bluuebunny/crossref_metadata_2025_split huggingface dataset:
The impact of expanding the self on the ability to work at relational depth
Authors: Adamczyk Katarzyna S. 
Published: January 2023

Aim:Working at relational depth is considered to be one of the pillars of an effective intervention within person-centred approach. So far, the literature has been mainly focused on the description of the phenomenon. However, there has been little evidence explaining how the therapists can enhance their ability to work at depth. This paper seeks to add to a growing body of literature on the factors that can contribute to the development of the therapist’s ability to work at relational depth.Method and Analysis:The case study is based on a systematic analysis of the therapy sessions’ recordings, the client and supervision notes, and the researcher’s reflective diary. The analysis was aimed to track down the development process of relational depth. This was achieved by identifying critical incidents from the therapy sessions and matching these with the incidents from the therapist’s personal therapy and supervision.Findings:The findings from this case study suggest that the therapist’s ability to work at relational depth can be developed through the expansion of the therapist’s self. The more parts of the self the therapist is able to employ during a therapeutic encounter, the greater the potential they have of being able to work at relational depth with their clients.Discussion:The results point to the crucial role of the therapist’s growing self-awareness (expansion of self) and self-acceptance in the development of their ability to work at relational depth. The theory of configurations of self and accurate symbolisation is used to discuss these findings.
Preparing for a conference, doctoral or professional presentation
Authors: Tribe Rachel , Marshall Claire 
Published: January 2023

At some stage of their career development, doctoral candidates, qualified psychologists and other professionals are called upon to make formal presentations at conferences or in work or clinical contexts. For many people, public speaking can be anxiety provoking. Thorough preparation and forethought can help manage anxiety so the speaker can feel empowered to develop confidence, new experiences and skills. A successful presentation on research findings, systemic or clinical issues, or innovative recommendations for service provision can have a significant impact for service users, other psychologists, professional organisations, policy makers or commissioners, who all potentially stand to benefit. Giving a presentation can also have various professional advantages, including creating opportunities for collaborations, networking, developing new ideas, the raising of a professional or organizational profile and even potential employability opportunities.This paper will discuss strategies to help the potential presenter ensure they meet designated or pre-set requirements, hone skills, convey the intended message and optimise professional opportunities. This paper will focus on: being clear about the aim of presenting; the importance of a dissemination strategy; selecting the most appropriate context to deliver your presentation; preparing an abstract or presentation summary; explanations and recommendations on how to deliver a successful presentation (be that poster presentation, individual presentation, symposium, or workshop); the presentation delivery; answering questions from the audience; and maximising the associated opportunities.
The Voice of the Parent: Perceptions of the United Kingdom Resilience Programme
Authors: Wolfe Victoria 
Published: January 2023

Aims:The United Kingdom Resilience Programme (UKRP) is a secondary school initiative which aims to help 11- to 13-year-olds develop skills that allow them to be more resilient in dealing with situations both in and out of school. An evaluative study of the UKRP sponsored by the Department for Education (DfE) was completed in 2011. However, this study did not include the voice of parents or carers. Previous research and Government initiatives have stressed the importance of the parental figure in the development of children’s happiness and well-being. The current study elicited the perceptions of parents relating to the school-based UKRP.Method:This qualitative research study applied an in-depth Grounded Theory analysis to interview data collected from a sample of eight parents whose child had been taught the UKRP.Findings:Through a process of data coding plus accompanying memos and diagrams, the analysis identifies six key processes that contributed to parental perceptions of the UKRP: choice; communication; understanding; experience; value; and relationships.Conclusions:The study concludes by linking the six key identified processes in putting forward ‘empowerment’ as a plausible mechanism for effective parental engagement. The study supports and expands upon earlier studies which highlight the importance of meaningful parent-school partnerships, and offers new evidence to inform home-school policies and effective working practices with parents. These findings are particularly pertinent to educational professionals in the current climate in light of impending changes to Special Educational Needs policy, and the advent of new and diverse schooling opportunities and challenges. Implications for the role of the educational psychologist are also discussed.
What can be gained through peer supervision?
Authors: Mills Frances , Swift Sarah Joanne 
Published: January 2023

