bluuebunny/crossref_metadata_2025_split huggingface dataset:
Literacy difficulties: What are learners’ experiences?
Authors: Pollock Susan 
Published: January 2023

AimsThe aim of this research was to explore the school experiences of learners identified as having literacy difficulties.RationaleA sizable minority of learners receive additional literacy support during their school career. Poor literacy skills are believed to have an impact on social and emotional wellbeing and future success in life. However, there has been little research which seeks to explore the experiences of learners. Such exploration is likely to support Educational Psychologists to facilitate conversations which provide a more holistic understanding of literacy difficulties.MethodThis research used an exploratory case study methodology. The participatory method of photovoice was used to gather data, with each participants’ experiences of school represented on individual experience boards. These were analysed using thematic analysis.FindingsThere was a surprising lack of photos explicitly about literacy and learning ‘tools’. The student photographers’ work highlighted both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. This indicated an inextricable link between their social and learning experiences.LimitationsThe findings of this research are limited by the small sample size and use of convenience sampling. Participants were in part identified because of their perceived willingness to take part. Furthermore, the participatory nature of the research and degree of student photographer choice may have at times taken the research away from the focus of literacy difficulties.ConclusionsThere are implications for educational psychology practice both in relation to taking a more holistic view of understanding, and also supporting learners with literacy difficulties. The use of ‘photovoice’ to elicit and foreground student views and experiences as part of a consultation, or at a more systemic level, was also highlighted.
Peer-peer relationships: A key factor in enhancing school connectedness and belonging
Authors: Gowing Annie 
Published: January 2023

AimsThe relational climate of schools is highly influential in nurturing a sense of connectedness to school with the teacher-student relationship widely recognised as the central relationship for students. Peer-peer relationships have been less scrutinised in terms of their contribution to students’ feelings of closeness to school. This mixed-methods study explored young people’s understandings of school connectedness and their experience of their peer relationships at school.MethodData sources included focus groups, a questionnaire and diaries with a total sample size of 336 students aged between 13 and 18 years. Focus groups and diaries were analysed using thematic analysis and the questionnaire data were examined using descriptive and inferential statistical analyses.FindingsStudents’ relational worlds at school were peopled by teachers and peers, however peers emerged as the lead relationship. This was evident for students across the school connectedness spectrum. For some students with low self-reported connectedness, their peer relationships were the single positive aspect of their school experience.ConclusionsYoung people in this study were unequivocal in naming peer relationships as the most valued aspect of their school experience. This view of peer relationships as a resource that builds connectedness to school invites all school staff to provide multiple planned and spontaneous relational opportunities among peers, both within and outside the classroom. The educational psychologist, as a relational specialist, has a key role in this work.
Wellbeing in international schools: Teachers’ perceptions
Authors: Wigford Angie , Higgins Andrea 
Published: January 2023

Aim(s)This study explored the perceptions of wellbeing of teachers and teaching assistants who work within the international school sector.MethodA mixed methods approach provided quantitative and qualitative data. An online questionnaire was completed by 1065 staff in international schools from 72 countries worldwide. Data was summarised to provide an overview of the important wellbeing factors for participants. From this, a semi-structured interview was devised and conducted with 18 people, then analysed using thematic analysis to extract major themes.FindingsInternational schools provide a unique perspective on wellbeing, possibly due to the multicultural, multilingual staff and student body as well as the relatively high frequency of transition between schools. The importance of appreciation, relationships and belonging were highlighted. When sufficiently robust, these are effective in balancing out the impact of negative factors such as weak leadership, workloads and lack of resources.LimitationsThis study was broad; the initial focus was on wellbeing generally not belongingness. Future studies could deepen our understanding of belongingness in terms of what it is perceived as, how it develops and the benefits. The student voice was not represented. The sample was opportunist and voluntary.ConclusionsCollaborative and respectful relationships, the appreciation of colleagues and leaders and strong feelings of belongingness were central to positive wellbeing. This could have implications for those who work within schools in all sectors. Educational psychologists are well placed to support leadership teams to implement strategies that enhance the development of relationships and belongingness in schools.
The social experiences and sense of belonging in adolescent females with autism in mainstream school
Authors: Myles Olivia , Boyle Christopher , Richards Andrew 
Published: January 2023

