bluuebunny/crossref_metadata_2025_split huggingface dataset:
A systematic review of cognitive-behavioural interventions for adolescents with anger-related difficulties
Authors: Cole Rachel L. 
Published: January 2023

Cognitive-behavioural approaches have long been recognised as effective interventions for a range of mental health difficulties (Butler, Chapman, Forman & Beck, 2006). More recently, as the social need for anger management programmes has increased, cognitive-behavioural approaches have emerged as the most common therapeutic intervention for anger, both for children and adolescents (Snyder-Badau & Esquivel, 2005), and for adults (Beck & Fernandez, 1998). Though there is some evidence of effectiveness within the literature (ibid; Sukhodolsky, Kassinove & Gorman, 2004), there is still contention in the field, notably regarding their effectiveness with adolescents, and their long-term benefits in terms of maintenance of effects (Graham, 1998; Stallard, 2005).This review looked at the effectiveness of cognitive-behavioural interventions for adolescents with anger-related difficulties, focusing on 14 published, empirical studies. The majority of studies (N = 13) found evidence of significant short-term modification of anger-related difficulties, and, where effect sizes were provided, these were mainly in the medium-to-large range. Six studies also provided follow-up data, with largely positive results. However, all results were interpreted with caution, due to variability in the quality of the studies and methodological inconsistencies. Recommendations for further research, therefore, considered methodological concerns, such as strengthening experimental rigour, as well as theoretical developments. The latter included investigation of gender imbalances in the literature, the role of group dynamics in programme effectiveness, and the comparative effectiveness of cognitive-behavioural programmes, compared both to each other, and to other therapeutic interventions. Further consideration should also be given to the longer-term effects of cognitive-behavioural interventions.
Developing Post-School Psychological Services in Scotland: Fit for purpose?
Authors: Hellier Cyril 
Published: January 2023

AbstractFew colleagues will have witnessed the beginning of a whole new sector of work in the course of their careers, especially over a brief period of time. This has certainly been the case for Scottish educational psychology services since the advent of post-school psychological services. The original brief was for educational psychology services to support vulnerable young people both before and after leaving school, up to the age of 24. This would be done by working in partnership with agencies and supporting an inclusive agenda, over time and across settings. The aims were to support continuity, improve outcomes and ultimately, the reduction of inequality for Scotland’s most vulnerable young people.The question arises as to whether the profession is fit for purpose in this unique and challenging situation? Building on its existing broad statutory base, is it organised to respond and does it possess the theory base, knowledge and skills to deliver effectively, matching the expectations of key policy writers? This paper reflects upon potentially relevant themes in the literature and offers some preliminary answers to these questions, reflecting positively on distance travelled so far, as well as opportunities and challenges that lie ahead. The cumulative views of educational psychologists in training are summarised, as one indicator of the predisposition of the profession to respond to this development.
Functional Behaviour Assessment: Addressing severe, complex and enduring needs
Authors: Adams Kimberly , Dunsmuir Sandra 
Published: January 2023

This paper describes the fundamental features of Functional Behaviour Assessment (FBA). Single case studies are used to provide examples of particular elements of this approach.Children with severe, complex and enduring needs present significant challenges to the ability of professionals to understand and respond to their unique difficulties. It is suggested that FBA provides a powerful tool for understanding challenging behaviour and designing efficient and effective interventions to address these behaviours. Further, since FBA is not a standardised, norm-referenced, rigid assessment tool we suggest it is uniquely suitable to address the myriad needs of pupils with severe, complex, and enduring needs. Effective individualised intervention plans and consideration of means of reviewing the environmental contingencies which support and maintain behaviours are discussed. Ways to identify the function of a particular challenging behaviour and create an intervention plan that honours the function of a behaviour while replacing it with a more appropriate alternate behaviour are also described.
Secure attachment in the future: The role of educational psychology in making it happen
Authors: Randall Leisa 
Published: January 2023

