bluuebunny/crossref_metadata_2025_split huggingface dataset:
Built-in: Meaning and the reproduction of socio-historical characteristics in public schools buildings in the US
Authors: Durán-Narucki Valkiria 
Published: January 2023

The aim of this article is to prompt thinking about the complex role of the built environment of the school to academic outcomes and to the reduction of social disparities. To this end the paper explores the issue of the condition of public school buildings expanding from traditional empirical research to include a sociohistorical perspective. The benefits of using ecological psychology are described in conjunction with sociohistorical analysis to understand the role of the built environment of the school in academic outcomes.Inspiration for this paper comes from the work of the author’s advisor and mentor, Susan C. Seagert.
Educational psychologists in the community: Supporting parents of children with Down syndrome through times of transition
Authors: Byrnes Zoe 
Published: January 2023

The evolution of psychology services in the current climate of change for local authorities (LAs) will lead to a move towards the implementation of creative, collaborative initiatives and ways of engaging with parents.This paper discusses the role of educational psychologists (EPs) in engaging with parents of children with complex special educational needs (SEN) during times of transition and uncertainty in one LA. The involvement of EPs in early years transition planning is considered as a model of successful parental engagement. The positive outcomes of a collaborative project between the Educational Psychology Service (EPS) and a Down syndrome (DS) support group for parents and carers are presented. The project, undertaken in 2010/11, is referenced as a case study in the SEN and disability green paper (DfE, 2011).Evaluative comments and project outcomes emphasise the value of providing well co-ordinated and family focused services for children and their families at times of transition. EP partnerships with parent support groups impact positively on parental confidence and support professionals in allaying parental concerns at pivotal moments in children’s lives. Greater parental engagement is currently a key element of service delivery, and it is concluded that there are far-reaching benefits of EPs engaging with parent forums focused on a range of complex SEN. As support services professionals consult on how they can work most effectively to support children and young people and their families, and consider the resulting implications of this for local commissioning and EP service delivery, the outcomes of this work represents a good example.
Educational psychology practice as research: A little regarded aspect of Cyril Burt’s legacy
Authors: Parker Richard 
Published: January 2023

The educational psychology profession has repeatedly, and perhaps to little real effect agonised over its purpose and manner of working. This paper wonders whether some of this continuing difficulty may arise from what the profession seems to pay little obvious attention to, an understanding of issues of truth, the nature of the world in which we live and how we can know about it, all of which have clear consequences for how we shape and carry out our professional duties.In 1964 Sir Cyril Burt, as Patron of the Association of Educational Psychologists, gave a speech to the Association’s conference. In it he covered many aspects of his work, including that which ultimately led to the widely reported and much discussed furore. Hidden deep within this speech is a phrase, which has much significance for the modern profession of applied educational psychology. Burt said: ‘… all my work … was of the nature of research. Even the individual cases … had each to form the subject of a small intensive investigation’.This article argues that educational psychology work, how it arises and is determined, can be considered through the lens Burt has provided in this short phrase, and that there are strong parallels between effective research practice and appropriate professional applied psychology practice. The aim of this paper is to share this thinking through considering how professional practice can be shaped by our views of what the world is, how we can know about it, what forms of practice that makes available for us, what we choose to do, and what it is to work ethically.
Practising Psychology in Challenging Times: Schools and the Ferguson crisis
Authors: Stiles Deborah A. , Moyer Jeff M. , Brewer Sonja , Klaus Lauren M. , Falconer Jameca , Moss Linda 
Published: January 2023

Aim:The United States has seen a recent increase in racial violence in urban communities. This paper described how a Missouri-based graduate program in applied educational and school psychology responded to the shooting and death of Michael Brown on 9 August 2014.Method:An analysis of available curriculum materials and school responses underline persistent racial and social inequalities that may have exacerbated the riots that followed from the shooting.Findings:Most of the 54 schools studied did not seem to provide psychologically beneficial responses to the Ferguson crisis. This paper focuses on the schools and individuals who ‘got it right’ by using the crisis as an opportunity for learning, healing, and community building.Limitations:The sample of schools was a sample of convenience rather than being a representative sample.Conclusions:Recommendations are made for the application of psychological understanding and schoolwide approaches that could enable open discussion of young people’s own responses to crisis and unrest, be that major disturbances such as that evidenced in Missouri or in other circumstances.
An examination of Interpretative Phenomenological Analysis (IPA)
Authors: Oxley Laura 
Published: January 2023

