bluuebunny/crossref_metadata_2025_split huggingface dataset:
Understanding the connection between youths’ belonging, resilience and self-regulatory learning
Authors: Slaten Christopher D. , Rose Chad A. , Elison Zachary M. , Chui Ming Ming 
Published: January 2023

The Aim(s)Researchers have given little attention to the environmental and internal psychological processes that may influence self-regulated learning (SRL) self-efficacy. Yet, we know that social and emotional factors like belongingness significantly impact youths outcomes and that SRL self-efficacy is linked to academic success for youths. The goal of the current study is to examine two such processes, belonging and resilience, and how they relate to SRL self-efficacy.Method/RationaleThe sample included 361 youths in a large urban school district in the Midwestern United States. These students ranged in age from 9 to 14. The researchers utilised a structural equation modeling (SEM) approach to gain insight and understanding into the relationships between SRL self-efficacy, belonging, resilience, and academic self-efficacy.FindingsThe researchers found a model with strong fit indices indicating an explanatory model that explained a significant portion of the variance in SRL.LimitationsThe largest limitation of the current study was the cross sectional data collection examining relationships, not causation. Thus, future work could look at longitudinal data sets to confirm the current results.ConclusionsThe findings suggest that belonging and resiliency specifically play a large role in understanding student self-regulatory learning self-efficacy. This finding suggests that interventions are needed to increase student belonging and internal resiliency in school. It’s possible that interventions targeting these constructs could lead to higher confidence in learning for students.
Post-school educational psychology services: The historical and international context
Authors: MacKay Tommy 
Published: January 2023

The development of educational psychology services for young people and young adults after they reach school leaving age has been subject to very little research. Services internationally have largely been marked by the absence rather than the presence of any initiatives of this kind. Nevertheless, it was over 60 years ago that an international template for post-school services was proposed in the 1956 UNESCO report by William Wall. Although titledPsychological Services for Schools,its vision was broad and far-reaching, with sections covering not only the age ranges through preschool, primary and secondary, but also technical and pre-vocational education, transition from school to working life and guidance and counselling services at university.In general, this vision did not materialise, and in almost all countries with a formal structure for educational psychology services the remit which developed focused on school settings, with a primary concern for those with special educational needs rather than a broader and more universal view of service provision. It was half a century after the Wall report before Scotland in 2006 became the first country to have a formal remit for post-school services, recognised at government level. This paper provides a historical and international context in which to locate the extension in England and Wales of the role of the educational psychologist to the population up to 25 years following the Children and Families Act 2014. The implications for how we conceptualise educational psychology as a profession are discussed.
Understanding trauma in children and young people in the school setting
Authors: Spence Ruth , Kagan Lisa , Kljakovic Moja , Bifulco Antonia 
Published: January 2023

Aim:Educational practitioners are increasingly aware of trauma experiences in students as a factor in child disturbance and schooling problems. This discussion paper aims to clarify definitions of trauma and differentiate them from other adverse childhood experiences (ACE), describe trauma impact in terms of clinical outcomes (PTSD, emotional and behavioural disorder) and how attachment factors mediate risk and discuss the challenges and ethics of identifying and enquiring about trauma experience in a school setting.Rationale:Schools are increasingly required to be ‘trauma sensitive’ and to intervene where possible, with government requirements of improving mental health in schools. However, this poses a real challenge for educationalists given the barriers due to ethics, stigma/secrecy, referral implications and measurement availability for whole school approaches. Universal screening may provide a framework that helps schools recognise, measure and treat trauma.Findings:A conceptual model clarifying trauma exposure, trauma impact and mediating factors is identified to aid understanding for teachers. Use of technological screening methods for whole school monitoring of trauma impacts, including mediating risks, are outlined.Limitations:A full literature review of trauma or school-based interventions is not provided. Nor are biological impacts of trauma at different developmental stages described.Conclusion:Teachers would benefit from having a psychological understanding of trauma models and their component parts in order to identify what lies within the remit of schools for identification and intervention.
Video interaction guidance (VIG) in Scottish schools
Authors: Landor Miriam 
Published: January 2023

