bluuebunny/crossref_metadata_2025_split huggingface dataset:
Is teaching philosophy a high road to cognitive enhancement?
Authors: Sutcliffe Roger 
Published: January 2023

AbstractThe first half of the paper is an attempt to create a bridge between the disciplines of philosophy and psychology, through a common interest in the concept of cognitive enhancement. It is suggested that the cognitive practices within those disciplines, or indeed others, are not so different as some might make out, especially if we accept that cognition’s basic unit is the ‘concept’. The concept of ‘cognitive practices’ is itself given further examination alongside that of ‘thinking skills’ – a current focus of discussion among United Kingdom (UK) educationalists because of its insertion into an overcrowded National Curriculum for England and Wales. Two recent attempts to dismiss the ‘thinking skills’ approach are themselves dismissed, not so much for questioning the use of ‘skills’ in this context but for missing the point that thinking consists of practices. A person who is practised in thinking in one discipline or field may very well bring their practice of thinking (reflecting, comparing, etc.) to bear in another discipline or field. The second half of the paper looks more closely at the practice of philosophical enquiry – specifically, in ‘communities of enquiry’ – and argues that participation in such communities is an ideal cognitive apprenticeship for young and old alike. The case is partly based on a Vygotskian model of internalising social/public cognitive practices, and partly it is based on worldwide studies, which have shown significant improvement in reasoning and in related areas of cognitive development, not least in self-concept and concepts of others. There remains a need to develop more sophisticated tools of assessment and studies that would do justice to the holistic, dialogical and ultimately ethical nature of philosophical enquiry.
Visuospatial working memory and early numeracy
Authors: Kyttälä Minna , Aunio Pirjo , Lehto Juhani E. , Van Luit Johannes , Hautamäki Jarkko 
Published: January 2023

AbstractThe present study investigated the relationship between visuospatial working memory (VSWM) capacity, mental rotation, general intelligence and early numeracy in preschoolers. Age-appropriate cognitive tasks benefiting cover stories were developed. The early numeracy test (ENT) was used to assess mathematical preskills. The total score was split to a counting tasks score and to a relational tasks score. The results suggested that counting tasks correlated with VSWM capacity and relational tasks only with general intelligence. Parallel to maths skills, the results are considered to reflect the cognitive complexity of mathematical preskills. The educational implications of the results are discussed.
Relationships between facets of working memory and performance on a curriculum-based mathematics test in children
Authors: Maybery Murray T. , Do Nhi 
Published: January 2023

AbstractThe involvement of different components of working memory in children’s mathematical reasoning was investigated by administering four memory span tasks and a curriculum-based test of mathematics to 9- to 10-year-old children. The mathematics test contained number, space and measurement sections, and the span tasks differed as to whether sequences comprised auditory-verbal or visual-spatial items and whether recall involved the entire sequence (fixed span), or a subset of items from the end of a supraspan sequence (running span). The running span tasks were expected to require updating, and therefore involve executive mechanisms in addition to systems specialised for retaining verbal and spatial information. Surprisingly, the two fixed span variables accounted for more variance than the two running span variables in mathematics test scores. Also, fixed spatial span generally accounted for more variance in mathematics performance than did fixed verbal span, although the latter did make significant unique contributions in predicting scores from two sections of the mathematics test. These outcomes were unchanged when a measure of single word reading was used as a control variable. Discussion centres on the involvement of spatial and verbal short-term memory in different forms of mathematical reasoning. It is argued that running memory tasks may invoke various executive processes depending on their precise structure, and some of these processes may not be critical to mathematical reasoning.
Constructing a flexible model of integrated professional practice
Authors: Gameson John , Rhydderch Gill , Ellis Diane , Carroll Tim 
Published: January 2023

AbstractThis paper considers some of the complex, dynamic links between theory and professional practice. It identifies numerous issues and themes that have significant implications for practitioners working within different disciplines. It addresses some of the difficulties and tensions associated with the concepts of applied psychology and evidence-based practice and reinforces the need for integrity and accountability in professional practice. It suggests that an interactionist approach informed by social constructionism, systems theory, enabling dialogue and informed, reasoned action might enhance reflective practice and promote greater awareness of the process of change. It proposes a new flexible model of professional practice designed to integrate theory and practice and to promote unity across the diversity of disciplines and professions. The conceptual framework underpinning the model provides a meta perspective within which many psychological theories and therapeutic approaches may be subsumed. It also provides a basis for ensuring that psychological interventions are constructed and applied to unique change issues at a level that is specific and local rather than general and universal. The current paper (Part 1) focuses on some conceptual and theoretical issues associated with the model. A second paper (Part 2) will focus on the model in practice.
Early intervention for children who are deafblind
Authors: Murdoch Heather 
Published: January 2023