This article outlines the pivotal role of educational psychology in building a securely attached society for the future. Its scope is wide. It considers an educational psychologist’s potential influence through the full range of their working practice, at all levels; with families, schools, the local community and nationally. It argues that educational psychologists possess the knowledge, skills and the professional locus to have a major positive impact directly on the lives of children and young people now, and also in the shaping of educational policy and practice in the future.This article specifically discusses the impact an educational psychologist can have on developing understanding and skills in managing attachment issues in schools. It places a significant focus on consultation and training to promote understanding and skills in those who are in close contact with the child or young person. It outlines the potential for research and policy work in the area of attachment which cuts across all social, economic and politically vulnerable groups. It aims to provoke thought, stimulate debate and to inspire educational psychologists as agents of change.
How listening to student voice can enable teachers to reflect on and adjust their use of physical space
Authors: McCarter Sheila , Woolner Pamela 
Published: January 2023

The carpet as a learning space has become the received way of delivering literacy and numeracy in English primary schools, yet remains little examined either academically or professionally. Different understandings of teaching and learning have different implications for carpet-time. As carpet time is so widespread it seems important to find out how and why it is used, and how children and teachers respond to this use of space.This research comprised a mixed-method study of carpet use in an English primary school. Government policy has stated through the Every Child Matters (ECM) agenda that the child should be at the centre of teaching and learning (DfES, 2004). This study, therefore, asked both children and adults for their ideas about carpet-based teaching and learning. Results show a mismatch between what children think, what teachers think and what actually happens. They also demonstrate the potential to overcome these contradictions: obtaining children’s views on teaching and learning can enable teachers to reflect on (and improve) their use of physical space.
Creating individualised optimal learning environments through participatory design
Authors: Woolner Pamela 
Published: January 2023

Research evidence relating to the physical learning environment is confusing and incomplete. Studies of different aspects and elements considered in isolation are difficult to integrate, and sometimes directly contradict each other. Historical examples also demonstrate the complexity of decision making in the design and building of school premises. Therefore, the evidence base is clearly inadequate for prescribing school design.A potential solution to this problem of designing optimal learning environments lies in taking a participatory approach to the design, building and use of a new school setting. Through the involvement of the existing school community it may be possible to design premises which are appropriate to current and future uses of the school. This can be understood as enabling school users to develop understanding of their physical environment, building a relationship with the changed environment so that they feel empowered to continue to adapt and improve their physical surroundings and their use of them.This article considers the theoretical understandings of participation that have been developed about school design and in related areas. These suggest that a participatory approach may sometimes be difficult to enact and result in compromises. The consultation requirements of current British school building and the experiences of some of those who have been involved in the school design process recently are then examined. These tend to validate the idea that a participatory approach is necessary, but is not a straightforward matter.
The impact of risk and resiliency factors on the adjustment of children after the transition from primary to secondary school
Authors: Bailey Suzanne , Baines Ed 
Published: January 2023

The transition from primary to secondary school represents a significant rite of passage for many young people in the UK every year. However, this transition has been linked to negative educational, social and emotional outcomes for some pupils. This longitudinal study aimed to better understand the characteristics of pupils who are most vulnerable to negative outcomes at this time. A multi-variate approach was adopted to investigate the risk and resilience factors most predictive of adjustment to secondary school. The study also explored the combined impact of pre-transfer risk and resilience factors upon post-transfer school adjustment by examining possible moderator relationships. A longitudinal non-experimental relational design was adopted. Over 130 pupils completed resilience and school adjustment questionnaires both pre- and post-transfer. Teachers also reported on pupils’ school adjustment and risk/resilience at these times.The factors consistently found to be most predictive of Teacher-Rated School Adjustment were mainly risk factors (Behaviour and Maths Attainment), whilst the variables identified as most predictive of the Pupil-Rated School Adjustment outcomes were predominantly resilience factors (Support, Self-Efficacy, Emotional Sensitivity and Emotional Impairment). Findings also suggest that high levels of specific resilience factors in primary school alone may leave pupils with Special Educational Needs less prepared for the significant changes they face in their new schools. Findings both extend and challenge previous research and emphasise the importance of considering both teacher and pupil perspectives when assessing the effects of transitions on school adjustment outcomes. The implications of findings for education professionals are considered.
An evaluation of the emotional literacy support assistant (ELSA) project from the perspectives of primary school children
Authors: Hills Rebecca 
Published: January 2023

