bluuebunny/crossref_metadata_2025_split huggingface dataset:
Developing an intervention to improve reading comprehension for children and young people with autism spectrum disorders
Authors: Turner Horatio , Remington Anna , Hill Vivian 
Published: January 2023

Aim:A substantial proportion of children and young people with autism demonstrate accurate word reading but struggle to understand the content of what they are reading. There is an urgent need for further research in this area to enable educational professionals to implement evidence-based reading interventions.Method/Rationale:This study analyses the effectiveness of an intervention designed to improve the reading comprehension of young people with autism and reading comprehension difficulties (mean age 13 years, 6 months). The intervention was delivered twice a week over a period of six weeks.Findings:The results indicate that the intervention group (N=15) demonstrated a significantly greater increase in their reading comprehension than a ‘treatment as usual’ control group (N=14), showing an average of three years’ improvement in their reading comprehension. Semi-structured interviews with participants indicated that many demonstrated a shift in their approach to reading, with a greater focus on comprehension and an awareness of transferring the skills they had learnt to other areas of the curriculum. Participants also identified that the intervention supported their speaking and listening skills.Limitations:The small size of the sample in this study limits the generalisation of the findings. The robustness of the findings would be increased by including long-term outcome measures.Conclusions:These findings present important implications for professionals working with young people and suggest that school-based reading interventions may be effective at developing the reading comprehension of individuals with autism.
Investigating the significance of social justice in educational psychology practice – A systematic literature review
Authors: Schulze Joanne , Winter Laura Anne , Woods Kevin , Tyldesley Kath 
Published: January 2023

The Aim:This article aimed to investigate the empirical evidence for the significance of social justice in educational psychology practice.Method/Rationale:The social justice agenda is at the forefront of present political consciousness. The concept of ‘social justice’ has entered the discipline of psychology, in particular counselling (Winter, 2015) and community psychology (Fondacaro & Weinberg, 2002), and its relevance to psychology is debated (Arfken & Yen, 2014). Educational psychologists are situated in a prime position to promote social justice through their work with children, young people, parents and professionals. A rigorous systematic literature review was undertaken to find and synthesise empirical research relevant to the question: ‘what is the significance of social justice in educational psychology practice?’Findings:The research base gives positive support to the significance of the concept of social justice in educational/school psychology practice, highlighting themes of: advocacy, equity, inclusivity, opportunity and resources.Limitations:The studies included investigated the views, in relation to social justice, of trainee and qualified school psychologists; however, all included studies were located in the USA.Conclusions:Future research should extend to exploring the significance of social justice to psychologists working in educational systems in different countries and social contexts.
An exploration of the factors that lead to the successful progression of students in alternative provision
Authors: Hamilton Pamela , Morgan Gavin 
Published: January 2023

AimsThe progression of students within Alternative Provision (AP) who have social, emotional and behavioural difficulties (SEBD) has frequently been identified as an area of concern. A qualitative study was conducted to explore the factors that lead to the successful progression of students in a Further Education (FE) AP. The study’s strengths and limitations are discussed as well as the implications for practice development and growth.MethodEight semi-structured interviews were conducted with students between the ages of 16–18 who had progressed from FE AP into mainstream college. Interview transcripts were analysed and coded using thematic analysis.FindingsThe main organising themes identified were: full, accessible and diverse curriculum; positive and holistic learning environment; student motivation; staff understanding of social, emotional and behavioural difficulties; and adult environment. Through reflecting on the organising themes the global theme of supportive and personalised learning experience was identified. The young people interviewed greatly valued education being tailored to meet their needs through informed, personalised and well-delivered behaviour management strategies implemented by staff. High-level facilities and resources combined with the above provided a holistic educational experience that promoted the learners’ academic and social enhancement and motivation. It also appears that through being in an adult environment the social and emotional development of these younger learners was enhanced.ConclusionTo assist the outcomes of young people who enter into a FE AP it appears that there is a need to develop a diverse and creative educational experience which has been created to meet each young person’s individual needs. This research suggests that highly skilled, supportive, understanding and available staff enhance this learning experience. The above seems to be facilitated by students having an ‘Aha’ moment when they spontaneously decide to change their less favourable behaviours. It is possible that experiencing a combining sense of autonomy, competence and relatedness, which are important factors in motivation, facilitate this moment of realisation.
A narrative exploration of the impact of belonging on the educational experiences of teenage fathers
Authors: Whiteway Sarah 
Published: January 2023