Aim(s)This qualitative study explored the social experiences and sense of belonging of adolescent females with autism in mainstream schooling.Method/rationaleThe research explored the views of eight adolescent females with autism. Semi-structured interviews were used to explore the ways in which the students experience a sense of belonging and exclusion in school; and what they feel would support them socially.FindingsThe findings suggest that key friendships, understanding and perceived social competence are important for adolescent females with autism in developing a sense of belonging in mainstream school. Adolescent females with autism are motivated to form a sense of belonging in school, but they also experience pressure to adapt their behaviour and minimise their differences in order to gain acceptance.LimitationsThis study represents a small sample of adolescent females with autism, their parents and school staff. Further replication is needed before the findings can be generalised to other females with autism in mainstream school.ConclusionsThe current study addressed an identified gap in the literature by seeking the first-hand views and experiences of adolescent females with autism in mainstream school. Consistent with prior research, the findings suggest that adolescent females with autism are motivated to seek social contact and form friendships in the same way as females without a diagnosis of autism. The findings also highlight the specific social difficulties experienced by females with autism and the way in which this can add to their feelings of exclusion in the school environment.
The children of Birmingham with severe intellectual disability who show challenging behaviour
Authors: Oliver Chris , Petty Jane , Davies Louise , Ruddick Loraine , Bacarese-Hamilton Monique 
Published: January 2023

In two large-scale survey studies we generated estimates of the number of children in Birmingham with severe intellectual disability who show challenging behaviours such as self-injury and aggression. In this brief report we detail the results of these surveys in order to facilitate strategic planning of service provision now and in the future.Based on teacher reports we estimate that approximately 700 children in Birmingham with a severe intellectual disability aged between 4 and 18 show at least one form of challenging behaviour and approximately 220 show at least one form of challenging behaviour at a level that would be considered clinically severe. For a younger age group, approximately 320 children with severe intellectual disability in Birmingham aged between 2 and 12 are estimated to show at least one form of challenging behaviour and 64 show at least one form of challenging behaviour at a clinically significant level.Parent reports suggest the figures are higher. Based on these reports we estimate that approximately 570 children with severe intellectual disability in Birmingham show at least one form of challenging behaviour at a clinically significant level and 430 parents say they need significant help. Of these parents, only 1-in-3 will have received a relevant clinical contact in the preceding month and parents are more likely to have had contact with a social worker.These data show that there are a large number of children in Birmingham with severe intellectual disability who show severe challenging behaviour and whose parents are struggling to cope. Given increased longevity for those with severe intellectual disability and the persistence of challenging behaviour well into adulthood, there are clear implications for the quality of life these children are likely to experience and the level of service provision that will be needed in the future from social services, health and education.We believe that strategic initiatives from social services, health and education are required to identify those children who are at the highest risk for showing severe and longstanding challenging behaviour and provide effective, early intervention.
Restoration of routine neuropsychological testing during the Covid-19 pandemic in a community health service for people who have intellectual disabilities: Changes to administration and service user views
Authors: Rawlings Gregg H. , Yates Luke , Beail Nigel 
Published: January 2023

• Covid-19 has made health services change how they do things. Covid-19 has changed how we test people for learning disabilities. Now we do the test dressed in PPE and use social distancing.• We asked people doing a test what they thought of these changes. We found that most people were a bit scared of coming to the appointment. Most people liked the PPE and said that they felt safe. Most people said the PPE did not affect their performance. Some people said that they found the PPE a bit scary. Some people said they are used to people wearing PPE.• We also looked at how many people were referred for a learning disability test during Covid19. We found that fewer people were referred for a learning disability test during lockdowns.• These findings can help other learning disability services make changes for Covid-19
Our service response to racism
Authors: McKellar Jack , Rogers Laurence 
Published: January 2023

• In this article, we talk about how people can be treated differently because of their ‘race’. This is called racism.• We think services for people with learning disabilities don’t do enough to help stop racism. We think clinical psychologists can do more to help stop racism and make services fairer.• We talk about some ways our psychology team has tried to help stop racism in our service and help people with learning disabilities get treated more fairly.
Working systemically with individuals with an intellectual disability to promote empowerment
Authors: Beal Erin M. 
Published: January 2023