Aim:The Emotional Literacy Support Assistant (ELSA) project is a targeted professional development intervention for Teaching Assistants, delivered and supervised by Educational Psychologists (EPs). The intervention aims to build the capacity of schools to support the social, emotional and mental health needs of their pupils’ using their own resources. This paper reports the evaluation of an ELSA project in one Local Authority.Rationale:There is very limited research on how the ELSA project is experienced by the young participants. This research therefore evaluated the ELSA project from the perspectives of primary school children, in order to explore whether the project was effective and to identify the factors that contributed to the perceived effectiveness.Methods:The research followed a mixed-methods design, with 53 children between the ages of six and eleven years completing quantitative questionnaires and nine children participating in semi-structured interviews.Findings:The research findings indicated that a number of significant factors contributed to the perceived effectiveness of the ELSA project, including the importance of the therapeutic relationship with the ELSA teacher, having a space to talk and think about feelings and building resilience, confidence and self-esteem. The children also identified aspects of the ELSA project that they felt could be improved upon, included feeling prepared before starting and understanding what happens once the project finishes.Conclusions:The findings from this research offer a unique contribution to research into the ELSA project, which can be used by both ELSA teachers and EPs. The findings may also be pertinent to EPs outside of ELSA related work, highlighting the importance of listening to children of all ages and using alternative methods such as drawing to support them in sharing their views.
Pupils attending a shared placement between a school and alternative provision: Is a sense of school belonging the key to success?
Authors: Cockerill Tim 
Published: January 2023

AimThe use of alternative provision for pupils identified as having challenging behaviour and social, emotional and mental health difficulties is widespread across the UK and the majority of these young people do not access a school whilst attending alternative provision. However, many pupils receive provision through a shared placement between a mainstream school and an alternative provider, which means they actively attend both settings on a regular basis. Although shared placements occur frequently across the UK, there has been very little research focusing on this area. This study explored the perceptions and experiences of staff and pupils in relation to shared placements, with a particular aim of analysing the nature and importance of sense of belonging.MethodologyAdopting a realistic evaluation methodology (Pawson & Tilley, 1997), semi-structured interviews were used to identify the outcomes of the shared placement arrangement as well as the important contextual conditions linked to sense of belonging. In addition, each pupil completed the Psychological Sense of School Membership Scale (Goodenow, 1993) to examine their sense of belonging to educational provision.FindingsThe findings suggest that for some pupils, shared placements led to greater engagement with mainstream education and improvements in behaviour, whilst for others, a shared placement led to further disengagement from the mainstream education system. Sense of school belonging was highlighted as a strong predictor of positive outcomes and this was linked to various school attitudes and practices.LimitationsThis study has limitations in that it is relatively small-scale and additional research would be useful to confirm and extend these findings.ConclusionA strong sense of school belonging is a good predictor of positive outcomes for children receiving education through a shared placement. As sense of belonging appears to be closely linked to school attitudes and practices, supporting schools to promote a sense of belonging is likely to be useful for this population.
What beliefs influence children and young people’s attitudes towards the transgender population?
Authors: Read Jenna , Sargeant Cora , Wright Sarah 
Published: January 2023

Aims:This review aims to identify and explore the specific beliefs that influence children and young people’s (CYP’s) attitudes towards the transgender population.Method:A systematic review of the literature was undertaken and a total of 14 studies were included in the review. The review included studies from the United States, Europe, and Asia. Each study was appraised using Gough’s (2007) Weight of Evidence Framework and awarded a quality assurance rating of low, medium, or high quality.Findings:The review identified three sets of beliefs that appear to influence CYP’s attitudes towards the transgender population: Heteronormativity, conservatism and gender essentialism. Gender differences in beliefs were found to influence attitudes towards the transgender population as a whole and towards Male-to-Female (MtF) individuals and Female-to-Male (FtM) individuals.Limitations:The key limitation within this review is that the mechanisms through which beliefs influence CYP attitudes are hypothetical. Further insight using qualitative approaches would deepen the understanding of the underpinnings of attitudes towards the transgender population, particularly transprejudice. A variety of measures were used across the included studies which limits the comparability of the finding and conclusions drawn.Conclusions:This review identified three sets of beliefs that influence attitudes towards the transgender population. These beliefs represent a traditional, binary model of gender that contrasts with the experiences of gender-diverse populations. A more inclusive model of gender is proposed whereby acceptance, diversity and belonging are promoted.
Supporting a post-16 student with learning difficulties using human givens therapy
Authors: Attwood Samantha , Atkinson Cathy 
Published: January 2023

