bluuebunny/crossref_metadata_2025_split huggingface dataset:
Creating policy guidelines with young mothers in further education
Authors: Carter Jemma 
Published: January 2023

RationaleSupport for young mothers who are within the UK education system has been found to be inconsistent and ineffective (Evans & Slowley, 2010; Austerberry & Wiggins, 2007; Bullen et al., 2000) with examples of discrimination and the perpetuation of stereotypes identified by previous researchers (Dawson et al, 2005; Vincent & Thomson, 2010). Despite this, researchers have found that having a child can lead to increased ambition in relation to education and employment, and the negative effects of becoming a parent in adolescence may be mitigated by education (Higginbottom et al., 2006; Smith & Wayman, 2009; Sullivan et al., 2011). This suggested importance of education for young mothers has been met with variability in the amount and quality of support.AimThe current research aimed to create participatory policy guidance, using the experiences of young mothers in further education to illuminate best practice in relation to their successful inclusion. A combined approach using Q methodology and narrative analysis was used with five young women engaged in the UK further education system. Participants individually ranked a set of 41 support strategies, from most useful to least useful. Data from these interviews were analysed for consensus statements and using narrative methods.FindingsConsensus statements identified types of support the participants saw as being most useful, and a number of common themes were identified through conversations about their experiences, which placed emphasis on emotional and social support. This commonality was used as the basis for policy guidance, with supporting statements from the young mothers offered as direct evidence.LimitationsSample size was an issue in the current research, the local area seemed to present low numbers of young mothers accessing education. The guidelines are therefore intended for local recommendation, and wider local research would be beneficial.ConclusionThe current research has offered one way to approach participatory policy making with a group of young people vulnerable to exclusion. It hopes to offer stimulus to consider other groups of young people, and to look towards how we can make policy creation more person-centred.
Applying nurture as a whole school approach
Authors: McNicol Stephanie , Reilly Laurence 
Published: January 2023

AimsApplying Nurture as a Whole School Approach (ANWSA) (Education Scotland, 2016a), supports practitioners to evaluate the implementation of whole establishment nurture. Closing the poverty related attainment gap is a central aim of Scottish Government policy. Educational Psychologists (EPs) with their expertise in health, wellbeing and attainment are key to progressing this goal.MethodThis initiative took place in a primary school within Inverclyde authority utilising the change methodologies of Implementation Science (IS) and collaborative action research. Impact data regarding Nurture Principle 4 (NP4), ‘Language is a vital means of communication’, was gathered collaboratively using mixed methods to triangulate and synthesise findings.FindingsData highlighted that a focus should be place on: peer-to-peer classroom coaching regarding applied approaches to nurture, tracking outcomes from restorative meetings, an early years language acquisition programme and a systematic approach to emotion check-in. A fidelity structure was created based on the dissemination of the project in year one, which will increase the initiative transportability into similar contexts.ConclusionPreliminary results indicate the positive impact of nurture interventions on health and wellbeing. Long-term implementation plans include dissemination of all six nurture principles in the school over four years. Data will continue to be gathered linking the gains of the project on academic attainment and wellbeing via a chain of impact.LimitationsCollaborative action research projects involve data being gathered throughout. Impact data synthesised is already showing positive gains in terms of wellbeing, attainment and effective pedagogy. Full implementation of this project will take 4 years; as such finalised data will be available in 2021.
Educational psychology at the crossroads in South Africa
Authors: Strous Martin 
Published: January 2023

AimsThis position paper aims to discuss the history of, and problems with, the Scope of Practice for educational psychologists in South Africa. It further aims to show that the Scope of Practice for educational psychologists must be reworked to allow for the delivery of contextually relevant services.MethodThe paper presents a conceptual argument and advocates for a scope of practice that more adequately defines the role and functions of South African educational psychologists.FindingsThe paper supports the Educational Psychology Association of South Africa’s insistence that official policy on the Scope of Practice for educational psychologists should be clear, relevant and rational. If necessary, legal action should be taken to accomplish this.LimitationsThe issues discussed are more pertinent to educational psychology in South Africa than internationally. Nevertheless, they have implications for the role of educational psychologists internationally.ConclusionsSouth African psychologists have had to contend with narrow understandings, blanket statements about their competence and a callous approach to the disruption of psychology practices. There is a need to reconsider the boundaries and identity of educational psychology in South Africa. This could have ramifications for the character of educational psychology internationally.
Transition towards a psychological service
Authors: Bennison Judy , Cox Kathleen 
Published: January 2023