Aims:This article reports on the practical venture we have undertaken as two trainee educational psychologists (TEPs) developing a peer supervision group to supplement professional supervision provided on practice placements. This personal and reflective journey aims to explore what can be gained through peer supervision.Rationale:Professional supervision is a requirement for the profession of educational psychology (Health and Care Professions Council, 2012). Quality supervision ensures high practice standards for service users and maintains the development and well-being of supervisees (Dunsmuir & Leadbetter, 2010). This article explores how peer supervision can help fulfil these requirements.Method:Theory and research are discussed in relation to the development of our peer supervision group. Through an enquiry-based learning (EBL) approach (Kahn & O’Rourke, 2005) we identify the positive outcomes of our peer supervision group.Findings:These gains are broadly grouped around ‘development of skills and moving forward’ and ‘sharing, supporting and well-being’. The EBL process also recognised the importance of ‘dynamics’ in peer supervision. Critical discussion of these outcomes is exemplified through case work in practice.Conclusions and limitations:This article presents personal experiences of our peer supervision group. We believe that the benefits we have gained from the process demonstrates the usefulness of peer supervision for the practice of trainees and recently qualified EPs, as well as more experienced professionals. It is hoped that by addressing power differentials and developing a sense of peerness, we can continue to gain from peer supervision in our TEP practice and beyond.
Deception and delusion: The relational aspect of supervision explored through Greek mythology
Authors: Bartle Dale 
Published: January 2023

Aim:The aim of this paper is to explore the relational aspect of supervision from a psychoanalytic perspective.Rationale:In keeping with a psychoanalytic approach, the relational aspect of supervision has been explored through experiential learning and recourse to the literature. Greek mythology has been used to stimulate reflection.Findings:The theoretical concepts of an internal supervisor, projective identification and containment have been used to describe how the supervisory relationship can support development and tolerating complexity and uncertainty.Limitations:This paper describes the author’s experiential learning, informed by psychoanalytic theory, in reference to a particular supervisor-supervisee relationship. The argument is developed within this context.Conclusion:It is argued that, trans-theoretically, the relational aspect of supervision merits a greater emphasis in research, practice and professional guidelines.
An evaluation of group supervision in a specialist provision supporting young people with mental health needs: A social constructionist perspective
Authors: Bartle Dale , Trevis Alexandra 
Published: January 2023

Aim:This research aimed to explore the use of group supervision with staff supporting young people with social, emotional and mental health needs in a specialist education setting. Educational Psychologists led fortnightly group supervision sessions in order to promote collaborative problem solving and to acknowledge the emotional impact of the role on staff.Method:The project was undertaken over a 12-month period and a focus group was completed in order to evaluate the experience of group supervision from key workers’ perspectives. Data was analysed using thematic analysis.Findings:Findings indicated that group supervision had a positive impact on team communication and coherence. Individuals also reported becoming more self-aware in role and experiencing enhanced problem-solving skills in relation to young people’s emotional presentation. The practical implementation of group supervision was also found to be important to participants and suggestions for development are discussed.Limitations:It is recognised that this was a small-scale piece of research, describing the views of particular individuals in a particular setting and that evaluation was conducted by the researchers. Further research with key stakeholders is required to identify whether data which evidences changes to key workers’ practice is triangulated by information from a range of sources.Conclusion:It is proposed that using a social constructionist perspective within a group supervision context can promote shared understanding and facilitate change in a context where mental health needs are present.
Future models of supervision: Supporting practice and promoting professional growth and well-being in educational psychology through Collaborative Peer Support (CPS)
Authors: Corlett Linda 
Published: January 2023

Aim:To ensure professional growth and well-being educational psychologists need access to effective support. This article aims to deconstruct the concept of supervision and present research evidence for a model of peer supervision in educational psychology training that could be used in the field of practice.Rationale/Approach:The research was qualitative, phenomenological and social constructionist drawing on the context of educational psychology training. Surveys, interviews and focus groups were conducted with trainee educational psychologists in two phases of research. Qualitative data analysis was carried out through thematic analysis and an iterative process of participant feedback.Findings:Findings from the first phase of the research suggested an explicit structure or process and an implicit process facilitating collaboration based on the communication between partners within an overarching framework of professional support described as Collaborative Peer Support (CPS) in which peers came together in a dynamic, interactive, mutually supportive, working relationship that was neither peer supervision nor peer mentoring. Findings from the second phase of the research re-iterated the explicit and implicit processes within the framework of CPS re-affirming the social constructionist nature of the model.Conclusions:CPS was co-constructed through critical reflection on core skills in communication, including shared understanding and attuned interaction, with an intention to create a supportive relationship. Such skills developed in training can be extended by placement and practice in the field and so the model of CPS can co-exist alongside formal supervision to enhance professional growth and well-being in the role of supporting and improving outcomes for children and others.
Video Interaction Guidance during the Coronavirus pandemic: Responding to a new way of working
Authors: Callicott Katie , Thomas Sian , Lee Rob 
Published: January 2023