This article appeared as Chapter 6 in H. Jansen (Ed.) 2011 Verboudenheid in beeld – 10 jaar School Video Interactie Begeleiding; Retro Perspectief volume 3. Amersfoort: Uitgeverij Agiel. It is reprinted here with permission from Professor Hans Jansen.Video interaction guidance (VIG) has been practised in Scottish schools for almost 20 years, ever since UK psychologists Hilary Kennedy, Raymond Simpson and Andy Sluckin undertook training in the Harrie Biemans model of video home training/video interaction guidance. Relationships within schools affect the mental health and well-being and also the learning capacity of children. Numerous studies are described which show the gains made by children, both affective and cognitive, through VIG. In some cases the child is the client, in others the teacher or support assistant is. Other projects are described where several adults, including parents and staff from school and other agencies, are involved in reflecting on interaction and relationships in school. VIG is also used alongside other approaches in order to enhance their effectiveness, such as paired learning1, Video FeedForward2, Dynamic Assessment3and dialogic communication4, and examples are given of these.
Paul’s Story: Chapter 5: Now and the future
Authors: Gilmore Paul , Skelly Allan 
Published: January 2023

After two years of individual sessions Paul is able to join a group of men with learning disabilities all of whom are struggling with relationships. He makes for a reserved group member, but when he says something to another group member it is often laden with deep insight and kindness. He begins to notice that he can be in a group without being identified as too stupid to care about and insulted, and that psychological problems often come about through dilemmas in relationships. He becomes a master of simile for fluctuating mental state. Eventually the group suggests that he write a book about his life. To his relief, he finds that his mother, who has been suffering with bouts of vomiting for years, has a gastric reflux which is not life-threatening. For the first time in his life, he considers a planned move to an independent flat.Notice that he now locates the causes of stress to be from the behaviour of others rather than driven by an internal illness.He meets a friend. It is the first time for years that he has not felt lonely. He continues to have mild conflicts with the neighbours, and also feels suspicious about local people who drive too close to his bicycle. He loses confidence in his ability to work but manages to engage with a service intended to support him to employment.Paul ends his story with a note of pessimism about the promises from services. He warns other people with disabilities to be careful but not to tolerate abuse. He remains unsure if he will ever regain employment, but he feels empowered, at the age of 44, to move out of the family home. He is unsure if he will ever stop needing counselling and medical appointments. At the same time he remains hopeful and appreciates the relationships that he has.
‘That’s what I thought you meant!’ Theory of Mind: Explaining placement breakdown for adults with learning disabilities
Authors: Harris Samantha 
Published: January 2023

A conference at the University of Lincoln in 2010 included a presentation concerning placements for people with ‘challenging behaviour’ and learning disabilities. Such placements, particularly when service users have a history of severe challenging behaviour and autism, have a high risk of failure.Following discussions with the manager of a company providing specialist support for people with Autism Spectrum Conditions (ASC), it is postulated that the assumptions and attributions made by carers (i.e. their theory of mind) following the ‘challenging behaviour’ of someone with an ASC often fail to take into account the theory of mind deficit. This leads to negativity and unhelpful behaviour.Recommendations are made for further research into interventions which lead to enhanced understanding and acceptance of the theory of mind deficit, with the hypothesis that this will have implications for the theory of mind of staff members, leading to less assumptions and negative attributional styles, resulting in more effective behavioural strategies being implemented in a non judgemental manner, less staff stress and decreased likelihood of placement breakdown for the service user.
Evaluating a service against the Good Practice Standards for Dementia and People who have Learning Disabilities
Authors: Green Helen , Beail Nigel 
Published: January 2023

The increasing population of older people with a learning disability (LD) has led to a growth in the rates of dementia in this population. This paper presents an evaluation of the provision and quality of dementia care currently provided in one locality where health and social care providers are co-terminus.A self-assessment checklist containing 15 best practice standards for care of people with LD and dementia was published by the British Psychological Society and the Royal College of Psychiatrists (Dodd et al., 2009).Each standard can be rated using a traffic light system of green, amber or red depending how well the local service meets the best practice standard. Interviews were held with 15 staff from LD and older adult’s services to examine how well the currently provided LD dementia care met with the standards set out in the checklist. Two standards were rated green, eleven were rated amber and two were rated red. A number of recommendations are made on the basis of these findings and are detailed in the report. The most important of these for changing the care provided are:The development of a multi-agency dementia strategy and care pathway for people with LD.The need for baseline dementia assessments for people with DS at 30 years of age.An investigation into the potential errors in Social Services’ database.
Pitfalls in adapting general population measures for use in research with people with intellectual disabilities
Authors: Ralfs Sonia , Beail Nigel 
Published: January 2023