Deafblindness (multi-sensory impairment) is a very rare disability causing extreme developmental disadvantage. All areas of development are affected from birth, jeopardising children’s personal development and their early family relationships. Professionals with expert knowledge of deafblindness are scarce because of its low incidence. Other complex, low-incidence disabilities share the problems of global developmental impact and limited community knowledge of conditions.Limited research has been undertaken regarding the benefits of early intervention for children with deafblindness. Effective early intervention is needed for this group, especially as the national introduction of newborn hearing screening will lower the average age of diagnosis. The complexity of the disability means that many professionals are usually involved in delivering intervention, necessitating effective multidisciplinary coordination.In this paper, the effects of deafblindness on development are summarised and the literature on early intervention for children with deafblindness is reviewed, together with an overview of findings from work with children with single sensory impairments and anecdotal evidence from programmes in other countries with well-developed services for children with deafblindness. The review indicates that the provision of early intervention for children with deafblindness should be specialist, coordinated and family-focused. The requirements for children with other complex low-incidence disabilities are likely to be similar.
The introduction of the Webster-Stratton Incredible Years Classroom Dinosaur School Programme in Gwynedd, North Wales: A pilot study
Authors: Hutchings Judy , Lane Eleanor , Owen Richard Ellis , Gwyn Rhiain 
Published: January 2023

The Webster-Stratton Classroom Dinosaur School Programme was developed as a therapeutic intervention to teach social and problem-solving skills and to reduce behavioural problems in young children. It has subsequently been developed as a classroom programme for use in schools (Webster-Stratton et al., 2001a). In 2001 Gwynedd Education Service in North West Wales undertook a pilot delivery of the classroom programme in the reception class of one primary school. This paper describes the programme and the detail that went into ensuring that the plan would be effective. It also reports on some outcomes from the first year of the programme in terms of pre- and post-intervention measures of child behaviour and use of social and problem solving skills. Interviews were also conducted with school staff and parents and their perceptions of the programme’s effectiveness are reported. Results demonstrated positive effects on academic performance, social and emotional development and reductions in behavioural problems. There was evidence that improvements had generalised to other settings, playground and home, and to other children in the school.The success of the programme in the first year helped to ensure the continuation of the programme, which is now in fourteen schools. The paper concludes with discussion of why the programme has been successful and describes the way in which the plan has evolved since this first year.
Identifying the educational and social needs of children with specific speech and language difficulties on entry to secondary school
Authors: Dockrell Julie E. , Lindsay Geoff 
Published: January 2023

Movement from primary to secondary school creates a number of challenges for pupils. For children with additional learning needs the change of academic pace, social contacts and, typically, school may pose additional problems. This change may be particularly problematic for children with specific speech and language difficulties (SSLD). This study examines the ways in which parents, pupils and teachers appraise this transition prior to secondary transfer (Year 6) and during the first year of secondary school (Year 7) for a cohort of children with a history of a specific speech and language difficulty. Two comparison children from the same classes were identified to disaggregate factors related to a) change of school b) special educational needs generally and c) specific language difficulties.Children with SSLD were initially identified in Year 3 (N = 69), with the majority of pupils in mainstream settings. In Year 6 (mean age 10; 3) children and their matched peers were assessed on literacy and numeracy measures. The views of their parents and teachers about their needs, curriculum differentiation and support were established. Prior to transfer teachers were also asked to consider the difficulties that the children might experience on entry to secondary school. During Year 7 data were collected from form tutors, SENCOs and secondary subject specialists. Standardized literacy measures were collected. Perceptions of need were compared with level of need as evidenced by standardised assessments.Transition is challenging for the majority of pupils, additional learning needs add to these challenges. Nonetheless the majority of children succeeded in making the transition and were enjoying their secondary school placement. However, pupils’ low levels of literacy and numeracy were of particular concern and acting as a barrier to academic progress.
Off to a good start? Vocabulary development and differences in early family and classroom experiences of children from native-dutch and immigrant families in the Netherlands
Authors: Mayo Aziza Y. , Leseman Paul P.M. 
Published: January 2023