AimThis study was an exploration into the experiences and perspectives of teenage fathers regarding their education. It aimed to unpick the role belonging played in their time in school.MethodSix men who had fathered a child before they were twenty years old participated in a narrative interview, during which they were encouraged to speak about their life history and experiences of education. Interviews were analysed using a combination of: ‘rough verse’; key narratives; canons; and personal narratives.FindingsThe findings suggest that these young fathers initially had positive experiences of school, but a lack of belonging was a crucial factor in determining their success in education. Primary schools were presented as containing places, counteracting a lack of belonging at home. In contrast, the fathers’ experiences at secondary school often mirrored the sense of isolation and social exclusion that they felt within their families. Some fathers experienced fatherhood as a positive turning point in their lives and found a sense of belonging in their new families.LimitationsThe narrative nature of the study meant that findings cannot be extrapolated from the small number of participants and that some avenues of interest were left unexplored.ConclusionA profound lack of belonging was present in many aspects of the fathers’ lives and could be considered to have impacted on their educational outcomes.
‘How do I know that I belong?’ Exploring secondary aged pupils’ views on what it means to belong to their school
Authors: Shaw Elaine 
Published: January 2023

Aim(s)To explore secondary aged pupils’ perceptions of school belonging across the age range using a mixed-methods, quantitative and qualitative approach, with emphasis on the latter.RationaleMuch research has been from adults’ construction of sense of school belonging, rather than pupils’ perspectives. The intention of this research was to address that gap.MethodPupils’ views were obtained through the Psychological Sense of School Membership (PSSM) Scale and semi-structured interviews in small, tutor-based groups. Thematic analysis was applied to the group interview data, and information from the PSSM was analysed to look for patterns across year groups and across two schools.FindingsThe average PSSM scores were surprisingly homogeneous (between 3.7 and 4.0) within the statistical limits. A thematic analysis of the semi-structured interviews revealed themes of familiarity, identification with others and with the school, and reciprocity of relationships. While definitions of school belonging appeared to be homogeneous, across the year groups, there were slight differences in focus on what it meant to belong.LimitationsThe study was relatively small, cross sectional rather than longitudinal, and the data collection process meant that thematic analysis was only possible on transcripts from the larger school.ConclusionsThe findings generally aligned with the existing literature on school belonging, highlighted the similarities in definitions across year groups, and reaffirmed the value of listening to young people’s views. Because of the numbers, any quantitative differences between pupil responses are at the margins of statistical viability. However, slight qualitative differences in focus from year to year were in evidence.
An exploration of the aspirations and future orientation of adolescents from low-income families
Authors: Fehily Orla , Schlösser Annette 
Published: January 2023

Aim:Literature suggests that young people living in low-income households are likely to have lower aspirations than their peers. Facilitating aspirations has been suggested as a possible means of preventing intergenerational cycles of low attainment and subsequent disadvantage. This research explored how a group of young people from low-income families perceived their aspirations to have been informed and influenced.Method:This study used Interpretative Phenomenological Analysis. Ten young people were recruited from a local secondary school. Self-driven photo elicitation was used with the resulting images providing the basis for semi-structured interviews.Findings:Three super-ordinate themes and eight sub-themes emerged from the data. Themes describe narratives, interests and talents informing aspirations, support of others and expectations of success.Limitations:Difficulties in finding a school from which to recruit and subsequent negotiations with the participating school led to a student administrator being present for the interviews. The implications of this on the results is discussed.Conclusions:Results suggested that participants had concrete and realistic ideas about what they wanted to do in the future and were hopeful about their ability to achieve those aspirations.
Literacy difficulties in higher education: Identifying students’ needs with a hybrid model
Authors: Niolaki Georgia , Taylor Laura Marie , Terzopoulos Aris , Davies Rachael 
Published: January 2023

AimsAims Studies on literacy difficulties have mainly focused on children or adults who have a diagnosis of dyslexia. Some students enter university without such a diagnosis, but with literacy difficulties, and this may impact their ability to become independent learners and achieve academically. This exploratory study aims to employ a hybrid model for developing profiles for such individuals. The hybrid model encompasses the causal modelling framework (CMF; Morton & Frith, 1993), the proximal and distal causes of literacy difficulties (Jackson & Coltheart, 2001) and the conceptual framework for identification of dyslexia (Reid & Came, 2009).MethodIn this multiple case study design, three young adults with literacy difficulties were interviewed. Using narrative analysis, we compared the cases’ responses with the responses of a matched control student without literacy difficulties.FindingsThe main findings of the comparison suggested that the proposed hybrid model could be an effective way to highlighting potential obstacles to learning in those with literacy difficulties and would, therefore, be an invaluable tool for educational psychologists who work in adult educational settings.LimitationsThis is an exploratory study based on multiple case studies. A group study with more individuals should be conducted in order to further validate the proposed hybrid model.ConclusionsThe current study highlights the importance of understanding the psychosocial, as well as the cognitive and biological aspects of literacy difficulties, without claiming generalisability.
Making meaning from experience: Collaborative assessment with young adults who have mental health needs and social communication differences
Authors: Kennedy Emma-Kate , Blyth Fiona , Sakata Ellie , Yahyaoui Leila , Canagaratnam Myooran , Nijabat Kiran 
Published: January 2023