Objectives:In a study concerning empathy in offenders who have intellectual disabilities (ID) we adapted a measure designed for use with the general population. In this paper we describe how we did this and the pitfalls we encountered. We were looking at empathy because it is seen as a significant factor in treatment and treatment outcomes with sex offenders. This has been inducted into treatment programmes and evaluations with sex offenders who have ID. The aim of our study was to explore general and victim empathy in sex-offenders and non-offenders with ID. The original aim was to explore differences between these groups on adapted measures of general and victim empathy, and if there was any relationship between the sex-offenders’ scores on empathy towards non-specific victims of sexual assault and their empathy towards their own victim.Methods:A measure of general and victim specific empathy developed for use with sex offenders in the general population (the Empat) was adapted for use with adults who have ID. Twenty-one sex-offenders and 21 non-offenders with ID, matched by age, gender and IQ, completed the adapted version of the Empat and the offender group also completed a previously adapted version of the Victim Empathy Scale.Results:Psychometric evaluation of the adapted scale produced marginal and poor reliabilities. In view of this further analysis to examine comparisons between the two groups would most likely produce spurious results. Thus the introduction of measures from the general population to populations of people who have ID are not always successful. However, such outcomes are not always reported. Further research is needed to develop better approaches to the assessment of victim specific and general empathy in offenders who have ID.Conclusion:Despite following guidelines on measure adaptation for people who have ID, the measures did not achieve satisfactory psychometric properties and, therefore, any findings could be spurious. This study clearly shows that researchers need to establish that any general population measures they employ or adapt for use with people who have ID need to be evaluated psychometrically first.
‘Catching what matters’: A values-based ACT intervention for people with intellectual disabilities
Authors: Boulton Natalie , Williams Jonathan , Jones Robert S.P. 
Published: January 2023

Sometimes, it can be really hard to put our problems into words – especially if we are thinking or talking about upsetting things.What did we do and why?We wanted to know if taking photos of things that are really important and talking about them with people helped people with learning disabilities to understand ‘values’ and maybe feel better.How did we do this?We gave six people a mobile phone (with a camera). Every three days we sent them text messages to ask:▪ How happy are you today?▪ How worried are you today?▪ How scared are you today?▪ Do you like your life today?Then we asked people to take photos of things that are really important to them in life, and talk about them with one of our ‘catching what matters’ therapists.What did we find out?Taking photos of things that are really important in life helped people to understand what ‘values’ means.Did people feel better?We asked people how they felt at the start and end of the research. We found that taking photos of important things helped some people feel:▪ Less worried.▪ Less scared.▪ More happy.▪ And that they liked their life more.So, what does this mean?▪ Taking photos of things that are important might help people with learning disabilities to understand what ‘values’ means.▪ Some people felt better, and some people didn’t.▪ It would be good to find out more about what helped people feel better.▪ More research might help us to find out more in the future.Could we improve this research in the future?Next time, we could maybe ask more people to take part so that we have more information.
Dialectical behaviour therapy and adults with an intellectual disability: A literature review
Authors: Slater Sean , Curson Amy 
Published: January 2023

▪ We looked at all the research we could find about using dialectical behaviour therapy for people with intellectual disabilities.▪ We found that more and more people are using dialectical behaviour therapy, but they use it in many different ways and for different lengths of time.▪ We also found that they measured how useful it was in lots of different ways too; some researchers did interviews with one person and some researchers gave people with intellectual disabilities or their carers questionnaires to fill in.▪ Everyone agreed that DBT worked well for people with intellectual disabilities, when it was made easier to understand, but we need more research to help us understand how it works best.
The role of psychologists working in services for individuals with intellectual disability in promoting staff wellbeing
Authors: Doswell Sophie , Goldblatt Phillip , McKellar Jack , Short Toby , Harker-Brown Dani , Shaw Sarah , Hider Andrew , Thomas Hayley 
Published: January 2023

▪ Wellbeing is a word used to describe how you feel when you have more resources (ways to cope) than challenges (things that are hard).▪ Coronavirus has put pressure on people, so they are struggling with wellbeing.▪ Psychologists have good ideas about how to help, by getting people together to talk about their problems in different ways.
Over medication in people with intellectual disabilities and autism spectrum disorder: A literature review of staff perceptions of psychotropic medication
Authors: Crouch Millie , Haggar Louise 
Published: January 2023