The present study examined the relationship between language learning contexts in family and classroom, and vocabulary development in the school language of native speakers and bilingual Turkish and Moroccan immigrant children in the Netherlands. The findings of this study offer insights for educational psychologists, teachers, and policy makers, as to how ethnic-cultural and socio-economic differences between families shape the language learning opportunities of young children at the start of their school careers and how these learning opportunities in the context of home and the classroom contribute to early language advantages and disadvantages that have been found to be important predictors of later school success.The measures spanned the months around the time children started kindergarten. Home literacy activities and family characteristics were measured with a questionnaire, administered during personal interviews with mothers. Children’s Dutch vocabulary test scores were assessed with a test designed for bilingual research. Teachers filled out a questionnaire about classroom demographics and their classroom language practices. Differences in children’s home literacy experiences predicted differences in vocabulary skills before the start of school, and differences in vocabulary growth from that time until two months into school participation. Home literacy experiences in the family context were less favourable for the children from the two immigrant groups, but for different reasons. Classroom characteristics explained additional differences in Dutch vocabulary growth and were less positive for children from immigrant families. This combination of less profitable home and classroom conditions for the children from the two immigrant groups helps explain why these children did not show a stronger increase in vocabulary skills once they were submersed in the Dutch language context of the classroom.
Pupils disengaged from school: Evaluation of an alternative vocational education programme
Authors: Haughey Alan 
Published: January 2023

AbstractThis study reports the evaluation of a programme to support young people who have become disaffected with secondary school towards better post-school outcomes. The Programme for Alternative Vocational Education (PAVE) had a substantial vocational element in addition to an educational focus on basic skills and lasted approximately six months until school leaving age. The young people referred to the programme were either having difficulty sustaining their attendance at school or, because of behavioural issues, were already involved in a process of exclusion from school. The cohort included in the study were those who had participated in the programme during the years 2000–2005. Changes in attendance from school to PAVE were studied (N=91) as well as first destinations after completion of the programme (N=139). It was concluded that PAVE had a modest positive effect on attendance, and there were also indications of a significant positive effect on numbers entering further education or training. It is proposed that a programme of this kind could have a positive impact on reducing the numbers of those not in education, employment or training (NEET) and that educational psychologists can make a contribution to the development and evaluation of education authority policy and provision for this group of young people.
Using collaborative action research to identify and support young people at risk of becoming NEET
Authors: Currie Roz , Goodall Louise 
Published: January 2023

AbstractThis paper outlines a collaborative project in partnership with Careers Scotland, involving four educational psychology services and four schools in separate local authorities in Scotland. The project aimed to explore how young people at risk of ending up in negative post-school destinations, not in education, employment or training (‘NEET’), could be identified and supported. This was done by exploring what supports might have been available in school, and asking young people (N=34) what they remembered accessing and what was useful. Whilst many of the findings were specific to each school and young person, issues were identified in relation to the generic personal and social education programme provided in schools and success with work experience in school. The challenges and opportunities of collaborative action research involving educational psychology services, schools and other agencies in developing post-school psychological services are discussed.
Putting the Circle back into Circle of Friends: A grounded theory study
Authors: James Alistair , Leyden Gerv 
Published: January 2023

Circle of Friends (CoF) was originally developed in Canada as a social tool for including vulnerable children and adults within their mainstream schools or communities (Pearpoint et al., 1992). It has subsequently been adopted by schools in the UK as a strategy for including pupils, with a range of challenging needs or behaviours, who have become rejected by or isolated from their peers.This paper examines the contribution of CoF towards achieving positive outcomes for socially isolated children in schools. It reviews evidence from current qualitative and quantitative studies and a Grounded Theory (GT) research study undertaken by the lead author. The design involved interviews with 25 facilitators of CoF within mainstream schools in a large Shire County and an outer London suburb. The children comprising the CoF groups ranged in age from 7 to 12 years.The psycho-social processes emerging from the analysis provide theoretical insights into the part played by the Circle group in providing social feedback and support for the focus child and promoting more positive relationships with the wider class group.At its highest level of conceptualisation the final theory describes how a CoF is perceived to facilitate the movement of a pupil from a ‘closed’ or isolated, social field towards more ‘open’, peer based networks of social support.Implications for future research are discussed. It is argued that complex humanist interventions need to be evaluated and developed using ecologically sensitive methods.
A psychology consultation service for social workers and foster carers in a child and adolescent mental health service
Authors: Hibbert Georgina , Frankl Jessica 
Published: January 2023