AimsAs the number of people aged 16–25 referred to mental health services rises, the increasing complexity of their presenting needs is apparent. For those with additional communication and interaction differences, psychological assessment may be especially challenging. They often have long-standing histories of interpersonal challenge, do not find making relationships with others easy and can find conventional information-gathering assessments difficult and at times, even unhelpful.Method/rationaleEducational psychologists (EPs) can make a distinctive contribution in this area because of: (i) their knowledge of adolescent and young adult development; (ii) their skills in relational connection in time-limited assessment contexts; and (iii) the value they place on person-centred approaches. This paper outlines one approach to psychological assessment that prioritises collaboration with clients aged 16–25 and emphasises understanding the meaning they make of their subjective experience of the world.Findings/implicationsThe use of projective techniques, where a free-flowing response to a stimulus was used as the basis of a dialogue with the client, is described in the broader context of collaborative assessment. Illustrative case studies that serve as the basis for reflection on experience are explored, with common themes identified. The benefits of the approach, especially in terms of supporting clients and for practitioner learning, are highlighted.LimitationsThis approach, whilst facilitated by qualified and trainee EPs, has been developed in a specialist mul-tidisciplinary clinical context. Challenges in using projective techniques as part of collaborative assessments, as well as capacity concerns as regards ongoing training and supervisory requirements, are examined.ConclusionsThere are opportunities for the future development of EP practice in this area, as well as promising lines of practice-based research inquiry.
Child-led research investigating social, emotional and mental health and wellbeing aspects of playtime
Authors: Bristow Siân , Atkinson Cathy 
Published: January 2023

AimThis study aimed to investigate social, emotional and mental health and wellbeing aspects of playtime through child-led participatory action research in one school.MethodA stakeholder group involving the project facilitator (first researcher), school staff and four trained child co-researchers (aged 9 to 10) was established to facilitate the research. The co-researchers were supported to design and facilitate data collection and collaborative thematic data analysis.FindingsFive main themes emerged from analysis: the availability and nature of games, having someone to play with, how people treat each other, the importance of playtimes and views of the playtime rules. This research highlights interactions between the themes as important to children’s social and emotional development, and mental health and wellbeing when accessing their right to play during playtime.LimitationsResearch was completed on a single site. Repeating the design at another school might yield different results. While steps were taken to minimise power imbalances between the child participants and the project facilitator, it is acknowledged that these are difficult to overcome fully.ConclusionsThis study highlights the importance of holistic playtime provision that acknowledges the interactions between themes in supporting children’s wellbeing and social and emotional development.It illustrates that with appropriate training and support, children were able to effectively engage in research investigating playtime.
Thingymibob Group: Staff experiences of implementing a play-based therapy group in an adolescent secure hospital
Authors: Thorpe Alexandra H. , Willbourne Joe A. , Burdock Matthew J. 
Published: January 2023

AimsThis article explores the experience of a team of staff from psychology, occupational therapy and educational backgrounds in setting up a play-based therapy group in a secure hospital for adolescents. This is a specialised environment for adolescents with complex presentations, who have often experienced early relational trauma and have a variety of emotional and developmental difficulties which have impacted on their access to play earlier in childhood.MethodThematic analysis was conducted on interviews with the staff facilitating the group.FindingsThe staff team reflected on the group’s aims of building confidence, improving social skills, enhancing relationships between young people and staff and regulating arousal. Emerging themes illustrated the benefits of a more permissive forum, characterised by ‘less correction, more connection,’ within an environment requiring extensive risk management. Deeper connections with others were felt to allow the young people to feel ‘safe to explore’ and become ‘disarmed.’LimitationsWhilst this study offers a rich description of the group within the service context and the perceived benefits, further research is required to draw statistical conclusions about the benefits to the individuals attending.ConclusionsPiloting the group demonstrated feasibility and a variety of potential benefits to the adolescents involved. The group was relatively easy to implement and could be of interest to child and educational psychologists in a variety of settings.
Using Appreciative Inquiry to explore approaches towards mental health in a Scottish secondary school
Authors: Seaton Fiona S. 
Published: January 2023

