree to which EPs’ practice is grounded in research.
Research methods in educational psychology: traditional and new paradigm
Authors: Norwich Brahm
Published: January 2023

This paper discusses some of the key issues and questions about the nature of research and the role of researcher for professional educational psychologists. These questions have been around in educational psychology since the origins of the professional role. They relate to whether psychological assessments count as a form of research, on one hand, and to more basic issues about different models of psychology as a mechanistic scientific and/or hermeneutic endeavour, on the other. The distinction between theory and needs driven research is examined as the context for discussing the extent to which professional educational psychologists currently do research of various kinds. The paper argues for a constructive co-existence between different paradigms in psychology while recognizing the different purposes of research associated with these paradigms. It is argued that we need to be open to a range of different methodologies while realizing the practical issues about training in varied research methods, finding time to conduct such research and persuading research users of the need for research in order to promote the demand for it.
Coaching and critical dialogue in educational psychology practice
Authors: Cameron R.J. , Monsen J.J.
Published: January 2023

Although the value of continuing professional development is widely accepted, observable changes in professional practice are difficult to achieve and even more difficult to maintain. Even educational psychologists, it would appear, are not immune to the problem of ‘professional inflexibility’.

Coaching and critical dialogue are approaches which can help educational psychologists to explore their management of professional problems more thoroughly, to gain insight into their personal/professional performance in problem situations and use this information to improve their skills and knowledge in consultation.

In this paper, the processes of coaching and critical dialogue are examined and relevance to EP practice is considered. Conceptual links are made between coaching and critical dialogue, and a number of contemporary and powerful ideas/models from psychology.
Theme consultancy – exploring organisational themes to symptomatic problems of behaviour management in a primary school
Authors: Baxter Joan
Published: January 2023

If children’s mental health needs are to be promoted rather than undermined through their experience of school, then systemic as well as individual support is needed to address behavioural difficulties. Persistent or intractable problems of behaviour management within a school may themselves be symptomatic of organisational stress. However, schools are on the whole unfamiliar with the kind of organisational consultancy which can address the underlying beliefs, feelings and ‘script’ of the institution so as to alleviate stress and to promote cooperation and development. This paper offers an example of a consultation employing ‘action research’ as a response to escalating behavioural difficulties in a London primary school. The work was negotiated as an alternative solution to that originally conceived by the school.
A developmental mediation approach to early intervention; mediational intervention for sensitising caregivers (MISC)
Authors: Klein Pnina S.
Published: January 2023

The current paper presents the MISC approach to early intervention. Its special features, basic differences from other approaches, and research carried out cross culturally and with different populations of children with special needs, are described. The MISC involves the identification, and attempts to enhance, the mediational components within adult-child interaction in a developmentally appropriate manner taking into consideration ethnocultural and ecological variables. The first part of the paper describes the MISC approach, the second part highlights research on the modifiability of the basic variables of mediation and its short and long-term effects on children.
The educational psychologist as practitioner-researcher: Reality or dream?
Authors: Greig Anne
Published: January 2023

It is almost five years since the publication of the Special Edition ofEducational and Child Psychology, 15(3)that contextualised the debate on the new paradigm methods for would-be educational psychology practitioner-researchers. Despite the exciting and constructive message conveyed, numerous studies, both concurrent and subsequent to the Special Edition, suggest that, whilst practitioner research is happening, it has still not become a demonstrable reality for the majority of educational psychologists and their services. More recent publications on the state of education research in general and the official Scottish review of the educational psychologist’s role that includes the research remit, add a fresh dimension to the discussion. In addition, the current uncertain climate for professional educational psychology practice is a function of a number of ongoing shifts in paradigms, training, professional role expectations, and legislation, and these factors may be contributing to this lack of progress as well as creating unprecedented opportunities. With particular reference to the context of educational psychology in Scotland, this paper reviews existing and new literature, and focuses on identifying the helps and hindrances to the development of a research ethos and practice within psychological services.
The impact of inclusion policy on school psychology practices in Zimbabwe
Authors: Mnkandla Maureen , Mataruse Kurauone
Published: January 2023

This paper provides an overview of policy related to school psychology and special education practices. Aims and principles are outlined and used to interrogate existing practice. Small case vignettes and models of good practice are offered and barriers, opportunities and ways forward identified. It is concluded that inclusion policy needs must be underpinned by specific legal requirements for policy implementation and monitoring mechanisms. The material and manpower resource implications are emphasised and the training needs of both psychologists and regular teachers are highlighted.
The education of children with special educational needs: Evidence or value driven?
Authors: Fox Mark
Published: January 2023