Easy read summary■This article shows how society can in lots of ways oppress individuals who have a diagnosis of a learning disability.■This is an important topic to think and talk about if we want to change the ways that people with a learning disability are treated and make sure they have more person-centred support.■The person is not the ‘problem’ and it is not their disability that takes away their power. Instead, it is the culture that we live in that does not value them enough and this needs to change.■Good practice recommendations include supporting families and teams with psychoeducation, and indirect work with teams to change the way we view people with a learning disability and the mental health problems they may have.Individuals with an Intellectual Disability (ID) have struggled to have their psychological needs met throughout history due to the deficit language used by society, which has reduced their power. This article highlights how this group has been stigmatised and the negative implications that this has for their psychological wellbeing using a systemic lens. It outlines good practice recommendations using systematic ways of working to provide individuals with an ID and those that support them a more person-centred form of care. These recommendations utilise a strengths-based approach that seeks to highlight stories of ability, resilience, and merit.
Effects of military operational tour on perceptions of mental illness and offending
Authors: Roberts Kathleen 
Published: January 2023

Purpose:To further understanding of attitudes towards mental illness and perceived likelihood of crime for soldiers returning from military duty.Method:An attitudinal survey was undertaken and analysed to compare attitudes towards mental illness and crime using data gathered from military and non-military personnel.Results:Statistical analyses demonstrated significant differences in attitudes held by military and non-military personnel with regard to the causes of mental illness and the need for support services, and the likelihoods of soldiers being affected by mental illness and offending following military duty.Conclusion:Whilst some significant differences in attitudes were found, overall the results suggest there to be little or no effect of military occupation or operational tour experience on attitudes towards mental illness and offending.
‘I just felt better’: A report of an interview-based investigation into behavioural and psychological issues emerging from a group working with the smoking ban in England
Authors: Meyrick Jane , McPartlin Kelly 
Published: January 2023

BackgroundThe introduction of a smoking ban in England has the potential to improve the health of both hospitality workers and their customers. In order to better understand the psychological and behavioural impact of the ban, we explored the perception of bar workers of its effect on them and their workplaceMethodologySemi-structured interviews were carried out with eight hospitality workers in the bar industry, identified through snowballing of contacts and analysed for emerging themes.ConclusionsThe smoking ban successfully achieves its two key aims in changing the behaviour of the hospitality workers interviewed, who reported better health and greater opportunity for smokers to give up. These findings should be confirmed through large-scale quantitative research. Interesting, unanticipated effects of the ban also emerged.
Does image congruence impact the effectiveness of a gain–framed physical activity message?
Authors: Howlett Neil , Gardiner Joanne , Foster Abbie 
Published: January 2023

BackgroundGain–framed messages can improve processing and physical activity, however inconsistency remains about the merits of using different accompanying images. This study explored whether gain–framed messages alongside positive images (congruent) were more effective than negative (incongruent) images at increasing Social Cognitive Theory (SCT) constructs and moderate–to–vigorous physical activity (MVPA).MethodUsing a mixed design participants (N=110) were randomly assigned to read a gain–framed physical activity booklet containing either congruent or incongruent images. Data were collected at two time points (baseline and one week later) using online questionnaires assessing SCT constructs and interviews about MVPA over the previous seven days.ResultsA time by condition interaction showed that intentions (p=.039, η2=.04) and self–efficacy (p=.005, η2=.07)increased in the congruent condition only. There was a time main effect for self–regulation (p=.001, η2=.09) and MVPA (p=.011, η2=.06), but no difference between conditions. Changes in self-regulation predicted changes in MVPA in both conditions (congruent, p=.003; incongruent, p=.030).ConclusionsCongruence between message content and images increased intentions and self–efficacy, but not MVPA. Improving self–regulation may increase physical activity levels regardless of message congruence.
Contributions of evidence-based developmental coaching to coaching psychology and practice
Authors: Laske Otto 
Published: January 2023

In this article, some of the major contributions to coaching psychology made by evidence-based developmental coaching, a form of coaching based on research in adult development,are outlined. ‘Coaching Psychology’ is seen as a behavioural discipline (Stober & Grant, 2006). Therefore, the emphasis is put, not on the developmental paradigm per se, but on how it relates to working with behavioural data in coaching practice. This amounts to shedding light on the limits of a strictly behavioural coaching paradigm, however evidence-based it may be. Positively speaking, it entails pointing to the enrichment of coaching psychologyby way of acknowledging and integrating developmental research methods and findings about coaches as well as clients, and thus their interaction.There is a common thematic denominator of disciplines using a developmental paradigm in Piaget’s central notion of increasing loss of ego-centricity over the life span. This notion straightforwardly extends to behaviour, in the sense of Freud’s ‘whatId is shall Ego become,’ in that Freud’s Ego is exactly where ego-centricity imposed by Id is being lost. If, as happens in developmental coaching, behaviour is seen, as wellas measured, in terms of a person’s level of ego-centricity in its many forms, new perspectives on ‘helping’ and ‘consultation’ including coaching arisethat are unknown in a behavioural universe of discourse.
Evaluating the links between leadership development coaching and performance
Authors: Cortvriend Penny , Harris Claire , Alexander Emma 
Published: January 2023

