bluuebunny/crossref_metadata_2025_split huggingface dataset:
The impact on teachers of supporting children exposed to domestic abuse
Authors: Ellis Gemma 
Published: January 2023

This paper presents research exploring primary school teachers’ perceptions and experiences of supporting children exposed to domestic abuse in one Local Authority. A two-phase sequential mixed methods design was adopted to address three research questions. Questionnaire findings suggested that there was a significant difference between teachers who had attended training and those who had not, in their confidence levels in: (a) responding to disclosures; and (b) recognising whether a child was exposed to domestic abuse (N=165).Semi-structured interviews, analysed using thematic analysis were then carried out with teachers who had experience of teaching children exposed to domestic abuse (N=8). Themes were identified which explored: the emotional factors of the role of teachers; working within the school system; the relationship with the child and family; and uncertainty about what teachers need to know. Those interviewed expressed an anxiety about false accusations within the teaching role and the perceived lack of protection in school systems. This seemed to heighten fears of becoming involved in child protection cases (such as where there is domestic abuse) and the uncertainty and stress that teachers felt about this.The paper concludes by considering the role of educational psychologists in providing training for teachers on managing and understanding emotional factors arising from their role. It also presents further research and policy opportunities to apply psychology in order to better understand the complexities that teachers are experiencing when supporting children exposed to domestic abuse.
Private knowledge, public face: Conceptions of children with SEBD by teachers in the UK – a case study
Authors: Armstrong David , Hallett Fiona 
Published: January 2023

The behaviours of children or young people in educational settings are a major cause for concern in the UK and internationally. Recent policy in the UK has stressed the impact of ‘poor’ behaviour upon teacher welfare and efficacy. Children or young people classified as ‘having’ SEBD (Social Emotional and Behavioural Difficulties) are a group whose welfare has elicited particular concern amongst educational psychologists (EPs), educators and policy-makers.This paper is an exploratory analysis of written accounts by 150 teachers about their professional experience and perception of children/young people presenting SEBD. Phenomenographic analysis of data suggested a set of identifiable personal-professional responses, disclosing an often troubled personal-professional accommodation of tensions between policy and practice. Research literature exploring educators’ perceptions of children presenting SEBD is addressed in this context. A consideration of methodological issues is made, specifically those associated with phenomenography.A key recommendation of this paper is that EPs have an important role in helping teachers to develop positive, sustainable and psychologically-informed practice with individuals who present SEBD. The justification for this recommendation focuses upon the benefits of approaches that emphasise relationships in and around school rather than on behaviour per se. The need for comparative, international research on this issue is highlighted as is the need to recognise systemic connections between aspects of an educator’s perceptions of an individual presenting SEBD and aspects of their response in practice.
Inclusive and exclusive belonging – the impact on individual and community well-being
Authors: Roffey Sue 
Published: January 2023

A sense of connectedness is increasingly recognised as a protective factor in resilience and well-being (Benard, 1991; Blum, 2005; Libbey, 2004). This paper reviews some of the international literature on belonging, especially within the school context, and explores the important distinction between those school communities that are inclusive and facilitate participation for all students and those that maintain an exclusive position that regulates who may belong and who may not, who is valued and who is marginalised. This is set within a broader socio-political context.This paper addresses some of the beliefs and behaviours that promote healthy and inclusive relationships and puts forward a case for building inclusive school communities. Effective school and classroom practices are illustrated in the findings of a small study on Circle Solutions. This is a philosophy and pedagogy that aims to enhance the relational quality in a school and promote a sense of inclusive belonging. Our primary focus here is vulnerable and often challenging students. We address what this means for the role and responsibility of educational psychologists in increasing inclusive connectedness and reducing rates of exclusion.
Developing as a practitioner: How supervision supports the learning and development of trainee educational psychologists in three-year doctoral training
Authors: Hill Vivian , Bond Caroline , Atkinson Cathy , Woods Kevin , Gibbs Simon , Howe Julia , Morris Sue 
Published: January 2023

Aim:In the UK the change from a one-year Master’s to a three-year doctoral training programme has provided extended opportunities and challenges for trainee educational psychologists in developing their practitioner skills and professional role. Supervision is a key foundation for supporting trainees in this process. This paper provides an analysis of the supervision experiences of trainee educational psychologists informed by developmental theories of supervision.Method:In order to explore the developmental experiences of trainee educational psychologists across the three years of training, focus groups were undertaken with each year group of trainee educational psychologists at four initial educational psychology training programme sites. These 12 focus groups were analysed using thematic analysis.Findings:Five key themes relating to the development of practitioner skills were identified; developing professional learning and professional role; responsiveness to developmental learning needs; sensitive management of emotional aspects of learning; developing critical analysis of professional work and meta-analysis of professional activity and professional role.Limitations:There is a need for longitudinal research into developmental models of supervision and their application to EP training specifically.Conclusions:The five themes provide some support for the utility of developmental models of supervision in informing the future development of UK educational psychology training.
How can school – parental participation support the generation of social capital for parents?
Authors: Cleland Jonathan , Lumsdon David 
Published: January 2023