AimsSupporting children and young people who develop mental health difficulties is a central aim of government policy, with statistics suggesting that those with learning difficulties are particularly vulnerable. Educational psychologists (EPs) are well-positioned to offer therapeutic support to post-16 students. This paper provides an example of using human givens (HG) therapy to promote the emotional health and wellbeing of one post-16 student.MethodWithin a single case study design, a HG-based intervention was offered to a self-referred, 17-year-old, male student, attending a specialist setting. Qualitative data was collected from multiple sources, including a process transcript of the sessions and researcher field notes, and analysed using thematic analysis.FindingsWithin this single case study, data suggested that the HG-based intervention had a positive impact on the student. Specifically, adaptation of the approach helped make achieving the student’s self-set goal more accessible within the school context and supported his self-efficacy and motivation. Facilitators identified as supportive in delivering interventions included: use of tangible resources; clear steps to a goal; and embracing silence within sessions.LimitationsThis is a single case study design, with one 17-year -ld participant. The needs of other students, as well as their response to intervention, may vary. The fact that the lead author was the facilitator might engender positive bias.ConclusionThe HG approach used in this paper could provide a template for EPs offering therapeutic support to students with learning difficulties.
How do young people with education, health and care plans make sense of relationships during transition to further education and how might this help to prepare them for adulthood?
Authors: Lawson Katie , Parker Richard 
Published: January 2023

The Department for Education (DfE) has suggested that the key to attainment is a good transition. Within the context of low post-16 participation rates and inadequate transition procedures, and arising from the position that relationships are vitally important to wellbeing, this empirical research aimed to explore the lived experiences of young people (YP) who have transitioned from and to specialist settings. This was achieved by answering the following research questions: How do young people with education, health and care plans make sense of relationships during transition to further education? How might young people’s constructions of relationships help prepare them for adulthood?Informed by a meta-ethnographical review within a qualitative methodological paradigm, an idiographic approach was used to interview four YP in a specialist sixth-form college in a local authority (LA) in the north east of England. Interpretative phenomenological analysis (IPA) was used to analyse data from semi-structured interviews and two superordinate themes were constructed. The first theme, ‘People’, contains the subthemes school feeling like a family, decision making, separation/being in it together, and teachers as mentors. Findings suggest that relationships developed within school are different in nature and serve a different purpose to those developed in college. The second theme ‘Purpose of college’, contains the following subthemes: college as a stepping stone and learning independent skills. There are tentative links between YP’s autonomy in decision making and the role of teachers as mentors to preparing for adulthood. Implications for educational psychology practice are discussed and limitations of the study are acknowledged.
Mental health beyond the school gate: Young people’s perspectives of mental health support online, and in home, school and community contexts
Authors: Jago Natalie , Wright Sarah , Hartwell Brettany K. , Green Rachael 
Published: January 2023

AimsThis study sought to develop a greater understanding of what young people identify as essential components of mental health support.RationaleChildren and young people’s mental health has been identified as an area of concern and highlighted by the government as a priority area for improvement. In the UK increased importance has been placed on capturing their views. However, research suggests this group is not always asked for their views by decision-makers, which has led to a discrepancy between what is provided and what children and young people want from support. Incorporating the views and perspectives of children and young people in the design of appropriate support approaches is an important way to give them a voice in issues that affect them, as well as ensuring provision is suitable.MethodsA two-round Delphi method was used whereby a panel of young people aged 16–25 who had previously experienced a mental health difficulty rated a series of statements. A consensus level of 75 per cent across the panel was set to include/exclude statements in a final framework of recommendations. To gain feedback on the feasibility and utility of the framework, interviews with adult stakeholders were carried out.FindingsThe competencies identified were used to form a framework of recommendations for practice. The importance of relationships, the need for trust and confidentiality, and the need for further mental health awareness and training were key themes identified.ConclusionsThis study provides a helpful insight into what young people value from mental health support. Implications of the research include a need for further awareness raising of children and young people’s views regarding mental health and larger scale participatory research to expand upon the findings of the current study.