bluuebunny/crossref_metadata_2025_split huggingface dataset:
The influence of sense of school belonging on Traveller students’ secondary school completion
Authors: Frehill Nicól , Dunsmuir Sandra 
Published: January 2023

Aims:This study sought to investigate the relationship between school variables, background variables, sense of belonging and absenteeism in Traveller students in Irish secondary education aged 12 to 15 years.Method:The study employed a wait list control design, recruiting 37 Traveller students and 41 non-Traveller students from three secondary schools in the west of Ireland. All participating pupils completed questionnaires designed to sample their emotional engagement with school such as the Belonging Scale, the School Connectedness Scale and the Sense of School Community Scale. Teachers who worked directly with the participating Traveller students completed the Affective Engagement Perspective Scale. School attendance records from each school were accessed to collect data about the absenteeism rates.Findings:Differences between Traveller and non-Traveller participants were examined using analysis of variance (ANOVA) and t-tests. In line with previous research, Traveller students had higher absenteeism compared to their non-Traveller peers. Overall non-Travellers had a greater sense of school community and connectedness. Multiple regression analysis examined the relationship between school, home and sense of school belonging variables on absenteeism. Results showed absenteeism was predicted by individual’s sense of school community, mother’s educational level and whether the individual was a Traveller or not.Conclusions:Results are discussed in relation to educational practice, in particular the need for secondary schools to develop organisational structures and systems to target the promotion of sense of belonging in schools and to engage Traveller families. Implications for future research are examined.
Understanding the experiences of South Asian parents who have a child with autism
Authors: Theara Gurdip , Abbott David 
Published: January 2023

This paper sought to investigate the experiences of South Asian parents living in the UK who have a child with autism. This had been identified as an under-represented cultural group by previous research in the field (Ravindran & Myers, 2012). Key ideas from sociocultural theory and intersectionality underpin the paper which is based on a study that aimed to explore how culture influenced parents’ construction and experience of their child’s autism.In-depth interviews were carried out with nine parents and the data was analysed using the Corbin and Strauss (2008) grounded theory model. The main finding was that parents’ construction of autism privileged ‘medical model perspectives’ and this was largely underpinned by cultural values and beliefs. This is turn had a significant impact on how they responded to their child’s autism label and how they worked with professionals. This paper reflects on how Educational Psychologists can use these insights to better support and understand the needs of South Asian families who have a child with autism.
Identifying principles and practice for supervision in an Educational Psychology Service
Authors: Ayres Jane , Clarke Annabel , Large Jon 
Published: January 2023

Aims:It has been suggested that ‘Supervision is central to the delivery of high quality psychological services’ (Dunsmuir & Leadbetter, 2010, p.2). This paper identifies key principles and practice necessary to make this a reality in an Educational Psychology Service (EPS).Method/Rationale:One service’s supervision approach for Educational Psychologists (EPs), Trainee Educational Psychologists (TEPs) and other professionals is explored.Findings:Factors identified as being necessary for effective supervision include: a high profile for supervision; protected supervision time; a service policy for supervision; ongoing supervision training for all EPs; supervision for supervisors; an EPS Supervision Strategy Group; and ongoing evaluation of supervision practice.Limitations:Challenges around maintaining and developing supervision are explored, along with some planned future developments.Conclusions:Issues that may be helpful for colleagues to consider and debate further are raised.
Educational psychologists’ experience of taking part in group supervision: A phenomenological study
Authors: Rawlings Emma , Cowell Naina 
Published: January 2023

Aim:The aim of this study was to explore the experience of educational psychologists (EPs) undertaking group supervision.Rationale:Against a rapidly changing educational and political landscape, the authors anticipated that group supervision across the children’s workforce would become an area of rapid growth.Method:Eight practising EPs, experienced in participating in group supervision were interviewed. A qualitative design was adopted using semi-structured interviews as the research method and Interpretative Phenomenological Analysis (IPA) as the research methodology.Findings:This study found that the experience of EPs in group supervision could be described as a multilayered phenomenon where the PURPOSE and PROCESS of group supervision and the PERSONAL NEEDS met by group supervision (the three P’s of group supervision), interacted simultaneously. The theoretical transferability rather than generalisability of the findings was discussed in relation to understanding the experience of educational psychologists taking part in group supervision. Implications of the findings in relation Educational Psychology Services are offered.
Facilitators and barriers of co-production of services with children and young people within education, health and care services
Authors: Boswell Naomi , Woods Kevin 
Published: January 2023