By the late 1960s the balance between child guidance and educational psychology was beginning to change. The Child Guidance Clinic had changed to Child Guidance Centre, and although much of the work was still clinic based, the time spent by psychologists visiting schools had changed little from the 1950s - on average one day a week. However, pressures were increasing for a more school focused service. The Summerfield Report on the role of Educational Psychology was published in 1968. The profile of educational psychology was developing, and with the retirement in 1970 of Noel Whilde, the Principal Psychologist and head of the Child Guidance Service since 1940, the stage was set for major changes.Judy Bennison, who joined the service in 1967, and Kathleen Cox who joined in 1969 bridged the period of rapid change when David Loxley arrived as the new Principal Educational Psychologist in 1970. He had been appointed by the Chief Education Officer, Michael Harrison, to develop a broadly based Psychological Service, applying psychology not just to schools, but to the whole education department. This was a time of major upheavals in Sheffield schools as Sheffield became one of the first LEAs in the country to complete the move to a comprehensive secondary sector.First, Judy Bennison recalls her time in Newbould Lane, and the pervasive influence of Jungian psychology with its emphasis on the spiritual rather than the material, with a disinterest in the immediate environment in terms of comfort and aesthetics. The goal of Jungian analysis was to reconcile personal experiences with the collective unconscious to attain wisdom.
The motivational interviewing practice of UK educational psychologists
Authors: George Thomas , Cathy Atkinson , Craig Allen 
Published: January 2023

Aim:This paper sought to explore UK educational psychologists’ (EP) practice in relation to motivational interuiewing (MI), a counselling style for resolving ambivalence and supporting change.Method:An online survey was circulated to practitioner EPs via professional fora containing questions about EPs’ knowledge and use of MI. One hundred and nineteen complete responses were received. Quantitative data were analysed using descriptive statistics and qualitative data via thematic analysis.Findings:MI was used across a range of EP functions with d{[ferent client groups. Generally, the most experienced EPs reported greater confidence in their knowledge of MI, had received the most training and used it more in practice. EPs were cognisant with contemporary MI theory, surTOunding the key el,ements – the spirit, skills and processes. Active listening was central to practice. Barriers to using MI included the narrowing of sen,ice delivery through trading and statutory pressures.Limitations:Respondents were selfsel,ecting and the number reporting recent use of MI (n = 60) was reasonably small. Using a mainly quantitative survey potentially limited the richness of data captured. EPs working in UK countries other than England were under 0 represented in the suruey.Conclusions:EPs are demonstrating effective practice in MI, although this appears to be determined by opportunity and experience. Future consideration could be given to supporting MI development amongst less experienced EPs, maintaining MI delivery within the face of other pressures, and coordinating this at a more strategic or whole-sen Ji ce level.
Minority within a minority: Stakeholders’ perceptions of deaf education in Wales
Authors: Mitchell Siân , Higgins Andrea 
Published: January 2023

Aim(s):The number of deaf children and young people (CYP) being educated in inclusive mainstream settings rather than special schools has grown over recent years, however, this has not been without its challenges. This qualitative study aims to address a gap in the research literature by investigating what stakeholders consider to be the implications for deaf CYP from Welsh-speaking homes when educated in English medium resource units.Method:Eleven semi-structured interviews were conducted with a sample of stakeholders from five Local Authorities (LAs) across Wales. The stakeholders included one parent and a range of professionals: educational psychologists; teachers of the deaf (both peripatetic and based in specialist units) and a teaching assistant. Thematic Analysis was utilised to analyse the data following the guidelines of Braun and Clarke (2006).Findings:The main themes constructed were: ‘Being deaf’, ‘Being Welsh’, ‘The need for English’ and ‘The emotional impact of deafness’. The research highlights the challenges that Welsh-speaking deaf CYP and their parents encounter and the impact of being a minority within a minority.Limitations:This research was small scale, which may not be representative of a broader group. The views of the central stakeholders, that of the children and young people themselves, have not been included in this studyConclusions:The findings from this research further contribute to the broader understanding of issues within deaf education across the UK, adds a unique perspective of the Welsh context and highlights the complex relationship between language choice and educational provision, particularly for those whom English is a second language. The current findings provide an insight into perceptions of stakeholders and thus will be able to inform EP practice through supporting the educational choice and experience of deaf CYP in Wales.
Trauma exposure and the importance of attachment in people with intellectual disabilities
Authors: Skelly Allan 
Published: January 2023