Evidence-based practice is a particularly important issue at the moment for educational psychologists. Other professional groups, particularly within the health service, are being asked to justify their professional practice by the research evidence on which it is based. The aim of this paper is to explore how evidence-based practice highlights issues surrounding the education of children with special educational needs in the UK, and in particular how the reasons for change and variance within the system represent the values and beliefs of professionals rather than being founded on an evidence base. The importance of inclusive practice being based on research, professional experience and clients’ values is proposed as a model to endorse the credibility of educational psychologists in this evidence-based world.
Dyslexia in evidence-based practice
Authors: Reason Rea , Woods Kevin
Published: January 2023

This article starts with a formulation of evidence-based practice relevant to the concept of dyslexia. It then discusses responses to a survey of the impact of the DECP report entitledDyslexia, Literacy and Psychological Assessment(BPS/DECP, 1999b) under the following headings: applying the working definition of dyslexia; evidence of dyslexia and evidence of special educational needs; values and evidence; assessment-through-teaching as evidence; dissemination of evidence. The article stresses the importance of practitioner research and collaborative enquiry in answering the ‘so what?’ questions of dyslexia. It recognises that evidence-based practice does not exist in a vacuum devoid of the influences of publicity and public opinion, the beliefs and values in society (and of the practitioners themselves) and the legal precedents set in court.
Critical reflections on communicating with children: Making the tactics of training and intervention in child protection explicit
Authors: Warner Sam
Published: January 2023

In this paper I explore current understandings about child abuse and child protection in order to contribute to the on-going development of critical frameworks for assessment, intervention and training. My aim is to critically advance current statutory approaches to child protection that locate children’s needs within their specific family and environmental context in order to promote child-centred, empowerment and partnership-based practices. Through describing some key elements of a training programme aimed at enhancing practitioners’ communication with children in need, I demonstrate how communication and understanding are enhanced through being specific. I illustrate the practical benefits of making the various behavioural, intellectual and emotional processes of assessment and intervention open and transparent. I argue that more sensitive approaches to assessment and intervention are enabled through addressing both explicit factors associated with the child and implicit factors associated with the worker. A social constructionist framework is drawn on to explicate the multiple factors that shape our understandings about child abuse, child welfare and communication in respect of these issues. The paper demonstrates the benefits of adopting a more socially complete and reflexive approach to understanding child abuse and the processes involved in child protection.
The developing role and influence of the educational psychologist working within early years
Authors: Wolfendale Sheila , Robinson Mary
Published: January 2023

The article sets out to describe the developing role and influence of educational psychologists working in the area of early years, encompassing special needs. This growing area of work is first contextualised by reference to contemporary developments in early years policy and practice in the United Kingdom. Later in the article educational psychologist early years practice is described and a conceptualisation which includes consideration of a number of theoretical foundations and perspectives is offered. Finally, a number of issues and dichotomies for educational psychologists working in this area are identified and some ideas for evolving practice are suggested.
Observational learning and enculturation
Authors: Odden Harold , Rochat Philippe
Published: January 2023

Participatory learning as a central mechanism of enculturation is put into question based on ethnographic research conducted in a rural village in the Western Pacific country of Samoa.

The paper investigates the role of observational learning in the transmission of crucial social knowledge in Samoa allowing children to become active participants in their cultural environment.

The sample consists of 28 children aged between 4 and 12 years, 152 parental belief questionnaires as well as numerous semi-structured interviews. The research on learning individual fishing was conducted with a sample of 22 boys between 5 and 12 years of age and their older male relatives.

Experimental testing of children over a two-year period was combined with semi-structured interviews of caretakers and other adults as well as older children, parental belief questionnaires (multiple choice and short answer responses), and ethnographic observations of children’s daily life.

