bluuebunny/crossref_metadata_2025_split huggingface dataset:
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

AimBullying 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/RationaleStudents 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.FindingsThe results support the hypotheses and suggest there is a link between sense of belonging (peer, family, and school) and bullying behaviour.LimitationsThe 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.ConclusionsThese 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
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.
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:–help people to get better at spotting signs of emotional and physical abuse–report any abuse or poor support and make a plan to follow up to make sure this stops–share ideas of how we can better work together to stop abuse from happeningWe 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.
Fun & fitness: A community sport’s development programme for adults with learning disabilities
Authors: Grieve Alice , Serrato Juliana , Parker Joel , Jenkinson Louie , Turner Stephanie , Bank Daniel 
Published: January 2023

In the context of the significant health inequalities experienced by individuals with learning disabilities, Greenwich Community Learning Disability Team have worked in partnership with the Royal Borough of Greenwich’s (RBG) and leisure provider Better to offer bespoke exercise groups for people with learning disabilities in the borough. This programme, titled ‘Fun & Fitness’ was offered initially on Zoom from February 2021, in the context of Covid-19, before transferring to a community leisure centre in July 2021. The programme and approach have been developed with input from a range of professional disciplines and service user involvement and has been supported by multiple funding grants. A range of measures relating to physical and mental health, and quality of life have been repeated periodically through the programme. To date 108 group members have participated and a range of positive feedback has been received. Reflections of the process to date are offered, including in relation to the limitations of the approach and learning points, as well as ideas for further developing the project.Easy read summaryPeople with learning disabilities are not as healthy as most people.Part of this is because of difficulties accessing physical activities in the community.Exercise groups have been developed in Greenwich for people with learning disabilities. These groups are called ‘Fun & Fitness’.At first, they were on Zoom because of Covid-19. Now they are in a leisure centre.Over 100 people have attended at least one session and there are over 60 regular members.People say they like the groups. They like the fun and doing things with other people.We have been checking the health of people who come to the group.We want to see if the group improves people’s health.This is important because lots of people with learning disabilities have more health problems and this can cause them to die younger.We have plans to run more groups and help people do more sports and exercise.
Evaluating Schwartz center rounds in a forensic service
Authors: Tyler Asadi , Emma Groves 
Published: January 2023

Purpose: The aim of this paper was to evaluate the implementation of Schwartz Center Rounds, a forum for emotional reflection and discussion, in an NHS forensic mental health service.Method: 606 evaluation forms were gathered between October 2015 and April 2018. The questionnaires were completed by clinical and non-clinical staff after attendance at rounds.Findings: Results indicated that all attendees rated rounds in a similarly positive fashion. Further analysis showed that those that attended more than five rounds were more likely to recommend rounds to their colleagues.Clinical implications: Schwartz Center Rounds provide a safe space to share experiences, which in turn can enhance connectedness, allowing for a culture of compassion to develop. Therefore, regular attendance at Schwartz Center Rounds should be prioritised in order to gain the most benefit.
The impact of Co-Production on the Client-Therapist Therapeutic Relationship in an Intellectual Disability Service
Authors: Jansen Krista , Hamlet Natalie , Eldridge Aimee , Batten Robb , Morris Deborah 
Published: January 2023

Purpose:To evaluate the impact of an intervention designed to facilitate co-production on the client-therapist therapeutic relationship in an intellectual disability service.Design:The ‘My Psychology Treatment Plans’ intervention was administered to 20 service users during their first three months of admission to a tier four specialist intellectual disability forensic service. Pre- and post-scores were collected using the service user version of the Scale to Assess Therapeutic Relationships (STAR-P; McGuire-Snieckus et al., 2007).Findings:A paired-samples t-test revealed a significant increase in positive collaboration, positive clinician input, and overall total score. This suggested an overall increase in positive therapeutic relationship.Practical implications:The findings support the existing literature of the importance of co-production in increasing the therapeutic relationship between client and therapist, and co-production should be a key component of developing treatment plans.Originality/value:This study contributes to developing an understanding of the importance of co-production in secure services, particularly within an intellectual disability population.
Assessing personality disorder in learning disabled forensic populations: A rapid evidence assessment
Authors: Palmer Madison , Miles Cerys , Davies Margaret J. 
Published: January 2023

Purpose:The aim of this rapid evidence assessment (REA) is to evaluate the literature pertaining to the assessment of Personality Disorder (PD) within Learning Disabled (LD) forensic populations. This paper will provide practitioners with recommendations about the administration of PD assessment that can be applied to clinical practice.Design/methodology/approach:Following the refinement of the search terms and a thorough literature search (using databases such as PsychINFO, OVID, SCOPUS), 98 abstracts were read. Through multiple exclusion criteria, seven papers were included in the results section of this paper.Findings:The primary research papers included in this report demonstrated various degrees of interrater reliability, predictive validity and utility for several specific assessments designed to assess PD.Research limitations/implications:There is a paucity of research in this area. It was therefore difficult to obtain primary research about assessing PD within LD populations. Further to this, there was just one paper that compared different diagnostic systems against one another. Therefore, this REA is not considered to be a full evaluation of the entire PD/LD evidence base. As a research method, REA’s are more biased than compared to a systematic review. This is because REA’s conduct limited data extraction and limit the types of research papers that are included meaning the search is not as comprehensive. Finally, there was only one reviewer for this REA. This is a limitation as the appraisal and selection of the research for this paper was not blind.Social implications:There are ethical concerns relating to the pursuit of diagnosing PD within LD populations. It has been argued a diagnosis of PD is essentially adding another pejorative label to an already marginalised group. However, research indicates that a better understanding of an individual’s presentations will yield a more robust formulation and an individualised intervention plan. This will in turn, improve treatment outcomes and has the potential to benefit the quality of life for people with PD/LD.Originality/value:As stated above, there is a paucity of research in this area. Currently there are no LD specific PD psychometric assessments and adaptations to mainstream assessments causes the assessment itself to lose validity and reliability. There is a clear need for further research in this area and for the development of more LD specific tools within forensic psychology.
Understanding motivation and what works to motivate male offenders into engaging with treatment: A rapid evidence assessment
Authors: Forgione Lisa , Seaward Jacob 
Published: January 2023