Aim:The aim of this paper is to provide an overview of the IPA methodology and how this can be used in the field of educational psychology.Rationale:Originating in psychology and a popular choice in the health sciences, IPA is not yet a commonly used approach in educational psychology. The use of this methodology is gradually increasing. It is a particularly appropriate method to use for case studies and focusing on the perceived experiences of individuals, which is often relevant within educational research.Findings:This article presents an examination of IPA as a methodology, considering the theoretical and epistemological underpinnings.Limitations:IPA studies tend to focus only on small samples so there is no generalisability claimed. However, it is intended that, by close examination and metaphorically shining a light on a small area, this may lead to the illumination of the whole.Conclusions:The IPA methodology offers an approach that embraces the importance of individuals’ perceived experiences and the value in exploring the idiosyncratic accounts of small samples of ‘expert groups’. The holistic approach of IPA fits particularly well with the educational psychologists’ perspective of providing holistic support to pupils, schools, and families.
Assessment and intervention: Bridging the gap with a practice-based model
Authors: Pameijer Noëlle 
Published: January 2023

Aim:This article describes a practice-based assessment model – Assessment for Intervention (AFI) – that aims to bridge the gap between assessment and intervention. According to this model the school psychologist is a scientist-practitioner: he formulates and tests hypotheses in close co-operation with teachers, parents and the student involved.Method:The seven principles (why?) and five stages (how?) of the AFI-model are presented.Findings:The first findings of an evaluation study are reported. Despite several limitations (e.g. low response rate), this study gives an indication of the elements of AFI that teachers, counsellors, parents and assessors find important and of the challenges assessors have to deal with in their daily practice. It also provides points of improvement for the AFI-model. Finally, it shows that most assessors work according to the seven principles and five stages.Conclusion:In practice the model bridges the gap between assessment and intervention and makes the assessment process more meaningful to teachers, parents and students. It is concluded that it is necessary to investigate whether the AFI-model actually leads to more ecologically valid case formulations and more effective interventions than ‘assessment as usual’.
Learning potential and executive functions in children in social exclusion: Using a mediational training programme
Authors: Calero M. Dolores , Gómez-Pérez M. Mar , Sierra Sara Mata 
Published: January 2023

Aim:Growing up in conditions of social exclusion may cause scholastic and cognitive difficulties, in executive functions as well as other areas. Given the importance of executive functions, a large number of training programmes seek to improve them. This study analyses academic performance, learning potential and deficits in executive functions in children in social exclusion (SE). It also seeks to assess a mediational training programme in executive functions, applied to the group of children in SE, and to verify whether learning potential is related to programme effects.Methods:A total of 53 children between the ages of 7 and 12 participated, 26 were children in social exclusion and 27 showed typical development. Measures of executive functions (cognitive flexibility, inhibitory control, working memory) were administered to all participants; but only children in social exclusion participated in the intervention.Findings:Significant differences were found between the two groups in academic performance and executive functions. Children in social exclusion were also shown to possess high learning potential. In addition, the training programme assessment was positive, since improvements are observed in the abilities trained.Limitations:We recognise the need for a larger sample and a greater number of measures, and the lack of a control group in programme application.Conclusions:The study confirms that children who live in social exclusion present scholastic and cognitive difficulties. At the same time, it underscores the importance of assessing these children’s learning potential, and for them to receive mediational training in executive functions.
Critical reflection on peer supervision underpinning inter-agency work: EPs working experientially with a Youth Offending Service
Authors: Beal Catherine , Chilokoa Mary , Ladak Sharon 
Published: January 2023

Aims:This article offers critical reflections on experiences of peer supervision as a form of inter-agency working between educational psychologists (EPs) and a Youth Offending Service (YOS).Method/Rationale:Our rationale was that peer supervision could be used as a vehicle for the critical exploration of inter-agency work between two services. As EPs, our theoretical assumption was that we were developing our own peer supervision and reflective practice in parallel with our supervision of this process in the YOS. Supervision sessions included (explicit) descriptions of reflections on personal and professional engagement with reflective practice within peer supervision, from both EPs and YOS.Findings:Our method of engagement with critical reflection offers readers the notion that exploration of identity, within a boundaried non-hierarchical space, such as peer supervision, can act as a basis for effective inter-agency working involving mutual understanding of roles, open communication and acknowledgement of established experiences of inter-agency working.Limitations:This article presents critical reflections from three psychologists on the basis of their (our) own experiences of reflection and practice. The reader is offered an opportunity to reflect on these experiences and to engage with concepts and selected discourses around inter-agency work, peer supervision and reflective practice. The influence of these ideas will be particular to each reader, and may be constructed and reconstructed over time.Conclusion:We propose that peer supervision can be constructed as a vehicle to facilitate and support inter-agency practice in a principled and embodied way. We offer the reader theoretically informed reflections to support thinking around the future practice of EPs engaged with inter-agency work.
‘You kind of pull back the layers’: The experience of inter-professional supervision with educational psychologists
Authors: Wedlock Maria , Turner Mark 
Published: January 2023