Our data show that observational learning is both a pervasive and potent mode of social learning in the Samoan context. Samoan children learn a range of different values, practices and beliefs via observation and without the benefit of extensive social scaffolding and intensive instruction. These results are particularly relevant to educators as the number of multicultural students in Western classrooms increases. Children, who grow up in a family and community environment that emphasises observational learning, may be at a great disadvantage in Western classrooms that emphasise active participation and dyadic instruction. The possibility exists that these children might not have learnt how to acquire knowledge effectively from such an environment.
Starting with inclusion:The East Sussex inclusion strategy and training for early years and childcare
Authors: Kingston Denise
Published: January 2023

This paper describes the process and outcomes of the East Sussex inclusion strategy for early years and childcare. Early research included: an audit of existing early years and childcare provision, a survey of parental views about current resources and needs, and a survey of providers views describing barriers to inclusion from their perspective.

These three major pieces of work led to an agreement to focus on inclusion and improvement for all children, the production of a staged approach to training, a new look to the foundation stage area special educational needs coordinator role and an extension of support and training into the childcare sector. Evaluation shows that the training and support is not only well received but making fundamental differences to the practice within settings. Parents, practitioners and the children themselves have been given a ‘voice’ through the use of the Index for Inclusion (Booth & Ainscow, 2002). The strategy and developments are increasingly being recognised as good practice both within government and within other local education authorities.
Ethnicity and bullying: A study of Australian high-school students
Authors: Nguy Linda , Hunt Caroline J
Published: January 2023

Bullying is a widespread problem of concern to many educators and psychologists. Globally however, there is a paucity of literature examining ethnic variables in the context of bullying. This is an important area of study, particularly for those responsible for implementing bullying interventions, with societies becoming increasingly diverse in their ethnic composition. To explore the effects of ethnic variables in bullying, this study focuses on the relationship of ethnicity and ethnic identification with bullying behaviour and bullying attitudes. Australian high-school students (N= 478) from different ethnic backgrounds were surveyed using the Attitude to Victim Scale, Attitude to Bullying Scale, Peer Relations Questionnaire and the Multi-group Ethnic Identity Measure-Affirmation/Belonging Subscale. Results indicate that ethnic factors influence some bullying behaviours and attitudes to a small but significant extent. No ethnic differences were observed for incidence of bullying involvement or victimisation, although frequency of group bullying involvement was influenced by strength of ethnic identification as a function of sex. Ethnicity and sex differentiated students’ attitudes toward bullying, with more pronounced sex differences among ethnic majority students. Ethnic minority students placed greater importance on attributes proposed as consequences of bullying, compared with ethnic majority students. Irrespective of ethnicity, students felt that their school was concerned about addressing the problem of bullying and no ethnic differences were identified for attitudes toward bullying interventions. This study demonstrates the complex relationship between ethnic variables and bullying and discusses the need, in future, for a more sophisticated exploration of ethnic variables in the context of bullying.
Bringing narrative psychology to school improvement for peace: Some implications for the role of the educational psychologist in social conflict
Authors: Smith Ron
Published: January 2023

Staub remarked that psychology had important contributions to make to our understanding of how to create peaceful, harmonious and caring relationships between groups. This paper reports on the school improvement phase of an ongoing programme of practitioner research. It illuminates the potential for practitioner educational psychology to contribute towards building a culture of peace and to counter hegemonic school discourses which detract from the task of addressing inter-communal conflict. The work was underpinned by the argument that school-based efforts to overcome ethnopolitical conflict could be transformed through a perspective that gives a central role to the storied nature of human conduct; that is, through narrative psychology. This stance is a special case of the wider perspective called social constructionism, itself a movement which draws sustenance from and has links to a range of disciplines and intellectual traditions including Vygotskian theory and sociocultural perspectives on learning. Peace poems were elicited from children and young people and a sample of these were then discussed interpretatively by groups of experienced teachers and educators supported by practices from the organisational development approach called appreciative inquiry. Narrative thinking and methods were found to have great potential to help teachers generate alternative ‘richer descriptions’ of schooling for peace and consequently construct more inclusive and democratic social worlds. I argue that school improvement for peace requires the development of an alternative epistemology of professional practice based on a relational redrawing of psychological processes.
Attributions about child behaviour: Comparing attributions made by parents of children diagnosed with ADHD and those made by parents of children with behavioural difficulties
Authors: Saltmarsh Rebecca , McDougall Siné , Downey Jim
Published: January 2023

The study examined whether the presence of attention deficit hyperactivity disorder (ADHD) in children affects parental attributions and emotional responses to different types of child behaviours. The responses of parents of children with ADHD and a control group made up of parents of children with behaviour difficulties were compared.

