bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Family Consultation Service: Single session intervention to build the mental health and wellbeing of children and their families
Authors: Al-khatib Batul , Norris Sarah 
Published: January 2023

Background:The Family Consultation Service (FCS) is a community mental health intervention for children and young people (CYP) which uses psychological consultation with families to address mental health concerns. In the context of increasingly constrained Local Authority finances, it was set up by educational psychologists (EPs) as a response to demands for both increased efficiency and accessibility of mental health services.Aims:This paper demonstrates how EPs can use consultation skills directly with clients within a mental health context and presents a theoretical rationale for this.Method:The FCS model is described and located within the frames of both national and local strategy. Following this, data from the first 150 referrals is analysed using descriptive statistics and the outcomes of a client survey are reported.Findings:A large majority of families referred reported that they achieved their goals after a single session with the FCS and did not take up the offer of additional involvement. This suggests that psychological consultation could potentially contribute towards a national agenda for mental health services that are responsive and preventative in focus. The model is proposed as an alternative to the established medical approaches and may be of interest to EPs and their managers who are looking for innovative ways of delivering systemically orientated psychological services within constrained financial circumstances.Conclusions:Dilemmas arising from the project are considered and subsequently addressed through the introduction of the Common Factors perspective: a paradigm which is gaining interest within the helping professions.
Evaluating the impact of working memory training programmes on children – a systematic review
Authors: Randall Lee , Tyldesley Kath 
Published: January 2023

Background:An increasing body of evidence suggests that working memory can have a significant effect on the academic success of children in school (Gathercole & Alloway, 2008). As such a number of working memory training programmes have been developed and marketed commercially to schools and parents as tools for helping children to boost their working memory and as a result, their learning ability.Aim:The reliability and validity of this body of evidence has been challenged in recent years with questions raised as to whether such programmes actually do boost working memory or show any subsequent impact upon learning (Apter, 2012). This paper aims to examine eight studies published within the last 10 years that explore the effects of commercially available working memory training on working memory and various other factors including ADHD, literacy and numeracy.Rationale/Approach:Drawing on systematic literature review methodology and using study quality assessment frameworks, the paper examines the evidence for the impact of working memory training programmes upon working memory and other neuro-behavioural and neuro-cognitive factors relevant to teaching and learning.Findings/Conclusion:The studies examined used samples from a range of ages (5 to 12 years) and with varied demographic, behavioural and cognitive characteristics. The review indicated that although significant near and far transfer effects for improvements to working memory were found, there were some differences in the pattern of these improvements, with different studies finding different sub-components of working memory benefiting over others. The review also found that the evidence that working memory training leads to improvements in other areas such as literacy and numeracy is inconclusive at best, and that further research will be required for us to better understand the mechanism through which working memory training may improve working memory and academic performance in children.
The emergence of neuroscientific evidence on brain plasticity: Implications for educational practice
Authors: Rees Paul , Booth Rhonda , Jones Alice 
Published: January 2023

Aim:This paper considers the research evidence on brain plasticity and its relevance for education.Rationale:The human brain develops at a phenomenal rate typically reaching 95 per cent of its adult size by 6 years of age. This paper highlights some of the structural, neurobiological, neurochemical and functional changes that are said to occur following early childhood. The implications for contemporary education are explored.Findings:There is ample evidence that the brain changes in respect of structure, synaptic density, neurotransmission, interconnectivity and functioning throughout childhood and adolescence. It is also increasingly evident that the brain’s plasticity makes it susceptible to the influence of experience and the environment. Programmes have been developed which purport to draw on this neuroscience, but there is unease amongst neuroscientists that the science is being misrepresented. Examples of the appropriate use of neuroscience in education and clinical casework are discussed.Conclusions:Evidence of brain plasticity has the potential to positively influence education at the strategic, organisational and individual level. It is suggested that the most important contribution that neuroscience has made to education, to date, is to provoke a reconsideration of the prevailing philosophy of education. There is now an urgent need for professionals who can evaluate the claims of neuroscience and assist educationalists to harness the benefits for children and young people.
Educational psychologists’ perspectives on the medicalisation of childhood behaviour: A focus on Attention Deficit Hyperactive Disorder (ADHD)
Authors: Hill Vivian , Turner Horatio 
Published: January 2023