Aim:This meta-ethnography views social capital as a resource to be generated, within contexts of parental participation with schools, offering possibilities for a positive change in power relations, and the addressing of social justice concerns.Rationale:Increased parental participation with children’s learning has a positive impact on children’s achievements. When participation does not happen, responsibility is often placed with ‘hard to reach’parents. Social capital theory suggests parents differ in their access to capital that affects their ability to act and participate with schools. This meta-ethnography explores examples of parent-school relations which impact positively on parents, regarding empowerment, parent voice and social capital.Findings:Key concepts generated were ‘Cultural and Social Factors’, ‘Parental Expectations’, ‘Communication’, ‘Belonging’ and ‘Influence’. A framework is presented addressing the five themes across three levels. The findings emphasised the importance of relational justice in parental participation with schools, and listening to others as an act of recognition.Limitations:Given the interpretive nature of meta-ethnographic research, there are limitations to the generalisability of the findings. However, qualitative research enables us not to predict but anticipate what might be involved in analogous situations.Conclusions:Schools should invest in understanding the cultural and social lives of their pupils’ families, as well as parents’ expectations around participation. This should lead to improved communication and relationships with parents, supporting a sense of belonging. Schools should look for opportunities to promote parental agency and competence, to work collaboratively with parents, and to empower parents in how they engage with their children’s learning.
’It was probably one of the best moments of being trans*, honestly!’: Exploring the positive school experiences of transgender children and young people
Authors: Leonard Matt 
Published: January 2023

AimsThe negative school experiences of transgender students are well documented, but so far little research has explored what is going well for transgender students in school. This research highlights some of the positive school experiences of transgender youth in order to promote positive change.MethodsA qualitative, interpretive approach was adopted. An initial focus group explored language within the transgender community and helped to design questions for semi-structured interviews. Interviews were then conducted with three transgender young people. An Interpretative Phenomenological Analysis approach was adopted.FindingsFive superordinate themes emerged from the participants’ narratives. The Importance of Language was highlighted as a means for transgender youth to assert their own identities and for others to demonstrate respect, and Individual Teacher Support, Whole-School Approaches and The Importance of Community highlighted ways others have shown support to transgender youth. A final theme, My Own Best Friend, reflected the skills and resilience of the transgender young people themselves.LimitationsLimitations are associated with the challenges of using a qualitative, interpretive approach, including language and the role of the researcher. These are discussed alongside suggestions for development. Conclusions: The research findings highlight that transgender young people are able and willing to share their experiences and highlight positive practice in schools. Educational psychologists are uniquely positioned to support young people at an individual and systemic level. It is important that they continue to support transgender young people, as well as to continue helping schools and local authorities to develop guidelines for supporting transgender students.
Traumatic brain injury in young people in custody: Implications for community and educational inclusion
Authors: Choudhury Dipak 
Published: January 2023

Aims:The aim of this narrative review is to explore the distinctive needs of young people in custody with traumatic brain injury (TBI), and the implications for rehabilitation, education, and community inclusion. Some research suggests a higher prevalence of TBI in the youth custodial population (Farrer et al., 2013; Hughes et al., 2015). TBI can result in neurocognitive and behavioural difficulties (Pavlovic et al., 2019) and has been associated with aggressive offending behaviour (Silver & Nedelec, 2020).Methods:The author conducted a multi-database search to find extant studies pertinent to identifying the distinctive needs of young people in custody with TBI. Studies were included in the review if they met the inclusion criteria and their findings were deemed highly relevant to Educational Psychology practice.Findings:After critically analysing the included studies, the findings support the hypothesis that a subset of young offenders in custody who have experienced TBI have distinctive needs.Conclusions and Limitations:The review concludes by discussing the implications for local authority services and makes recommendations for Educational Psychology practice. The author also discusses the limitations of this review, relating to inconsistencies in the literature, and limitations inherent to narrative review methodologies.
Becoming Ethically Responsive (Again) – Leaving Depression’s Monologicality to Regain Attentiveness to Others
Authors: MacDonagh Joe 
Published: January 2023