Background:The development of motivational programmes that are able to successfully enhance offenders’ readiness for treatment could mean that more individuals may decide to partake in programmes.Aims:The aim of this research is to explore the existing evidence on the topic in order to answer two main questions: 1) What factors are associated with motivation to engage in interventions?; 2) What works as best practice for motivation and readiness enhancement?Method:This study utilised a Rapid Evidence Assessment (REA) methodology, looking in particular at the existing studies with the following characteristics: English language, published globally, between the years 2005–2020, and Peer-reviewed-only.Results:From a total of 3596 papers obtained with the initial searches, a total of six studies were eventually selected as the most suitable for this review overall. These covered three main areas: (1) assessments tools currently available; (2) factors specifically associated with motivation and readiness; and (3) relevant processes/interventions that directly affect motivation or readiness.Conclusions/Implications for practice:With regards to the factors (and barriers) linked to motivation and readiness to engage with treatment, the evidence presented in this review confirmed the multi-factorial nature of these concepts. The proposed synthesis seems to be in line with what is outlined within the Multifactor Offender Readiness Model (MORM; Ward et al., 2004) and the main point that emerged from this review is that offenders’ motivation and readiness is best understood through aspects that are both internal to the person or that depend on individuals, and external, in the features of the context, environment and people that surround them. As regards interventions to enhance readiness and motivation, the evidence is rather limited and mainly restricted to specific types of offenders; based on what is available, it appears that some interventions with this purpose can have positive effects on individuals.
Use of schema-focused approaches in informing treatment needs of those who sexually offend: A rapid evidence assessment
Authors: Muchatuta Natalie , Watson Leanne 
Published: January 2023

Treatment programmes for individuals who sexually offend have followed primarily Cognitive-Behavioural Therapy principles, however, in recent years they have begun to apply other psychological models (Mews, et al., 2017). The aim of the present study was to investigate how schema-focused approaches may be able to further inform treatment for those who sexually offend, through the identification of early maladaptive schemas (EMS). A rapid evidence assessment (REA) was completed with six, cross-sectional design studies to determine which early maladaptive schemas were most prevalent amongst individuals who sexually offend, and how this information could be used to inform treatment.Results showed that individuals who sexually offend against children were likely to have the following schemas; Abandonment/Instability, Mistrust/Abuse, Defectiveness/Shame, Self-Sacrifice, Negativity/Pessimism, and Emotional Inhibition. Additionally, Social Isolation, Dependence/Incompetence, Vulnerability to harm or illness, Enmeshment/Undeveloped self, Failure to achieve, Entitlement/Grandiosity, Subjugation, Unrelenting standards/Hypercriticalness and Punitiveness schemas were also found to be prevalent for individuals who sexually offend against children. However, these schemas were also reflected to be prevalent for those who sexually offend against adults.Overall, the findings suggested that the above schemas are important and potentially contribute to the prevalence of sexual offending. As such, the findings can be used to inform treatment programmes to include exploration of the effects of adverse life experiences, interpersonal effectiveness in relationships, emotional management, and the exploration of offence supportive attitudes and beliefs as part of the treatment. Due to the ‘rapid’ nature of this assessment and its limitations, findings should not be treated as conclusive and may require further investigation.
Mirror, Mirror on the wall: A novel way of engaging lay audiences in thought and discussion about body image and appearance issues
Authors: Payne Elizabeth , Dawson Emily 
Published: January 2023

Anecdotal evidence has informed us that it is unusual for Health Psychologists to work with people with a learning disability. The British Psychological Society’s website has been searched in order to identify the number of Health Psychologists working in this area. It was concluded that there are very few, if any. Despite the sparse numbers our own clinical experience suggests that health psychology is very relevant and useful for this client group. Our interest stems from working with people with learning disabilities and recognising that this group have many physical health problems, which health psychology could potentially address (Davies & Spencer, 2007).In this article we will discuss the various aspects of health psychology and identify how these relate to people with learning disabilities. Firstly, we will provide evidence surrounding the complex and serious health problems that people with learning disability may experience. Secondly, we will consider how these relate to the five main areas of expertise that the Society claims summarises the role of a Health Psychologist. Clinical examples will be mentioned throughout the article, to illustrate the relevance of these areas to people with learning disabilities.
ME: Chronic fatigue syndrome or a distinct clinical entity?
Authors: Goudsmit Ellen , Shepherd Charles , Dancey Christine P. , Howes Sandra 
Published: January 2023

Myalgic encephalomyelitis (ME) is a disabling condition characterised by profound fatigue following minimal exertion and a delay in recovery after exertion ends. In 1988, when specialists introduced the concept of chronic fatigue syndrome (CFS), it was assumed that the illness in question was identical to ME but the lack of research criteria for the latter has prevented the testing of this assumption.In this article, we propose criteria and guidelines which can be used to study ME and determine whether it is a synonym for CFS or one of several subgroups contained within the CFS construct. If clinically meaningful differences are identified, the criteria may help to increase diagnostic precision and facilitate further research into the cause, course and treatment of ME.