Aim:The aim of this study was to add depth and enhance our insight of the lived experience of the less-explored area of inter-professional supervision with Educational Psychologists (EPs). It was the intention to enrich our understanding of these ‘human-to-human’ experiences and consider the process of supervision in more depth, thereby exploring the value of EPs offering supervision services.Method:Seven Family Support Key Workers (FSKWs) who had engaged in supervision with EPs over a period of 10–15 years took part in the study. A semi-structured interview schedule was used to ask about their experiences, and the transcriptions were analysed using Interpretative Phenomenological Analysis (IPA).Findings:Five overarching themes were identified. Supervisees experienced a safe relationship with the EPs and took the opportunity for the deeper exploration of the self. They also experienced supervision as a learning space and had the choice of whether to engage in supervision. The findings also describe movements and changes in these experiences over time.Limitations:The potential of positive bias, the selection process used to recruit participants and the medium of language as the main tool for accessing the supervisees’ experience, all limit the transferability of the findings of this study.Conclusions:Each of the themes is considered in light of existing literature. The importance of establishing a foundational relationship to create space for the deeper exploration of the self to support learning and development is emphasised. The value of EPs offering supervision is elucidated.
An exploration of practitioner educational psychologists’ understandings and practice in relation to dyslexia
Authors: Stothard Janette , Woods Kevin , Innoue Allison 
Published: January 2023

AimThis paper explores educational psychologists’ (EPs’) understandings and practice in relation to dyslexia.RationalePoor literacy skills have a significant impact on educational attainment. EPs are well placed to support schools in improving practice at a systemic and individual level. However, little is known about EPs’ understandings and practice in respect of literacy learning and dyslexia in particular.FindingsA narrow range of EP assessment and intervention practice for dyslexia was described, suggesting a need for professional clarification and development.ConclusionsThe findings of this study have implications for EPs’ initial and continuing training needs in the area of children’s literacy learning. A professionally commissioned review of EP practice in relation to dyslexia is timely.
‘Thinking Your Problems Away’: Can maths interventions be developed to address both the academic and affective aspects of learning in primary aged children?
Authors: Collingwood Nikki , Dewey Jessica 
Published: January 2023

AimThis study sought to identify the impact of a maths intervention aimed at enhancing performance, self-concept and self-regulation, while reducing negative emotional responses.MethodA quantitative, between-group repeated-measure experimental design was used to investigate differences between the groups over time. One-hundred-and-forty-four Year 4 pupils (mean age 8.09 years) from eight schools were matched and randomly allocated to intervention or waiting-list control groups. Trained Teaching Assistants delivered the intervention in small groups for four weeks. Performance, self-regulation, self-concept and anxiety in maths were measured pre- and post-intervention.FindingsMixed ANOVA found a significant difference in maths performance and in the strategising and focusing sub-behaviours of self-regulation. No significant differences in maths anxiety and self-concept were established, although exploratory investigation identified a significant impact on males’ maths self-concept.LimitationsThe placebo effect, variable delivery, alongside appropriate maths anxiety and self-regulation measures in this age group, potentially influenced the results.ConclusionsThe intervention indicates promising results with respect to maths performance; however further refinements of the affective elements are proposed. The negative relationship between maths self-concept and anxiety is discussed and practice implications are highlighted.
Mind-shifts for enhancing the engagement of educational psychologists in the promotion of holistic school wellbeing
Authors: Elizabeth Kitching Ansie 
Published: January 2023