Aim:From March 2020, in-person visits to family homes have not been possible within the authors’ educational psychology service (EPS) due to the Coronavirus pandemic. This paper outlines how Video Interaction Guidance (VIG) practitioners working within the authors’ educational psychology service have adapted their practice to implement VIG through the use of video conferencing software. The wider purpose of this paper is to share reflections upon effective VIG practice when using video conferencing, and to contribute to discussions about how to adapt therapeutic interventions when face-to-face work is not possibleMethod:This paper will draw upon literature addressing the implementation of therapeutic interventions using video conferencing software, alongside the case study experience of one of the authors when implementing VIG during the Coronavirus pandemic.Findings:Challenges and benefits of implementing VIG using video-conferencing software are explored, alongside suggestions for how VIG practitioners can enable VIG to continue when home visits are not possible.Limitations:This paper is limited by the sparsity of evaluation information available from the case study. The casework information presented here was judged by the authors to be an important component of this paper, since it presented a concrete example, to which discussions in the literature could be applied. The case work example also enables wider discussions about the relationship of online therapeutic work to the specific context in which VIG operates.Conclusions:The challenges explored highlight the importance of creating clear guidelines that adapt in response to experience and changes in policy. Many of the challenges have complementary benefits, depending on the individual context of the parent and VIG practitioner. This leads to the conclusion that implementing VIG using a digital platform is a positive option for VIG practitioners and may work favourably in some contexts.
Video Interaction Guidance with families: A systematic review of the research
Authors: Dodsworth Emily , Kelly Catherine , Bond Caroline 
Published: January 2023

Aim:There is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. Existing meta-analyses and systematic reviews include VIG within wider evaluations of similar interventions. This paper reviews the use of VIG within families, with a focus on its longer-term effectiveness.Method:A systematic literature review (SLR) was structured using PRISMA. It evaluated studies’ methodological quality, appropriateness and relevance of focus, as well as reported outcomes.Findings:The SLR identified nine high-or medium-quality studies, of which six included follow-up measures. The review found that there is emerging evidence of positive outcomes being maintained beyond families’ final shared reviews. Increased attunement and attachment in parent-child relationships were reported up to 20 months post-intervention.Limitations:Most studies used very small samples. Studies also varied in their descriptions of how VIG was carried out, potentially compromising intervention fidelity. Twenty-two outcome measures were used across nine studies, highlighting the need for more homogeneity in the conceptualisation and measurement of outcomes. Inconsistency in samples, outcomes measures and time points for data collection means that conclusions drawn from this review are done so tentatively.Conclusions:Increased attunement and attachment were reported consistently across a range of samples, indicating support for the proposed mechanisms for the effectiveness of VIG. However, long-term effectiveness studies are needed to demonstrate maintenance of these effects.
Culturally responsive supervision: A reflective account on the value of acknowledging and working with difference within supervision
Authors: Soni Anita , Fong Haley , Janda Tara 
Published: January 2023

Aims/Intention:This paper reflects on our use of a transcultural supervision exercise within our triad consisting of a university supervisor and two trainee educational psychologists. We consider the implication for our relationships, how we understand each other and our cultures and how we would use such activities in the future.Process of reflection:We selected Gibbs’ reflective cycle (1988) because it provides a structured framework for critical reflection of a learning experience.Implications for theory/practice:We found the implications are that this exercise enabled us to recognise and appreciate our differences and therefore take an ethnorelative approach where each of us had a greater understanding of each other and our perspectives. This helped us recognise our ethnocentricism and when this might impact on our understanding of each other and those we work with.Conclusions:We concluded that this activity and others like it, where each of us share our culture and is curious about the culture of those we undertake supervision with, is supportive of developing safe spaces. From our perspectives, it enabled openness and subsequently a deeper discussion of issues that provoked emotion including those of racism and inclusion.
Language in multilingual classrooms: Discourses regarding language and teaching practice in linguistically diverse primary schools
Authors: McDonald Cherelle 
Published: January 2023