‘There is no greater agony than bearing an untold story inside you’ (Maya Angelou)This brief paper considers how trauma and attachment can be present in the lives of people with intellectual disabilities (ID). Trauma of a serious nature in childhood is both a heightened likelihood, and strong predictor, of negative outcomes for people with ID. However, it can also be addressed through psychological assessment and interventions, and is mediated through attachment bonds with others.
CBT treatment of depression and low self-esteem in an individual with a mild learning disability
Authors: Wheeler Miranda , Price Alessia 
Published: January 2023

▪ This article will describe an approach to therapy that helped improve low mood and self-esteem in an adult with a learning disability.▪ The therapy was based on a cognitive behavioural therapy model.▪ The article will explain how a cognitive behavioural approach can be helpful and meaningful for people with learning disabilities.▪ This article also explains what the person with a learning disability found helpful about therapy.
A reflective account on starting to deliver therapy as an assistant psychologist in an adult intellectual disability service
Authors: Yates Luke 
Published: January 2023

Easy read summary■This paper highlights the experience of an Assistant Psychologist, learning how to conduct individual psychotherapy with clients with a learning disability.■Many challenges were faced when starting to conduct therapy and a lot was learnt from the experience.■Suggestions are offered on how to support people with learning disabilities to access Cognitive Behavioural Therapy.■Having an assistant psychologist conduct psychotherapy, under supervision, had several benefits and provided many insights into becoming a therapist.Cognitive behavioural therapy (CBT) has been shown to be an effective treatment for psychological issues with adults with intellectual disabilities (ID). To utilise service resources efficiently, assistant psychologists (APs) were taught the basics of CBT to allow them to work with appropriate clients under clinical supervision. This paper reflects upon my experience as an AP in learning how to conduct individual psychotherapy with clients with an ID. Comments are made on the many challenges I faced during the therapy sessions and on supporting people with ID in general. The benefits of having an AP conducting individual therapy are also discussed.
Using the power threat meaning framework for a racialised individual labelled with intellectual disability, schizophrenia and autism: A case study
Authors: Beckles Morgan , Bush Alick 
Published: January 2023

This article describes the application of the Power Threat Meaning Framework (PTMF) in the formulation of ‘Samuel’, a client within a community intellectual disability service. A formulation was composed based on the review of historical mental health service admissions, results of quality-of-life assessments, and observations of Samuel during psychology sessions. Using the PTMF, Samuel could be perceived as a racialised man who is ‘surviving social exclusion, shame and coercive power’ rather than ‘schizophrenic’ as he had previously been labelled within a biomedical model. Recommendations based on this formulation and suggestions for future directions are provided.Easy read summaryThe Power Threat Meaning Framework is an empathic way of understanding behaviour.This is the first known case study describing it’s use with a black man with an intellectual disability.Interventions are suggested to support the reduction of the client’s distress and behaviours that have challenged his family and services.Suggestions for making the Power Threat Meaning Framework more accessible are provided.
Who is seen by a community learning disability psychology service? Learning and future directions
Authors: Atkin Charlotte , Laute Vicky , Collins Kirsten 
Published: January 2023

It is well documented that access to mental health services is obstructed by several barriers for certain people, that in turn perpetuate individual distress and future support-seeking. Awareness is continuing to grow, exacerbated by accounts of oppression and marginalisation of certain populations, and the health inequalities exhibited through the Covid-19 pandemic. Unfortunately, people with learning disabilities are often subject to ‘double discrimination’ if identifying with a marginalised group, making access to services even more difficult. Thus, it is imperative that learning disability teams are aware of current barriers, so widening access initiatives can be explored. This article highlights some of the research found regarding the inequalities faced for people with learning disabilities accessing psychology provision, as well as documenting our service evaluation project, to consider what can be done to create a more equitable service for our clients.Easy read summaryResearch shows that some people struggle more than others to be seen by learning disability teams.We looked at who was reaching the psychology team in our service. We found that we are reaching men and women equally. But we might not be reaching as many older adults. We also might not be reaching as many people from Asian ethnic backgrounds.We also looked at if the type of support we give people is equal. We found that there may be some differences in the care offered, dependent on gender, age, or ethnicity.It is important that we understand what stops people reaching learning disability teams, so that we can solve any problems. This will help as many people as possible get the care and support they might need.
Psychopathy and one-to-one CBT: A feasibility study
Authors: Farr Catherine , Priestley Philip , Utton Caroline 
Published: January 2023