Participants’ attributions about positive and negative (inattentive-overactive and oppositional-defiant) child behaviour were elicited. For all behaviour types, both participant groups were most likely to attribute causality to the child. When considering negative behaviours, parents of children with ADHD were less likely to consider behaviour to be intentional or under the child’s control, were less likely to report feeling angry and were more likely to report feeling frustrated than were control parents. It is proposed that these differences reflect the view of parents of children with ADHD that the disorder is a causal factor in their children’s negative behaviour. The results are discussed in terms of attribution theory.
Psychodynamic theories and the ‘science of relationships’ (Bion): A rich resource for professional practice in children’s services
Authors: Billington Tom
Published: January 2023

Professionals working with children are being exhorted to work together, ostensibly in the best interest of children, which is clearly no simple task. The paper explores briefly key psychodynamic concepts (from the work of Lacan, Segal, Bion and Winnicott) which could be well-suited to addressing the complexity of the relationships in which professionals become immersed, in particular our work with children and young people. The paper thus aims to present theories which can inform good practice with children and explore the ways in which these can contribute to a common language with which professionals can seek to ensure the ‘five outcomes’. Brief examples will be drawn from the author’s practice within care proceedings in England and Wales and previously when working within a local authority context.
A framework for the delivery of cognitive behaviour therapy in the educational psychology context
Authors: Greig Anne
Published: January 2023

Mental health problems among children and young people are now widespread and affecting their social, emotional and behavioural functioning in schools and communities. Increasingly, teachers, parents and pupils are seeking psychological support and advice in meeting the needs of this vulnerable group, yet there is currently no guarantee that the essential expertise and time will be readily available to meet this demand. The treatment choice for the majority of mental health problems is cognitive behaviour therapy (CBT), and with the emerging evidence base of its successful application in the child and adolescent population it appears set to become an integral part of the educational psychologist’s repertoire. Postgraduate training courses are seeking to provide additional training in CBT and other psychotherapies. Practitioners are taking action to become skilled in a range of CBT allied techniques and making definitive statements about the need to have time for this type of ‘real’ psychology. This paper is a review that addresses what CBT is, including its psychological origins and the key elements, the latest evidence of its usefulness, how it is done, the problems and solution of using a cognitive-developmental framework for applying CBT to children and young people and some exemplars of specific techniques and applications.
The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology?
Authors: Boyle Christopher
Published: January 2023

Interviewing adolescents is an integral part of the role of an educational psychologist working in schools. However, this stage of development is fraught with difficulties. Adolescents at different stages vary as to what they will discuss with a professional and some will rely on their peers for ‘therapeutic support’. A wide variety of psychotherapeutic approaches is increasingly being considered and utilised by educational psychologists in school settings. These include cognitive behavioural therapy, motivational interviewing and solution focused brief therapy. This paper considers different theoretical approaches to interviewing and their respective potential to enhance the work of the educational psychologist in supporting the adolescent interviewee.
Using play therapy in schools: The teacher’s role
Authors: O’Dowd Thérèse , Ryan Virginia
Published: January 2023

This small, qualitative study examined Irish primary school teachers’ readiness to become involved in non-directive play therapy. Six teachers from a mixed sex school participated. Experiential data, gathered using a focus group and semi-structured interviews, were interpreted from a social constructionist perspective, with grounded theory employed for data analysis. Non-directive play therapy appeared compatible with teachers’ present understanding of child therapy. Their understanding, in turn, seemed conducive to their involvement in systemic play therapy interventions. This suggests that through play therapy educational psychologists can further enhance teachers’ roles as key adults in children’s school lives. Practice implications for educational psychologists include facilitating teachers’ in-depth understanding of social, emotional and behavioural difficulties, thus enhancing their use of therapeutic concepts with children. Implications for school play therapy referrals are discussed.
Achieving new heights in Cumbria: Raising standards in early numeracy through mathematics recovery
Authors: Willey R. , Holliday A. , Martland J.
Published: January 2023