Aim:This systematic review of research studies published between 2014 and 2019 explores facilitators and barriers to successful co-production and its application to practice.Rationale:Through legislation, ‘co-production’ underpins practice to promote social justice for children and young people (CYP) with Special Educational Needs and Disability (SEND). Yet little is known about how to engage in co-production successfully.Method:Through systematic searching of research databases, a total of 21 papers was found, seven of which met inclusion criteria and were found to be of at least medium level methodological quality and relevance.Findings:The included research papers highlight the importance of leadership support for co-production to enable CYP to really ‘be heard’, as well as practical considerations around transport and support to attend co-production meetings. Creative methods chosen by CYP, flexibility to the needs of CYP and valuing CYP’s time and views were significant factors in creating change through co-production.Implications:A lack of funding, commitment and awareness by leaders and organisations to ensure that CYP can participate over time, often however, led to unsustainable co-production endeavours.Limitations:A significant gap was identified within the co-production of Education services, with the majority of research papers developing co-production and social justice practice within Health and Social Care organisations.Conclusions:Implications for development of practice and further research are considered.
An exploration of the use of low-level behaviour management systems in secondary schools: Using student views, psychology and social justice to guide educational psychology practice
Authors: Hampton Liz , Ramoutar Lata 
Published: January 2023

Aim:The aim of this paper is to consider the use of current low-level behaviour management systems in secondary schools and how educational psychologists can best work alongside these systems. It does this by combining a psychological discussion about low-level behaviour management systems with the findings from a mixed methods research project conducted with ten trainee educational psychologists (TEPs) who gathered the views of 155 secondary school students on the low-level behaviour management systems used in their schools.Rationale:Articles in the media have increasingly reported parents’ and professionals’ concerns with behaviour management that involves removal from lessons and periods of isolation. In November 2019, a motion was proposed to the Association of Educational Psychologists Annual General Meeting that educational psychologists (EPs) should be working with schools to reduce the number of exclusions and change the practice of punitive low-level behaviour management systems towards more relational based systems.Findings:The discussion proposed that low-level behaviour management systems do not sit comfortably with EPs’ understanding of behaviour change, social justice and ethical practice. The results of the group research project indicated that students perceive their peers to be more disruptive than themselves. Whilst they perceive unfairness and inconsistency in the application of whole school behaviour management systems they do not strongly disagree with their use.Limitations:The authors posit that current low-level behaviour management systems have a more serious impact on students with additional needs or those from vulnerable backgrounds, however a limitation of the study was the inability to differentiate between the views of students with additional needs to those without. We suggest that future research should seek to capture the perspectives of students with additional needs and/or those who have experienced exclusion as a result of the processes of low-level behaviour management systems.Conclusion:Despite students’ perception of unfairness and inconsistency in the application of whole school behaviour management systems, they do not strongly disagree with their use. EPs should work alongside school leaders to consider ways to protect vulnerable pupils from the negative impact through promoting more relational approaches.
Learning in lockdown: A small-scale qualitative study exploring the experiences of autistic young people in Scotland
Authors: McCorkell Linzi , Lobo Lindsay 
Published: January 2023

Aim:This study aims to hear the voices of autistic learners to investigate the meaning they made of their learning experiences during the lockdown period of school closures necessitated by the Covid-19 pandemic – particularly, what were the factors that contributed to positive engagement in remote digital learning, and were there any challenges?Method/Rationale:Three mainstream secondary schools in Scotland were asked to identify pupils who they perceived to have demonstrated increased engagement with learning via virtual means. Semi-structured interviews were conducted with seven pupils, ranging from S1 – S3 (Years 8 - 10 in England and Wales) during lockdown, to ask about their experiences of learning at home.Findings:Thematic analysis identified six key themes – life at home, technology, working independently, curriculum, adult support and peer support – involving key elements that supported the young people’s engagement. Although all the participants identified supportive elements, aspects of remote learning that presented challenge to engagement were also expressed. These emerged under the same themes.Limitations:The sample size was small and allowed exploration rather than generalisation. The research is based on pupil voice and not triangulated with additional quantitative or qualitative measures.Conclusions:The study explored autistic young people’s experiences of learning during lockdown and found, consistent with prior literature, how tasks are mediated online and the nature of adult contact to support this, were key to supporting engagement in learning. Flexibility and control over a goal-directed timetable was also important. Reflections suggest planning implications for schools and educational psychologists, particularly as remote learning remains a key tenet for curricular delivery and development.
What causes procrastination and what might help reduce it? The views of post-16 students, teachers and educational psychologists
Authors: McGlinchey Caomhán 
Published: January 2023