Aim:This study explores the views of Educational Psychologists (EPs) practising in the UK regarding the assessment, diagnosis and treatment of Attention Deficit Hyperactivity Disorder (ADHD).Method:An online survey collected from 136 EPs, representing 70 local authorities across the UK.Findings:Responses highlighted how currently EPs are rarely engaged in the assessment of ADHD. However, the data indicated that EPs play an important role in increasing the awareness of contextual factors in children’s behaviour, and are well placed to support the development of individually tailored interventions. It was identified that in many local authorities, current diagnostic practices do not conform to government guidelines regarding both access to psychological interventions and the prescription of medication to pre-school children. Furthermore, few children were involved in decision making about their treatment. Where Local Authorities have developed standardised pathways or protocols governing the diagnostic process, EPs are involved in the assessment process and children are more likely to access psychological interventions, and for contextual factors to be taken into account.Limitations:Consistent with the research aims the study focuses exclusively on EP perspectives. As a survey it was not possible to probe for meaning or clarification of issues that emerged. There is a need for further research into successful examples of ADHD treatment pathways that take advantage of the unique contribution of EPs.Conclusions:Priorities for future work include the need to develop a nationally agreed protocol for a multi-professional approach to assessment and treatment of ADHD. There is an urgent need for careful monitoring of prescription rates, particularly in pre-school children and across different ethnic and social groups. Furthermore, steps should be taken to address the lack of participation by children and young people in decisions about their treatment.
Therapeutic practice within educational psychology: The discursive construction of therapeutic practice from the perspective of educational psychologists new to the profession
Authors: Wade Charlotte 
Published: January 2023

Aims:This paper explores the perspectives of recent entrants to the profession of educational psychology, specifically with regard to their discursive constructions about their professional role in delivering therapeutic interventions.Rationale:The purpose of this paper stems from an interest in how Educational Psychologists (EPs), new to the profession, attribute meaning to therapeutic practices and the language they use to describe such approaches.Methods:This research reports on a Discourse Analytical study (DA) that explores the discursive constructions of therapeutic practice within educational psychology. These constructions were taken from the perspective of 15 EPs who were new to the profession. Drawing on data from four focus groups, comprising of three to four participants, Discursive Psychology (DP) was used to analyse the psychological themes emerging from participant talk.Findings:Analysis indicated that five interpretative repertoires were used to discuss therapeutic practice within educational psychology. These included: ‘therapeutic-as-skilled’; ‘therapeutic-as-eclectic’;‘therapeutic-asthreatening’; ‘therapeutic-as-limited’ and ‘therapeutic-as-emerging’.Conclusions:It is argued that participants were able to take up varying subject positions in relation to therapeutic practice; this seemed to present them as both passive and active agents. When talking about therapeutic work participants appeared to position themselves as confused, reluctant and unconfident, as well as valuable, skilled and motivated practitioners. It is concluded that the relational aspects of therapeutic EP practice are as important as the technical aids or tools used to facilitate this type of work. It is suggested that the uncertainty that exists around therapeutic work within educational psychology reflects the uncertainty of an emerging EP identity. It is felt that EPs, who are new to the profession, have the sufficient agency to negotiate and reconstruct new therapeutic practices that can be embedded alongside other EP roles. However, this will require further investment from leaders and other individuals within the profession.
The use of a peer-mediated intervention for a pupil with autism spectrum disorder: Pupil, peer and staff perceptions
Authors: Ezzamel Nadia , Bond Caroline 
Published: January 2023