This article describes how standards in early numeracy were raised within Cumbria by the application of the Mathematics Recovery Programme. It reports data showing how children’s numeracy improved as a result of the programme, and describes effective elements of the in-service teacher training programme which was implemented. This work is an example of how teachers and educational psychologists can work together to develop and disseminate good practice in teaching, which is based on a sound theoretical and evidence base. Mathematics Recovery (MR) is an evolving, research-based programme which was first developed in the 1990s, in order to meet the needs of children who were not reaching age-related expectations for numeracy skills. There is an underlying model of how children acquire strategies and numerical knowledge, and an explicit set of principles of good teaching. The MR materials include short-term, intensive, individual teaching programmes, as well as group and class teaching. The paper reflects on the nature of ‘best practice in assessment for learning’ (DFES 2005b), which we argue is dynamic in character, in that the assessment is embedded in the teaching, with the assessor playing a mediating role, supporting the learner to construct and elaborate their own model of number. We show how Mathematics Recovery implements this approach to assessment and teaching, through the design, implementation and evaluation of programmes of short-term intervention. The paper concludes with some evidence of how the above has impacted on teachers’ professional development and changed classroom practice in Cumbria.
Editorial
Authors: Munn Penny , Reason Rea
Published: January 2023

This introductory paper sets the scene for the special issue by outlining the research that informs our understanding of the way children learn arithmetic, and the difficulties that they may encounter. Overviews of the papers contributed for this special issue reveal converging views on children’s arithmetical ability, the research uses of interventions, the influence of the social context, mathematics assessment and curriculum design, and the most effective forms of interventions for children who are struggling to learn. We draw several conclusions from our overview of the research and the contributions to this issue. Our main conclusions are that arithmetical difficulties are best understood within the framework of mathematical development, and that discussion of dyscalculia should take place as part of this broader context. Secondary conclusions are that educational psychologists need an understanding of current theories in mathematics education and that they can usefully contribute to a growing field in the individual and social psychologies of mathematics education.
The language screening instrument SNEL
Authors: Luinge M.R. , Post W.J. , Goorhuis-Brouwer S.M.
Published: January 2023

Objectives: The aim of this study was to design a valid and accurate language-screening instrument (SNEL) (Spreek Normen Eerste Lijn = Speech Norms primary Healthcare), for identifying possible language problems in children from one to six years of age, which is intended to improve the referral of at-risk children for further diagnosis.

Methods: A sample of 527 children from one to six years of age were randomly selected from day nurseries, playgroups, and primary schools in order to scale milestones in language development. The questionnaire regarding these milestones was completed by parental report. The milestones were scaled according to the nonparametric Mokken Item Response Model for dichotomous responses, and the assumption of sample independence was evaluated.

The external validation was examined by means of the relationship between age and the language-screening instrument SNEL and the relationship between the gold standard for language development and SNEL. For this latter, a weighted sample of 84 children from the large sample of 527 was used together with 14 children with language problems. The accuracy of the instrument in terms of sensitivity and specificity for different percentiles (ROC-curves) was studied in order to identify children with language problems. The accuracy was summarized by the area under the ROC curve (AUROC).

Results: A sample independent scale of 14 milestones was found, with a strong scalability (H = 0.95), and a high reliability (Rho = 0.96). The SNEL scores increased with age. The sensitivity and specificity for the tenth percentile were respectively 0.94 and 0.83. The accuracy of SNEL was good (AUROC = 0.94).

Conclusions: The unidimensional and sample-independent scale SNEL constitutes a new screening instrument that is short, sensitive, and easy to use in primary health and educational settings.
Screening for word reading and spelling problems in elementary school: An item response theory perspective
Authors: Keuning Jos , Verhoeven Ludo
Published: January 2023

The purpose of the present study was to explore whether the Item Response Theory (IRT) provides a suitable framework to screen for word reading and spelling problems during the elementary school period. The following issues were addressed from an IRT perspective: (a) the dimensionality of word reading and spelling ability, (b) the development of word reading and spelling ability throughout the elementary grades, and (c) measurement precision and differential item functioning. Two computer-based tests were administered to measure word reading and spelling ability. In the word reading test, a progressive demasking technique was used to present isolated words. In the spelling test, children used the computer keyboard to spell words. The children’s spelling ability was also tested using a paper and pencil test. Analyses showed unidimensionality for the children’s word reading and spelling abilities in grades 2 to 6. The effect sizes also showed the growth in word reading and spelling abilities to be substantial. Furthermore, the informative value of both the word reading and the spelling ability scale was satisfactory for all of the elementary grades and the results did not indicate that the children score systematically higher or lower on the computer-based spelling test than on the paper-based spelling test. The present results open up possibilities to map progress in the reading and spelling process systematically and accurately.
The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists
Authors: Craven Rhonda G. , Marsh Herbert W.
Published: January 2023