This paper seeks to address the changes that therapists aim to achieve in those with depression, in addition to those in physiological and cognitive functioning commonly cited in aetiologies of this affective disorder.This paper will explore how those with depression often lose attentiveness by withdrawing physically and emotionally from friends, family and work colleagues. This lack of attentiveness may be present before the manifestation of clinically evident symptoms, such as would qualify under the DSM IV taxonomy.For Bakhtin and Hicks attentiveness, or ethical responsivity, is centrally involved in dialogue, which Bakhtin terms the “once occurent Being-as-event…that presupposes my answerable participation”. This responsivity is lost in the monologising tendency of depression not to respond to, or answer meaningfully, the utterances of others.Responsivity to others requires an attentiveness to the illocutionary aspect of utterances, the intent lying behind utterances, which those with depression can misunderstand by defaulting to a monologised, or pre-existing, way of viewing the world based on past experiences. This paper will thus examine how therapists and others can be the means by which clients start constructing what Bakhtin called the “uninterrupted performing of acts” and so start to dialogue with others once again.
Executive coaching can enhance transformational leadership
Authors: Cerni Tom , Curtis Guy J. , Colmar Susan H. 
Published: January 2023

Objectives:Epstein’s (1998) Cognitive-experiential Self theory (CEST) suggests that all behaviour is guided by two different processing systems – the rational and experiential. This brief report presents results of a study looking at the impact of a 10-week coaching intervention programme based on Epstein’s CEST theory on transformational leadership among 14 secondary school principals.Design:Set up as a pre-test, post-test control-group research design, the present study tested whether changes to CEST information-processing systems could bring about changes in leadership style.Method:School principals in the intervention group focused on developing their rational system and constructive elements of the experiential system. At the commencement of the coaching intervention programme all school staff in the 14 schools were invited to rate their school principal using the MLQ (5X) questionnaire.Results:The results of a 10-week coaching intervention programme showed that there was a significant difference between the pre-test and post-test scores for the intervention group, as rated by their school staff. The control group remained unchanged. Qualitative results indicate that the school principal in the intervention group became more reflective about their thinking processes and leadership practices.Conclusion:This study provides initial evidence that by creating changes to rational and constructive thinking, it is possible to increase coachee’s use of transformational leadership techniques.
Educating coaching psychologists: Responses from the field
Authors: Cavanagh Michael , Palmer Stephen 
Published: January 2023

This paper responds to Grant (this issue), Developing an agenda for teaching coaching psychology. Representatives of key stakeholder groups were asked to respond to the issues raised in Grant’s article. These groups included practicing coaching psychologists, coaches, coach educators, Professional bodies in coaching psychology and corporate purchasers of coaching. An agenda for training is intimately bound up with issues of identity for coaching psychology. It raises the questions of how we define ourselves and our relationship to the world. Our respondents also focused on four key questions.Purpose/Agenda – What is the curricula trying to achieve and for whom?Contextual issues – important considerations beyond psychology that might shape training in coaching psychology education.Curriculum content – topic areas, theories, models, approaches and perspectives.Teaching process – Considerations about how the curriculum should be taught.A range of perspectives are brought to bear on these questions. The diversity of responses reflect the reality of working in a diverse world. This is not something to be overcome, but embraced by coaching psychology. Any discussion of the training of coaching psychologists should include multiple models of training, and multiple curricula. In this way we reflect the adaptive quality of the coaching conversation, and its ability to incorporate cross-disciplinary insights and understandings. This is what gives coaching its unique responsiveness to the emerging needs of our clients.
When feedback is not enough: The impact of regulatory fit on motivation after positive feedback
Authors: Jarzebowski Ann-Marie , Palermo Josephine , van de Berg Robert 
Published: January 2023

Objectives:Feedback is widely used in coaching practice, however, empirical findings are inconsistent regarding the motivational effect of feedback. Positive or negative feedback can be framed in a way that aligns with an individual’s preferred manner during goal pursuit, that is, their regulatory fit. This study is the first to examine the effect of regulatory fit within feedback sign on motivation. This study aimed to investigate the impact of positive feedback framed to fit or not-fit individuals’ regulatory focus on level of motivation.Design:A repeated measures randomly controlled study design was utilised.Method:Participants comprised 29 coachees undertaking a five-session coaching programme. They were randomly allocated to two treatment groups whereby positive non-authentic feedback, framed to either fit or not-fit an individual’s induced regulatory promotion focus was provided on an online leadership skills activity. In addition, level of motivation was measured pre and post feedback.Results:A repeated measure anova analysis indicated that motivation was significantly higher after positive feedback in the regulatory fit condition than in the non-fit condition. There was no relationship between level of mood and motivation after feedback.Conclusions:Findings suggest that feedback framed to fit the regulatory focus of coachees will increase level of motivation. Implications for coaching practice include that when providing feedback in coaching, feedback effectiveness may be increased by framing feedback to the individuals’ regulatory (promotion) focus.
The long-term independently assessed benefits of coaching: A controlled 18-month follow-up study of two methods
Authors: Franklin John , Franklin Alicia 
Published: January 2023