In recent years, clinical consultation with foster carers has been widely developed as a way of supporting placements and indirectly meeting the needs of looked after children. This study aimed to evaluate a consultation model which was set up by Brent CAMHS in 2005 to support foster carers and social workers. The service aims to provide foster carers and social workers with quick access to short-term psychology-based support.A qualitative approach was used to provide a subjective account of social workers’ and carers’ experiences with the service. Data was collected through short telephone interviews and analysed using thematic analysis. The results were positive, and suggested that the Psychology Consultation Service (PCS) met its aims. Both carers and social workers found the PCS easily accessible. Carers reported that it enhanced their skills and understanding of their foster children, which increased their confidence and provided reassurance. Social workers reported that the PCS helped support them in their roles in terms of planning, offering an alternative perspective and developing their skills. Furthermore, the interventions helped to strengthen the system around the looked after child.The research supports previous studies that suggest consultations are an effective model of providing indirect therapeutic support to looked after children. The data did not directly show that the service prevented placement breakdowns. However, areas highlighted by the results have been linked to preventing placement breakdowns in other studies. Limitations and ideas for further research are discussed.
‘When the powerfulness isn’t so helpful’: Callum’s relationship with autism
Authors: Gilling Jennifer A. 
Published: January 2023

Diagnoses of autism continue to be a focus of educational psychologists’ work. Discourses surrounding autism can, unfortunately, present limited views and ways of working with these young people when individual assessment and reliance on checklists is organised so deviance from ‘normality’ can be identified. This often impacts on the complexities of disclosure for the young people themselves and the relationships they have with the professionals that should support them.There is a wealth of autobiographical accounts from individuals who have been given a diagnosis of autism. A narrative approach, which views young people as the experts on their lives and the collaborators in our future understanding of their relationship with problems, is one way of privileging ‘insider-knowledges’ and guiding professionals towards constructing a different understanding of autism.This paper documents a piece of educational psychology casework that explores one young person’s relationship with autism from a social constructionist perspective. The paper considers the implications of viewing such ‘problems’ within a structuralist versus post-structuralist framework. In challenging global truths and the ‘medical model’ of autism, it provides an example of how a young person’s preferred identity can be constructed through a narrative framework. The paper concludes by considering alternative ways for professionals to practice in which there is a move away from limitations and impairments towards reconstructing views about problems and understanding individual experience.
A colourful dot on a dreary economic canvas: Building capacity for innovation in schools through the Coach Consult Programme
Authors: Randall Leisa , Turner Susannah , McLafferty Lyn 
Published: January 2023

Aim:This paper demonstrates that Educational Psychologists (EPs) are well placed to support the objectives of local authority Education/Childrens’ Services in bringing about sustainable, embedded and cost effective systemic change in schools.Method:An innovative method to promoting self-sufficient systemic change owned by school staff is the Coach Consult Programme, described by Balchin et al. (2006). This approach has been used by a Scottish local authority Educational Psychology Service (EPS) since 2002 to train teachers as Project Managers (PMs) to design, deliver, evaluate and disseminate their own tailor-made school projects.Findings:Early results indicated that the Coach Consult Programme was effective in delivering change and had a positive impact on pupils, staff and at the whole school level. Long-term data demonstrated that it is highly effective as a method of professional development and that project management skills developed throughout the training were transferable to other problem areas within the school. There is also evidence that the impact of the projects was sustained in many schools. This demonstrates value for money as a method of continuing professional development, and also effective use of EPs’ time.Limitations:The model has adapted and evolved in response to changing priorities with the drive to improve continually in response to feedback. The original evaluation framework was modified, and the process altered depending on the sector taking part, and also the EPs delivering the course. The evaluation was carried out by participants themselves and therefore may be subject to confirmation bias.Conclusions:The impact, value and cost effectiveness of the Programme has been realised by Education/Childrens’ Service Managers and EPSs. This model of project management training is now taking root in other local authorities in Scotland and England.