Self-concept has been established as one of the most important constructs in the social sciences and as fundamental to psychological wellbeing. It is also an important mediating factor that facilitates the attainment of other desirable psychological, behavioral, and educational outcomes that underpin human potential. As such interventions that foster self-concept will also foster psychological wellbeing and influence desirable psychological and educational outcomes, whereas those that undermine self-concept are likely to have negative effects on these constructs. This paper provides psychologists with an overview of recent advances in self-concept theory and research in order to inform their work with children, families, and schools. Firstly, theoretical advances in conceiving self-concept as a multidimensional hierarchical construct and associated developments of multidimensional instruments are summarized. Secondly, a rationale for the centrality of the self-concept construct for psychological wellbeing and findings from key research studies are presented to identify important directions in research and practice, as well as the salience of the self-concept construct for wellbeing. Finally, based on a synthesis of the findings from this article, the implications of this body of research for theory, research, and practice are discussed.
The promotion of emotional wellbeing for children, parents and families what gets in the way?
Authors: Neven Ruth Schmidt
Published: January 2023

This paper presents the findings of a qualitative research project concerned with child and family wellbeing. It highlights how, in the context of contemporary professional mental health practices, constructions of children’s behaviour are predominantly based on pathology and deficit. The research data included individual interviews and focus groups with professionals representing both universal and specialist child and family mental health services. This data was subjected to a critical examination including an analysis of the discursive practices and a range of discourses that professionals employ in their everyday practice. This in-depth analysis of the findings uncovered ways in which these practices and discourses reflect values and attitudes to meaning, power and the use of knowledge. Two key discourses were identified, the parent-blame discourse and the professional self-referential discourse. These contribute to levels of fragmentation in the delivery of services that in turn compromise the capacity for advocacy of the child and hearing the voice of the child. The results of the inquiry indicate that the construction of child and family mental health cannot be considered as discrete from the construction of child and family wellness. Improving services for children, parents and families would appear to be inextricably linked with improving the professional, relational and organizational environment in which these services are delivered. The outcome of this inquiry has led to the establishment of a Child and Family Wellness Consultancy.
Severe and complex learning difficulties: Issues of definition, classification and prevalence
Authors: MacKay Tommy
Published: January 2023

For over a century the terminology and interpretation of learning difficulties has been subject to ongoing debate and change across all professions. This has resulted in considerable diversity within this field regarding definition and classification, and consequently also to issues in establishing prevalence rates. It is a field which has always been of central importance to educational psychologists. However, their relationship with this topic in terms of any agreed approach to definition, terminology and classification has been a somewhat uncertain one. This paper provides an overview of key issues arising in relation to identifying and defining learning difficulties, with a particular focus on those difficulties which may be described as severe and complex. A context is offered in which differences in approach to this subject across and within disciplines and across national boundaries may be understood and interpreted and prevalence rates estimated.
Relational matters: A review of the impact of school experience on mental health in early adolescence
Authors: McLaughlin Colleen , Clarke Barbie
Published: January 2023

The review of this area posited the notion of ‘the supportive school’ as important and one key element, the notion of school connectedness. Within that the role of relationships is identified as significant. This paper explores the part played by relationships in schools. The paper draws on a review of 133 papers published mainly in the last 15 years. Relationships between teachers and pupils and pupils’ peer relationships are identified as the key ones. The main ways in which school-based relationships impact upon mental health are explored. First, in terms of the relationship to academic outcomes; second, the relationship between social support, feelings of emotional well-being or distress, and teacher-pupil relationships; and finally the relationship between school connectedness and mental health outcomes. The authors argue for greater attention to be paid to the interconnections between the relationships with young people and their emotional and academic well-being. The paper concludes with the implications for schools and teachers of these findings and an argument for an acknowledgement of the importance of the social goals of education.
Psychological assessment procedures for assessing deaf or hard-of-hearing children
Authors: Wood Nicholas , Dockrell Julie
Published: January 2023