Rationale:In Scotland, two-thirds of children have faced at least one adverse childhood experience. Research demonstrates a graded relationship between adversity and mental health outcomes. As adolescents spend a large amount of time in school, it is no surprise that schools are vital when supporting and delivering mental health interventions.Aim:The research aims were two-fold: to gather a clear understanding of mental health and wellbeing supports within a secondary school in Scotland; and to explore the use of Appreciative Inquiry as an approach for organisational change.Method:Semi-structured interviews were conducted, using an Appreciative Inquiry approach. A purposive sampling method was employed to select 55 secondary school stakeholders.Findings:Results highlighted several targeted supports in place within the secondary school, with the adoption of more consistent and visible universal systems needed. Key themes identified included: the importance of relationships, ensuring mental health literacy is core to the curriculum and encouraging an open conversation about mental health. The use of Appreciate Inquiry led to a clear action plan for the secondary school, building upon strengths already identified within the organisation.Limitations:One secondary school took part in this research, therefore, results cannot be generalised. Participants were school-based, future research should consider the role of external agencies.Conclusions:This research provides an insight into the current mechanisms in place within a secondary school in Scotland to support mental health and wellbeing. The use of Appreciative Inquiry was an effective approach for creating a plan intended to impact organisational change.
The Child Attachment Style Interview (Child-ASI) and depression: Preliminary findings
Authors: Bifulco Antonia , Jacobs C. , Oskis A. , Bunn A. , Spence R. 
Published: January 2023

Background:Childhood familial trauma is a major contributor to psychological disorder. One of its key impacts is insecure attachment style, which impedes the development of close relationships. Trauma-related vulnerability is important to assess in primary school but there is a gap in age-appropriate measurement tools. This paper outlines the development of the Child Attachment Style Interview (Child-ASI) suitable for 6 to 11-year olds. This can be utilised on-site to identify damaging effects of trauma experience at an early stage.Method:The Child-ASI was developed from an existing adolescent/adult measure and tested on a sample of children in primary school (N=42) together with a subsample of those in care (N=20). A checklist of life events and the Mood and Feeling Questionnaire (MFQ) for depression was also administered.Results:Acceptable inter-rater reliability was found (K=0.84 for overall attachment style). A factor analysis of subscales produced the expected five factors for classification. Rates of insecure styles (38 per cent in school and 90 per cent in care) were consistent with other studies and related to separation from parent and depression. Logistic regression showed insecure attachment style and negative life events provided the best model for depression.Conclusion:Preliminary findings indicate the Child-ASI provides an effective way of assessing attachment style in children. Its use is for more intensive investigation of trauma-related interpersonal problems, administered by trained teachers. It is less intrusive than direct trauma assessments and fits with the policy need to identify vulnerability for mental health issues in schools.
Towards a co-ordinated framework for critical incident response in school communities: A review of current evidence
Authors: Beeke Matt 
Published: January 2023

Aims:This paper synthesises current evidence from trauma studies with a model emerging from a recent large-scale study of the responses of educational psychologists to critical incidents (CIs). It explores how evidence in providing psychological support in the immediate period after a traumatic event can be applied within a framework for consultation to organise and co-ordinate multi-agency support for individuals and school communities.Rationale:Recent large-scale traumatic events affecting schools and wider communities such as the Grenfell Tower fire in 2017 have highlighted the need for co-ordinated support for schools from various agencies following traumatic events. This paper distils evidence-based principles from relevant studies relating to immediate post-trauma support in helping the school system to remain functioning and maximising the wellbeing of members of the school community following a CI.Findings:A consultation model (COPE) is proposed as a framework for professionals supporting school communities in the immediate period after a CI that employs the five evidence-based principles. Suggestions are also made about longer-term support for schools following traumatic events.Limitations:The heterogeneity of traumatic events, school contexts, definitions of CIs and the available wider support for schools is acknowledged as a feature of CI work, limiting the applicability of any framework. Opportunities and constraints that arise from synthesising different theoretical approaches to trauma are also discussed, including tensions between mental health and wellbeing perspectives.Conclusions:The paper highlights the need for a co-ordinated professional response in supporting schools after traumatic events that makes use of evidence-based principles within a consultation framework. In the context of increased mental health support in schools, the need to ensure that a range of professionals with different perspectives work together to support the mental health and well-being of school communities in the immediate period after a CI is highlighted.