AimThe study explores the mind-shifts that educational psychologist have to facilitate to engage in the promotion of holistic school wellbeing.RationaleEducational psychologists employed in the South African education system, due to limited human resources, work mainly with individual children who experience serious problems. The implication of the current situation is that educational psychologists are marginalised in interventions aimed at the transformation of schools into enabling, inclusive environments. The rational of this article is to address this marginalised position of educational psychologists in the South African context.MethodIn the research conducted to develop an integrated, multi-level process to facilitate holistic wellbeing in six South African schools, a Participatory Action Learning and Action Research (PALAR) methodology has been applied. The methodology integrates action learning and action research with participatory action research in a holistic way. The data for this specific article was obtained by reflecting on the data gathered during my involvement as an educational psychologist in the development of this process over a period of three years.FindingsFive mind-shifts that school communities have to make in order for educational psychologists to effectively engage in the promotion of holistic school wellbeing were identified. Firstly, the role of educational psychologists should not be perceived as experts who address problems prevailing in schools but as external agents of change who need to work in collaboration with all stakeholders. Secondly, educational psychologists should not be expected to focus only on individual interventions but also on universal, multi-level interventions aimed at supporting all members of school communities. Thirdly, the promotion of wellbeing should no longer be perceived as an additional function of schooling but as an integral part of function of school communities. Fourthly, the fragmented implementation of initiatives to promote wellbeing should be replaced by a holistic, integrative approach to the promotion of school wellbeing. Fifthly, instead of adopting a linear, causal approach to understanding human behaviour, the complex interactive dynamic nature of human behaviour should be embraced.ConclusionThe role of educational psychologist in the promotion of holistic school wellbeing is essential if they intend to become active agents of social change and transformation in the South African educational context. The optimisation of this role necessitates a broader public understanding of the role of educational psychologists as professionals who co-construct enabling environments with the members of school communities in a pro-active manner with insight into the complexity of human behaviour.
Investigating the use of Video Enhanced Reflective Practice (VERP) alongside the Engagement Profile and Scale in a school for children with complex needs
Authors: Hampton Liz , Ramoutar Lata , Muntzer Rebecca , Battistini Olivia 
Published: January 2023

AimsVideo Enhanced Reflective Practice (VERP) aims to enhance the practitioner’s awareness of the impact of their communication by reflecting on a film of their own practice. Whilst, the VERP procedure has only recently been developed, there is initial evidence of the success of video based reflection on practice. The aims of this research were to investigate how students and staff benefit from the VERP intervention and what adaptations would need to be made to staff training to use the VERP procedure to complement the Engagement Profile and Scale and vice versa.Method/RationaleTeachers and teaching assistants at a school for children with complex needs took part in a VERP intervention. Prior to the VERP intervention staff had been implementing the Engagement Profile and Scale in their school and were then trained by an educational psychologist to use VERP. Following the 16 week period of training and implementation, participants were interviewed using hierarchical focusing and their transcriptions were thematically analysed.FindingsOverall, the majority of the interview data suggest that the implementation of VERP alongside the Engagement Profile and Scale in a school for children with complex needs led to positive outcomes for staff and students. The barriers to successfully implementing VERP in the school related to a lack of time to take the film and microanalyse it.LimitationsLimitations to the research included participant bias and reliance on self-report.ConclusionsVERP is a useful tool for staff to use alongside the Engagement Profile and Scale in a school for children with complex difficulties in order to better understand and meet their needs. Educational psychologists are well placed to provide VERP training to these schools. In order to improve the training, staff may benefit from: attendance at all training and supervision; more focus on the psychological theory; and time available to embed the intervention into their practice.
Domestic violence in teenage intimate relationships: Young people’s views on awareness, prevention, intervention and regaining one’s sense of wellbeing
Authors: Griffiths Angela 
Published: January 2023

AimsDomestic violence (DV) and abuse in teenage intimate relationships, or teenage partner violence (TPV), is a prevalent but hidden issue, the impact of which can include mental health problems, self-harm and suicidal thoughts. This study sought to gain young people’s views on awareness, prevention, intervention and regaining a sense of wellbeing following the experience of an unhealthy relationship.Method310 mainstream school pupils aged 14–18 (161 girls and 149 boys) completed questionnaires and were subsequently invited to participate in semi-structured interviews. In addition, four young women with personal experience of TPV who had sought help from a DV prevention organisation participated in semi-structured interviews.FindingsParticipants felt there is a lack of awareness and understanding of TPV amongst young people and adults, as well as uncertainty and confusion amongst young people over healthy/unhealthy behaviours. There was a desire for earlier, more regular, more interactive, more relevant and more accessible education and information, for someone to talk to confidentially and for help to build confidence and self-esteem.LimitationsThere was little cultural or ethnic diversity amongst the participants in this study. No young men known to have personal experience of TPV were represented.ConclusionTPV is a prevalent but hidden problem that affects both girls and boys and can have a serious negative impact on a young person’s mental health and wellbeing. Educational psychologists are well placed to help schools address the issues related to TPV highlighted in this study.