This paper provides an overview of deaf or hard-of-hearing development, with particular relevance to emerging cognitive skills. A contextual approach is adopted, emphasising linguistic, cultural and ‘non-verbal’ factors. Some generic assessment considerations are provided for the optimal, evidence-based assessment of deaf or hard-of-hearing children. Thereafter, a number of potentially useful psychometric tools are described. The limitation of adopting a purely standardised approach to assessment with this population is discussed. Finally, a coherent model of assessment pertinent to this population is depicted, that is, a ‘situated cognition’ model emphasising fluidity and the importance of the wider context when evaluating performances with this group of children, but suitably adapted to take account of within-child factors.
Early years practitioners’ perceptions of play: An exploration of theoretical understanding, planning and involvement, confidence and barriers to practice
Authors: Howard Justine
Published: January 2023

Previous research has indicated that the centrality of play within curricula documentation is not necessarily enough to guarantee its successful implementation, and that practice can be challenged by parental attitude, inadequate theoretical understanding and training, pressure to evidence learning outcomes and the availability of physical resources. This paper considers perceptions of play amongst 26 early years practitioners who are involved in delivery of the Foundation Phase in Wales, a recently-introduced curricular approach designed to foreground play. Using data collected via semi-structured questionnaires, practitioners reported limited knowledge and training in play, felt relatively under confident in defending play practice and continued to see curriculum objectives as being a barrier to their play practice. An additional challenge described by practitioners related to children’s own play skills and ability. The findings raise issues for further consideration by policy makers in relation to training and resources. Other professionals might also benefit from shared insight into early years practitioners views, enabling them to appreciate and support the work of these professionals in their bid to provide the best educational experiences for every child.
Kindergarten kids in motion: Rethinking inclusive classrooms for optimal learning
Authors: McLaren Coralee , Edwards Geoffrey , Ruddick Susan , Zabjek Karl , McKeever Patricia
Published: January 2023

Recent cognitive neuroscientific evidence indicates that movement and gesture are necessary for optimal cognitive and communicative development. Unrestricted movement may enhance learning because it allows children to freely engage with external properties of their environments. In-depth understanding of how children interact with/in classrooms and other everyday environments is lacking. This knowledge gap is particularly problematic for children with physical disabilities because gross and/or fine motor impairments restrict their movement, and exclusionary attitudes, safety concerns and environmental barriers further curtail their ability to explore their surroundings. Hence, all children’s physical health, social abilities and cognitive development may be jeopardised when built environments and educational strategies inhibit rather than enhance their movement capabilities. In this paper, key studies from neuroscience, pediatric rehabilitation, ecological psychology, architecture and education are examined to identify how children with varying physical abilities respond to and interact with the physical features of everyday environments, and how contextual factors influence their mobility and ability to learn. Drawing on these research findings, a novel conceptual and methodological framework is proposed for observing and analysing children’s ‘body-environment’ interactions in an integrated kindergarten classroom. The proposed framework accentuates the indisputable link between movement and optimal learning outcomes, and addresses the need for descriptive, naturalistic research about children and their environments. Ultimately, this interdisciplinary approach may optimise: (1) the design of learning environments that support children’s fundamental right to access and move freely within them; (2) the development of their physical, social, cognitive capacities; and (3) environmental, educational and rehabilitation interventions that encourage children to explore, navigate and shape their environments.
Equally cursed and blessed: Do gifted and talented children experience poorer mental health and psychological well-being?
Authors: Jones Timothy W.
Published: January 2023

Since the 19th century, contradictory reports in theoretical and empirical research papers have suggested that being ‘gifted and talented’ is either a risk factor (it is associated with indicators of more negative mental health and well-being) or a protective factor (it is connected to positive psychological outcomes) when these individuals are compared to the general population.

This review utilises a systematic approach to searching and analysing the extant literature in the field of gifted and talented children and young people’s mental health and psychological well-being. In total, 29 studies are judged to meet the inclusion/exclusion criteria, each directly comparing the mental health and psychological well-being of gifted and non-gifted learners.

Overall, the review reveals that gifted and talented children and young people have more positive scores on measures of mental health and psychological well-being than non-gifted individuals. However, the mean effect size is small and thus unlikely to be significantly meaningful when generalised to real-world populations. The studies are examined in terms of the aspect of well-being investigated, the specificity of outcome measure used, and the age, gender, setting and nature of giftedness of the participants, to determine whether these are related to the results obtained. It is concluded that the aspect of mental health being measured, as well as the gender of the individual and the area in which they are gifted, all contribute to accounting for the variability in reported outcome measure scores. Implications for theory and practice are discussed, and recommendations for future research are identified.