Objectives:An earlier study by Franklin and Doran (2009) provided the first evidence that coaching benefits objective performance as assessed by evaluators’ blind to participation in coaching. This study examines the efficacy of two coaching programmes on independently evaluated academic performance 12 and 18 months after the completion of coaching.Design:A double-blind controlled trial in which participants were randomly allocated to either a Preparation, Action, Adaptive Learning (PAAL), or a Self-regulation co-coaching programme with blind assessment of subsequent academic performance. A third no-treatment condition was used for additional comparison and control of expectancy effects.Methods:Two structurally identical seven-week co-coaching programmes were run. The Self-regulation condition focused on the development of study and coping skills, whilst the PAAL condition additionally focused on preparation for change and adaptive learning. Fifty-two volunteer first-year university students were randomly assigned to either a PAAL (N=27) or Self-regulation (N=25) co-coaching programme. Academic results 12 and 18 months after completing the brief coaching programme are compared with a control group of students (N=2183 at 12 months, 2063 at 18 months.) who did not participate in the programme.Results:Relative to the no treatment control group, PAAL participants consistently performed some 10 per cent better in independently assessed academic performance at both the 12-month follow-up (71.04 per cent vs. 61.29 per cent) (p=<.001, d=.60), and the 18-month follow-up (70.97 per cent vs. 60.48 per cent) (p=<.001, d=.66). The Self-regulation coaching participants performed some two per cent better than the controls at both the 12-month follow-up (62.98 per cent vs. 61.29 per cent) (p=NS, d=.10) and the 18-month follow-up (62.11 per cent vs. 60.48 per cent) (p=NS, d=.11).Conclusion:Both co-coaching conditions were associated with increases in blindly assessed academic performance, however, only those in the PAAL condition performed significantly better 12 and 18 months after the completion of the brief coaching programme. The effects of the PAAL coaching method need to be evaluated in other areas where outcomes may be objectively and blindly assessed.
Line management involvement in coaching: Help or hindrance? A content analysis study
Authors: Ogilvy Helen , Ellam-Dyson Vicky 
Published: January 2023

Objectives:This study investigated the involvement that line managers have when their direct reports are receiving coaching from either an internal or external coach; what line managers and coachees report hinders and facilitates line management involvement; and in what ways does line management involvement affect the outcome of coaching.Design:A cross-sectional design was used to explore coachees’ and line managers’ perceptions of line management involvement, as well as facilitators and barriers to their involvement. Content analysis was used to code the data.Method:18 coachees and 12 line managers participated in semi-structured interviews. Content analysis revealed that the involvement of line managers varied.Results:Factors reported to inhibit involvement included cognitions that it was a personal process, and management involvement was not necessary. Factors reported to facilitate involvement included managers’ beliefs that coaching was valuable and their understanding of how coaching worked within their organisations. Line management behaviours found to facilitate coaching comprised five clusters: supporting, collaborating, informing, management style and challenging. Behaviours found to hinder coaching comprised two clusters: restrictive and passive.Conclusions:This study provides a useful insight into factors that influence line management involvement, the type of management behaviours that facilitate and hinder coaching outcomes, and the consequences for transfer of learning.
Back to basics II: How the research on attachment and reflective-self function is relevant for coaches and consultants today
Authors: de Haan Erik 
Published: January 2023

Purpose:In this study the phenomenon of reflective-self function is explored in terms of its historical understanding – just as the phenomenon of transference was explored in terms of its historical understanding in an earlier instalment (De Haan, 2011). As will be shown, reflective-self function is not only demonstrably linked to secure attachment, it is increasingly held to be at the core of the process and outcome of helping conversations.Design/Methodology:This contribution offers a historical summary of the main breakthroughs in attachment research, showing how (in-)secure attachment can be measured reliably and how it can be linked to reflective-self function – the capacity to mentalise. This capacity is further elucidated with the help of three examples from executive coaching and team coaching.Results:t is shown how reflective-self function is related to secure attachment, and how mentalising can be used to co-create meaning, insight and understanding with clients.Conclusions:Mentalising, as understood by reflective-self function, is a helpful way into awareness, insight and empathetic understanding. Coaches would do well to foster this function within themselves and their clients.