• Research into the understanding of medication in staff that support people with intellectual disabilities (ID) and Autism Spectrum Disorder (ASD) is very limited.• Existing research suggests that staff require more training around medication and need more involvement in medication decisions.• Training staff and involving them in medication decisions would help to improve the quality of life of people with ID and ASD, with side effects of medication identified and addressed more quickly.
Mindfulness-based therapies, Soles of the Feet and people with intellectual disabilities: A conceptual review
Authors: Patterson Chris , Williams Jonathan , Dowey Alan , Jones Robert S.P 
Published: January 2023

Mindfulness helps people focus on what is happening right now. It can help people to have good mental health.A group of researchers from the USA created a mindfulness-based therapy for people with intellectual disabilities, called Soles of the Feet.Soles of the Feet teaches people with intellectual disabilities to focus on the soles of their feet, instead of focusing on difficult thoughts and feelings.This paper thinks about how Soles of the Feet works for people with intellectual disabilities.
The ‘Coping with Covid-19’ Newsletter: People with learning disabilities share their stories through collective narrative documents
Authors: Grant Paula , Grieve Alice 
Published: January 2023

Easy read summary■We ran groups with people with learning disabilities during the Covid-19 Pandemic■The groups made a newsletter■The newsletter tells the stories about people with learning disabilities during lockdown■This article is about how we worked together to make the newsletterWe begin this article by reviewing some of the common discourses relating to people with learning disabilities across the Covid-19 pandemic. We then discuss some of the narratives that we have observed people with learning disabilities creating about themselves across the Covid-19 pandemic. We go onto discuss a project aimed at documenting some of these narratives. We reflect on the communication models and collective narrative practices used in the project as well as how these were adapted to meet the needs of people with learning disabilities. We conclude this article with reflections on the effects and outcomes of this project.
A systematic review of the lived experiences of attachment in relationships for adults with learning disabilities
Authors: Hevesi Rowan , Theodore Kate 
Published: January 2023

BackgroundResearch has shown that people with learning disabilities are vulnerable to attachment difficulties, have smaller networks, and experience high levels of isolation and marginalisation. The need for a review gaining people’s subjective perspectives was indicated to offer insight into the lived experience of how attachment develops and what challenges are faced. Objectives: This paper aimed to systematically review and synthesise qualitative studies exploring people with learning disabilities’ experiences of attachment in relationships. Methods: Three databases were accessed to retrieve articles by using relevant search terms. Thematic synthesis was conducted to synthesis the findings across 25 papers using Thomas and Harden’s (2008) three-stage method. Results: In total, 25 studies met the inclusion criteria, with data from 456 people with learning disabilities, with a diverse range of background and levels of functioning. All the studies were classified as moderate to high quality using the Critical Appraisal Skills Programme (CASP, 2018) criteria. Thematic synthesis generated four themes: (1) ‘I feel safe’: Attachment safety and significance of relationships (2) Challenges and constraints to attachment, (3) Experiencing loss of attachment and (4) Hopes and desires of attachments within relationships. Conclusions: The findings indicate how caregivers and services could use trauma-informed and attachment-focused approaches. Further research on adult attachment representations is required to build the evidence-base for adults with learning disabilities.
‘So the child feels loved’: Mothers with learning disabilities experience of attachment and emotional relationships with their children
Authors: Hevesi Rowan , Theodore Kate 
Published: January 2023

BackgroundMothers with learning disabilities are at higher risk of child removal and mental health difficulties and may face more barriers developing attachment relationships with their children. Mothers with learning disabilities’ voices are underrepresented in research and little is known about those who are actively parenting children. This study aimed to explore mothers’ perceptions of developing emotional relationships with their children. Methods: Mothers who were actively parenting were recruited via advocacy groups across the UK. Semi-structured interviews with 10 mothers who self-identified as learning-disabled were analysed using thematic analysis (Braun & Clarke, 2006). Findings: Three key themes were generated: (1) Understanding and Facilitating Attachment Relationships, (2) Barriers to the Attachment Relationship and (3) Bi-directional Nature of Relationships: Mother Needs Child, Child Needs Mother. Overarching experiences of powerlessness, autonomy and resilience were prominent across mothers’ experiences. Conclusions: Mothers reported the importance of close emotional relationships with their children. Subthemes mirrored attachment theory behaviours, including reciprocity and proximity seeking. Mother-child relationships faced varying challenges including separation and conflict between the mother and child’s-needs. Findings indicate the need to support mothers through a trauma-informed attachment perspective, especially in the context of maternal mental health and child additional needs.