Aims and rationaleThis study aimed to increase understanding of academic procrastination (AP), as well as indicating strategies which might reduce it.MethodsDuring phase one, semi-structured interviews were carried out with post-16 students (N=20). Template analysis (TA) was then used to analyse the interview transcripts. General themes were derived which formed the basis of phase two surveys, which were completed by post-16 students (N=343), teachers (N=52), and educational psychologists (EPs, N=43). Quantitative methods, including the Hochberg’s GT2 and the Games-Howell procedure, were then employed to compare the mean responses of each group on the survey items.Findings and implicationsSupport for the constructs making up temporal motivation theory (TMT) was found among all three groups of respondents. However, the respondents also agreed with items relating to additional themes which emerged during phase one, such as emotion, and the role of the teacher. Similarly, support for TMT was observed when it came to strategies aimed at tackling procrastination. Again, the role of emotion was highlighted, as were potential issues with designing and implementing an intervention. Nevertheless, strategies were suggested which are outlined in the discussion, and arranged in relation to each of the themes addressed in the surveys.LimitationsSample sizes were relatively small, and convenience sampling reduced the likelihood of obtaining a random sample. Template analysis was carried out by one researcher, increasing the likelihood of subjective interpretation.ConclusionTemporal motivation theory provides a useful – but not entirely comprehensive – theoretical model for understanding academic procrastination (AP) among post-16 students in the UK. Students, teachers and EPs have useful insights into why AP occurs, and each group believes that practical strategies may help to overcome it.
Just how challenging can older people be? Part 2: Making the case for specialist services for risky and aggressive behaviour
Authors: Stewart Inga , Knight Caroline , Johnson Chrissie 
Published: January 2023

Objectives:The myth that elderly patients are not challenging permeates the image of older adult services, yet a growing literature suggests aggressive behaviour amongst this population exists. The Overt Aggression Scale-Modified for Neurorehabilitation (OAS-MNR) is a means of measuring aggressive behaviour amongst people with acquired brain injury (ABI) and similarities in ABI and elderly patients indicate that the OAS-MNR may be useful within the latter. The utility of the OAS-MNR was evaluated.Method:All overt aggression over three months was recorded using the OAS-MNR, including the frequency, severity and antecedents to aggression as well as staff interventions in an in-patient setting.Results:The data captured 2753 episodes of aggression, adding to the prevalence literature. Indeed, the severity of aggression was comparable with ABI populations. Physical aggression against others was most frequently observed, followed by verbal aggression. The majority of the incidents followed agitation or distress, no obvious antecedent, or a direct verbal prompt. Staff predominantly responded with ‘less intrusive’ interventions. These data are also considered according to neurological versus forensic groups of patients.Conclusion:It is suggested that the OAS-MNR could be used effectively to guide service provision for with valuable feedback to patients, staff, relatives and purchasers.
Inappropriate sexual behaviour observed within an older adult service: The use of the St Andrew’s Sexual Behaviour Assessment (SASBA) in formulation, intervention and outcome
Authors: Stewart Inga , Knight Caroline , Alderman Nick , Hayward Laura 
Published: January 2023

Inappropriate sexual behaviour (ISB) within older adult populations is arguably overlooked within the literature in comparison to other challenging behaviour such as aggression, yet the impact on service users and staff is equally disruptive and demanding. Additionally, there can be stigma attached to ISB. Inconsistencies in terminology and lack of measurement tools for ISB limit the degree to which such behaviour can be identified, reported and managed and as a result prevalence rates vary considerably.The St Andrew’s Sexual Behaviour Assessment (SASBA: Knight et al., 2008), based on the Overt Aggression Scale – Modified for Neurorehabilitation (OAS-MNR: Alderman et al., 1997), was conceived to increase knowledge and understanding about ISB, provide clinical information to inform treatment, and make available a means of enabling appropriate, open discussion about the subject. The scale allows continuous observations of four categories of ISB, each with four levels of severity, which were developed with reference to relevant literature.Information captured using the SASBA has been demonstrated to meaningfully contribute to a formulation about ISB, which can underpin the design of an appropriate intervention, and to measure outcome. Field data using SASBA has led to further insight about the nature of ISB within older adult populations. Clinical uses of the scale are outlined and the associated benefits and limitations are discussed.
Cognitive tests to predict referral for a driving assessment in people with dementia
Authors: Lincoln Nadina B. , Bouman Walter P. , Radford Kathryrn A. 
Published: January 2023

Objective:Previous work by Lincoln and colleagues (2006) led to the development of a cognitive test battery for predicting safety to drive in people with dementia. The aim of the current study was to check the accuracy of this battery in an independent cohort of patients with dementia.Methods:65 participants (age range 59 to 88, mean=75.2, SD=6.8) with dementia who were still driving were recruited. They were assessed on cognitive tests including measures of concentration, executive function, visuospatial perception, verbal recognition memory, and speed of information processing. Patients were then assessed on the Nottingham Neurological Driving Assessment by an Approved Driving Instructor who was blind to the cognitive test results.Results:13 participants were unsafe and 52 safe to drive. Using a cut-off of >0 to indicate safety to drive, the original predictive equations correctly classified 49 (75.3 per cent) of the 65 participants.Conclusions:A lower proportion of participants were found to be unsafe on the road than in previous studies. Despite this, the previously identified equation predicted safety to drive in most patients. We suggest that the cognitive test battery might be used in routine clinical practice for identifying those patients with dementia who would benefit from an on-road assessment.
Using Terror Management Theory to understand the existential threat of dementia
Authors: Cheston Richard 
Published: January 2023