Objectives:Findings from a study exploring the links between leadership development coaching and performance are reported in this paper.Design:The study adopted a mixed-method approach. The participants were drawn from an opportunity sample of 36 senior managers who took part in a leadership development programme in a metropolitan borough council. Surveys were used to assess the impact of coaching on performance before, during and after several one-to-one coaching sessions. Semi-structured interviews were also undertaken with 10 coachees at the end of the coaching.Methods:Surveys assessed individual and organisational benefits of coaching, including interpersonal relationship and task accomplishment skills. Semi-structured interviews focused on the impact of coaching on individual and organisational performance, together with its impact on the organisational client base: the public.Results:There was a difference in leadership skills in the pre- and post-survey results. Both the quantitative and qualitative results indicate improved individual and organisational performance. The qualitative data also illustrate a positive impact on the organisational client base: the public.Conclusions:Coaching impacts positively on individual and organisational performance. It enhances well being and reduces stress as well as helping coachees to move towards a more transformational style of leadership. Despite methodological difficulties in evaluating the impact of coaching, further well designed evaluation research is required if the true impact of coaching on different aspects of performance is to be demonstrated.
Co-active coaching as an intervention for obesity among female university students
Authors: Zandvoort Melissa van , Irwin Jennifer D. , Morrow Don 
Published: January 2023

Purpose:The purpose of this study was to assess the impact of Co-active coaching on obese female university students’ body mass index (BMI), waist circumference (WC), functional health status and self-esteem, and conjointly to identify the coaching skills and primary agenda topics that facilitate coaching’s efficacy as an intervention for obesity.Design:A multiple-baseline, single-subject research design was utilized.Methods:Two certified coaches provided an average of nine, 35-minute, one-on-one sessions with five students whose BMI≥30kg/m2(obesity threshold). Measures included BMI, WC, the Short-Form 36 (SF-36) Health Survey, and the Rosenberg Self-Esteem Scale. Visual inspection was used to analyze changes in BMI and WC. Statistical interpretations, supplemented with qualitative information from post-intervention interviews, were used to determine whether a clinically significant difference in health status and/or self-esteem was achieved. Inductive content analysis was conducted on the interview transcripts and on 50 per cent of each participant’s coaching session transcripts.Results:Visual inspection revealed no change in BMI for three, a decrease for one, and a slight increase for one participant. WC decreased for three participants and remained stable for two. Collectively, the effect sizes and qualitative statements indicated clinically significant improvements in participants’ self-esteem and physical, mental, and overall health statuses upon completion of the intervention. Powerful questions and acknowledgements were the most frequently used coaching skills.Conclusions:Coaching and particular coaching skills were associated with a trend towards a decrease in WC and clinically significant increases in participants’ self-esteem and their mental, physical, and overall health statuses.
Coaching Psychology: Coming of age?
Authors: Whybrow Alison 
Published: January 2023

What does it mean to be a ‘coaching psychologist’? At the turn of this century, the phrases ‘coaching psychology’ and ‘coaching psychologist’ had rarely been conceived and infrequently used. Here, in 2008, we find an emergent profession of Coaching Psychology and with thousands of practitioners spread across the globe, characterised by the diversity of their contribution and the energy that they bring to this area of practice. What has enabled coaching psychology to progress to this point, apparently so quickly?What is the scientific basis for coaching psychology? The research base informing coaching psychology has started to shift. Rather than relying on findings from other psychological applications, underpinning evidence to support the application of psychological theories, frameworks and concepts specifically in coaching practice is strengthening.What do coaching psychologists do? How do they serve their clients? How do psychologists and coaches become coaching psychologists? These questions require us to make explicit our shared framework and standards of practice as a profession. It is also strongly argued that individual coaching psychologist practitioners clearly articulate their framework of practice.In this paper, I look forward to exploring these dimensions of coaching psychology and what that might mean for this emergent professional area of psychological practice.