Aims:This research explored discourses regarding language in multilingual primary classrooms and how the dominant discourse forms teaching practice.Rationale:Educational responses to linguistic diversity are set within a social and cultural context, and in the context of England responses have varied throughout history. The current context is one of increasing linguistic diversity where multiple languages are present in schools. This research sought to consider discourse within this context.Method:Interviews were held with eight teachers in linguistically diverse primary schools. Foucauldian Discourse Analysis (FDA) was used to analyse the teachers’ talk to consider how language and teaching practice were described.Findings:There was a dominant discourse of monolingualism. Within the talk languages other than English were restricted to cultural and transitional activities and the English language described as most appropriate for the classroom. There was also a contradiction in the suitability of curriculum and assessment structures for pupils learning English as an Additional Language (EAL), and the structures were described as restricting teaching practice within the discourse.Conclusion:The dominant discourse mirrors findings from past and recent literature, suggesting a dominance of monolingualism in English education. The findings support educational psychologists working in linguistically diverse schools to reflect critically on and interrogate discourses regarding language.Limitations:The findings can only reflect discourse within the research context, and due to the research positioning does not offer a recommendation of a particular response to linguistic diversity. Suggestions for future research include exploring discourse through the talk of bilingual teachers and EPs.
Using a quality first communication approach: Working systemically to support children with speech, language and communication needs in the youth justice system
Authors: Francis Yvonne J. , Sanders Louise 
Published: January 2023

Rationale:With knowledge of Special Educational Needs and Disability and systemic practice, Educational Psychologists (EPs) have a distinct role working in Youth Justice Services (YJS). The Taylor Review (2016) identified the need for a multi-agency approach, training and understanding of Speech, Language and Communication Needs (SLCN) in YJS.Aims:This practitioner research aims to increase staff confidence, knowledge and understanding of SLCN and develop a multi-disciplinary SLCN pathway to support assessment and intervention.Method:A four-phase collaborative action research design based on the RADIO framework used mixed methods, including SEND data analysis, informal interviews, pre- and post-questionnaires, observations, and a review of resources. Quantitative data from pre- and post-training measures and a six-month follow-up were compared. Informed by grounded theory (Strauss & Corbin, 1998), themes emerged from the qualitative data.Findings:Following training, staff reported changes in practice; 83 per cent of staff reported using the SLCN pathway to support casework and referrals. Five areas for development emerged: Staff roles and experience, knowledge of SLCN, specialist roles and responsibilities, understanding good SLCN practice and resources.Limitations:Findings reflect SLCN in this local context. The mixed methods approach compromised the reliability and validity of findings. The role and bias of the practitioner-researcher is noted. Future research should include children’s views.Conclusion:Working in multi-disciplinary YJS teams, EPs can support organizational change by developing staff knowledge, confidence and understanding of SLCN through training, consultation surgeries and the development of a SLCN pathway. A unique contribution of the project was the implementation of a Quality First Communication approach (QFC).
Eliciting and integrating views of children and families within the work of youth justice services: What can educational psychologists contribute?
Authors: Howarth-Lees Danielle , Woods Kevin 
Published: January 2023

This study aims to explore why and how the views of others are elicited and integrated within youth justice work, and how educational psychologists (EPs) may support this. Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) (United Nations, 1989) highlights the right for all children and young people to express their views, thoughts and feelings on issues affecting them and for these views to be seriously considered.Youth justice services work within a ‘child first’ principle and upholding of this is partly achieved through the elicitation and integration of children’s views. Similar to this, EPs aim to ensure participation and advocacy is integral to their own work. Their experiences of working across a wide age and developmental range means EPs are well placed in eliciting and integrating views from a diverse range of groups. Semi-structured interviews with staff from two English youth justice services are used, albeit both services did not have any prior experience of educational psychology services. Thematic analysis of data identifies three global themes addressing the facilitators and barriers of eliciting and integrating views, as well as how youth justice professionals view EPs supporting them in their work.The paper concludes that there is scope within the EP role for supporting youth justice services. Future research could identify how different youth service roles might differentially utilise educational psychology service.