The authors tested the feasibility of using a manualised cognitive-behavioural programme with a high risk, high need psychopathic in-patient.ONE-TO-ONE (OTO) (Priestley, 1990) is a cognitive-behavioural offending behaviour programme accredited by the UK Ministry of Justice which has been widely used in probation services in England and Wales, but not previously applied to a high risk psychiatric population.The patient completed all sessions, engaged with the materials and completed between-session tasks as specified in the programme. Some improvements in cognitive skills and modification of offence supportive beliefs were evidenced, together with some limited behavioural change. These results are explored in terms of risk, need and responsivity (Andrews & Bonta, 1998) and the implications for the appropriate dosage of treatment in such cases are considered. The utility of OTO for a psychopathic population is discussed, and suggestions are made regarding how the programme can be applied in an appropriate and optimal way.
Does the Thinking Skills Programme have a positive effect on prison behaviour?
Authors: Merola Melanie 
Published: January 2023

Purpose:The effect of the Thinking Skills Programme (TSP) on prison behaviour and psychometric outcomes was evaluated. Different factors were evaluated to assess if they had an impact on the outcomesMethod:Prison behaviour was analysed for those who had completed TSP at a Young Offenders Institute (N=199). Offence type, sentence type, risk level, need for the programme and treatment readiness were assessed to identify their impact. Psychometrics were analysed to assess for clinically significant change and the factors above were also considered. Findings of behaviour analysis were compared to findings for psychometric analysis to check for correlations.Results:Behaviour significantly improved six months after completion of TSP. Behaviour at the end of the course and sentence type significantly contributed towards this. The most clinically significant change was found on the impulsivity measure. Three of the measures had factors which significantly contributed towards change. There were small correlations between behaviour change and clinically significant change.Conclusion:The results demonstrate that prison behaviour in Young Offenders is improved six months after completing TSP and that some clinically significant change is shown.
Patient and staff experience of a ward-based risk management system
Authors: Long Clive G. , Anagnostakis Katina , Banyard Ellen , Silaule Pheon , Dolley Olga 
Published: January 2023

IntroductionEnsuring safety in secure psychiatric units for women is dependent on a clear rationale and structure underpinning risk management. The reinforcement of positive behaviour needs to be balanced by contingencies to prevent ineffective behaviours being reinforced. The use of a Risk Stage System is based on the notion of equality of contingency for similar risk behaviour.MethodSecure ward staff and women patients completed service structured interviews to determine their view of the Risk Stage System in terms of its perceived value in risk management and recovery.ResultsStaff and patients with previous experience of the Risk Status System positively evaluated it. Patients in medium security currently subject to the system were divided on the issue of whether it helped in focussing on recovery and keeping patients and staff safe.Discussion & ConclusionsThe division between staff and patients’ opinion indicates the need to thoroughly engage patients in the risk management process, to arrive at a shared understanding of boundaries and to consistently implement agreed procedures.
Setting up and initiating PPI as a collaborative process benefits research in its early stages
Authors: Varkonyi-Sepp Judit , Cross Ainslea , Howarth Peter 
Published: January 2023

ObjectivesThe value of involving patients and members of the general public in health research is recognised, but it is often done in a tokenistic manner, without real partnership between researchers and public and patient involvement (PPI) members, and at later stages of the research trajectory. This project applied recommendations from recent systematic reviews on PPI practices, to collaborate early in the research process.MethodsSix PPI members volunteered to discuss the aims and methods of the study proposal. Three members had respiratory conditions, two had other health conditions, and one member was a carer. A lay summary of the study and patient–directed materials were supplied to PPI members preceding a face–to–face PPI meeting with the lead researcher and one co–investigator. Key recommendations were followed–up and decisions reported back to the PPI group.ResultsThe meeting confirmed that the study was relevant and useful to service users and the public. The PPI group proposed changes for improved clarity and utility of some instruments, alongside strategies for participant recruitment and retention.ConclusionEarly collaboration with the PPI group validated the research proposal, and helped improve the study design and methods. Collaboration will continue through data review to dissemination of results.
Does coaching work or are we asking the wrong question?
Authors: Fillery-Travis Annette , Lane David 
Published: January 2023

Within the context of an expanding market for coaching in all its forms organisations are asking the questions ‘Does coaching work?’ They seek evidence of a return on investment. We argue within this paper that this is the wrong question. Before we can ask whether coaching works we must ask how is it being used, is a coherent framework of practice and finally is it perceived or quantified as being effective within that framework?We review the practitioner and academic literature as well as our own research to address each of these questions in turn. We posit a framework of practice based upon the coaching agenda identify by coachee and coach within the contracting phase of the engagement. This encompasses the coaching mode and role as well as the supervisory relationships which exist. The research literature is then considered in the context of the framework.