This paper sets out an argument for understanding the subjective experience of people with dementia in terms of Terror Management Theory (TMT). This theory is a broad and detailed account derived from experimental psychological research of the way in which material that represents an existential threat to psychological equanimity triggers a range of social and personal defences. These responses are mediated by levels of self-esteem and include the process of mnemic neglect in which threatening material is processed less efficiently and recalled less thoroughly. Using TMT to understand the responses of people with dementia has a range of clinical implications.Judith:I just wonder where it’s all going to end, that’s my fear …Janet:Whenit’s going to end?Judith:Whereit’s going to end, where am I going to end up, just before the end, you know.Janet:Oh, I see you mean, I talk about death…Judith:YeahJanet: …to my family and I think the only thing that I’m frightened of is the unknown and that is death to me.Judith:and after that. Oh, no I’m worried about what comes just before [laughs] it could be years before, couldn’t it?Janet:It could be tomorrowRobert:Is it the dying that?Judith:I don’t feel that at all, no, because we all go through that, no I’m not frightened about that, no. It’s not really my religion to say it at all, but I don’t know if there’s anything else and I’m not going to worry about that right now, you know.Facilitator:So what is the frightening, when you say about the future?Judith:Being, being useless, you know.Janet:Yes.Judith:Not having all my faculties, I dread that, I dread that, its as if I’m going to come to it one morning, perhaps, you know and think ‘Oh my godfathers, what’s left?’, I really worry about that … so I’m quite happy in a situation unless I chose to sort of sit there and think. And it’s when I think about that, that the curtain comes down.From Cheston (2004).
High socio-economic status and conversion from mild cognitive impairment: A preliminary study
Authors: Orchard Anna V. , Hiskey Syd , Andrews Leanne 
Published: January 2023

Objectives:Mild cognitive impairment (MCI) is thought to be a prodromal phase to dementia. The majority of individuals with MCI eventually develop dementia, however, almost one-third do not and some even revert back to normal functioning. Understanding factors associated with conversion is, therefore, important.The study explored whether high socio-economic status (SES) among individuals seen within an Essex-based memory clinic differentially affected whether they remained in the MCI range or converted to dementia, at one-year follow-up.Method:Forty individuals aged 65 years and over, given a diagnosis of MCI at initial assessment and subsequently reassessed one year later, were included. Individuals’ SES was retrospectively rated according to postcode.Results:Chi square analyses failed to find a significant difference between the conversion rates of those with low and high SES. However, just 15 per cent of the sample were classified within the lowest two SES categories.Conclusion:This preliminary study suggests that high SES does not reduce the rate of conversion from MCI to dementia. Moreover, individuals with low SES were poorly represented within the sample.
Addendum on Psychology in 1936
Authors: Berlin Isaiah 
Published: January 2023

Prefatory noteIn 2001 this periodical published, under the title ‘The State of Psychology in 1936’, a memorandum on psychology written by Isaiah Berlin.1In 1936 Berlin was a Fellow of All Souls College, which was considering whether to elect a psychologist for the first time in its history, and the memorandum was written in order to assist the College in making its decision. The 2001 text was taken from a manuscript draft in Berlin’s papers, since the final version was presumed lost. However, a clutch of papers has now surfaced in the course of archival cataloguing at All Souls that includes not only the final printed text, but also two previously unknown contemporary letters from Berlin to the Warden of the College (W.S.G. Adams), as well as other related documents.The text of the memorandum turns out to have been considerably changed and enlarged after the published draft was written. Space prevents complete publication of the final version here, but the main portion is reproduced below. The omitted portions are mainly of more local interest, and can be read as part of the complete text available in the Isaiah Berlin Virtual Library athttp://berlin.wolf.ox.ac.uk/published_works/singles/bib250brevised.pdf. The two new letters are also included there, but since one of them contains interesting observations about Berlin’s informants, and also about a recent book published by Erwin W. Straus, I include most of it after this introductory note.There were meetings of a Psychology Subcommittee (including Berlin) on 11 October and 29 November 1936,2but the proposed appointment was not made.Thanks are due to Norma Aubertin-Potter and Gaye Morgan at All Souls for drawing my attention to the new material, photographing it, and securing permission to reproduce it here; and to Fraser Watts for his help in preparing the present publication.Henry HardyHenry Hardy, Wolfson College, Oxfordhenry.hardy@wolfson.ox.ac.uk