Aim:There is promising evidence for the use of Peer-Mediated Interventions (PMI) to facilitate pupil-peer relationships for pupils with autism spectrum disorder (ASD). This study aimed to evaluate an innovative PMI developed and delivered in collaboration with school staff for a Year 3 male pupil with ASD, and his typically developing peers.Method/Rationale:The intervention included whole class awareness raising sessions and small group peer network sessions. The mixed method evaluation measured the process and outcomes of the intervention. Data collection included interviews with the target pupil and school staff and a peer focus group to gain an understanding of participants’ experiences. Structured playground observations of pupil-peer interaction were also undertaken at three time points.Findings:Findings indicate that this small-scale PMI had a positive impact at the level of the target pupil and peers. An increase in appropriate initiations and responses by peers and the pupil were apparent. Increased peer acceptance and skills in interacting with the target pupil were reported by school staff. Staff and peers also reported positive changes in the target pupil’s social skills and enjoyment of working within a group.Limitations:Potential drawbacks included the ‘exclusive’ nature of the peer network group and wider school staff’s knowledge of the intervention. Generalisation of the skills learnt to outside the network sessions and transference of skills to pupils within the wider class were also limited.Conclusions:Key factors facilitating the implementation of this intervention within a school context were identified and future implications are discussed.
Understanding adolescent shame and pride at school: Mind-sets and perceptions of academic competence
Authors: Cook Ellen Maria , Wildschut Tim , Thomaes Sander 
Published: January 2023

Aims:Shame and pride have important implications in educational contexts for pupils and educators alike. The aim of this study was to investigate whether adolescents’ growth (intelligence) mindset is associated with reduced shame experiences and increased pride experiences, within a secondary school context. We tested perceived academic competence as a mediator of the hypothesised relations between a growth mindset and feelings of shame and pride.Method:Secondary school students (N=121, M age=14.28 years) completed the Scale of Personal Conceptions of Intelligence to measure their beliefs about the nature of their abilities (i.e. mindset) and then completed a brief online diary for 10 days. Participants rated their daily shame and pride experiences, as well as their daily perceptions of academic competence.Findings:Results revealed a negative relation between growth mindset and daily shame intensity, and a positive relation between growth mindset and daily pride intensity. Both associations were mediated by perceived academic competence.Limitations:We identified limitations, including the possibility that participants’ conceptions of shame and pride may have varied, and the reliance on self-report methods of data collection.Conclusions:Adolescents who endorse a growth mindset experience less shame and more pride at school. Stronger perceptions of academic competence account for this emotional signature of the growth mindset.
Children’s play with their imaginary companions: Parent experiences and perceptions of the characteristics of the imaginary companions and purposes served
Authors: Majors Karen , Baines Ed 
Published: January 2023

Aims:Imaginary companions (ICs) are a common feature of childhood and parents often witness young children’s play with their imaginary friends. This study investigated parent perceptions of ICs and explored associations between reported characteristics of the children and ICs and purposes served.Method:A self-selecting sample of 264 parents of children who had current or previous ICs completed questionnaires.Findings:Sixty per cent of the children had more than one IC. ICs mostly took human form (67 per cent) with 19 per cent taking animal form. Animal ICs were perceived as more important to the child. ICs served five distinct purposes: problem-solving and management of emotion, exploration of ideals, companion for joint fantasy play, companion to overcome loneliness and to allow children to explore behaviour and roles. Parents saw the main purposes of the ICs to be to support fantasy play and a companion to play and have fun with. They also frequently gave examples of how ICs enabled children to process and deal with life events. The majority of parents (88 per cent) did not think there were disadvantages in their child having an imaginary companion.Limitations:The sample is likely to be skewed in terms of age and social status and thus not representative of the overall British population. Information is given on the demographic that are likely to have engaged with the research.Conclusion:The quantitative and qualitative data from parents provide insights and contribute to the understanding of the varied purposes served by children’s ICs.
Models of disability and the categorisation of children with severe and profound learning difficulties: Informing educational approaches based on an understanding of individual needs
Authors: Rees Kirstie 
Published: January 2023

Aim:This paper will explore the influence of dominant models of disability on the categorisation of children with severe and profound learning disabilities.Rationale:Whilst the medical model continues to characterise views of disability within medical settings, the adoption of the social model in education has led to a reluctance to use labelling (Norwich, 2002) and to the application of pedagogy which adheres to common ‘age and stage’ conceptions of progress (Lawson et al., 2005).Findings:The reticence to refer to a child’s diagnosis exacerbates a lack of understanding of the development of this group of learners and prevents the level of assessment necessary to inform robust individual education plans and child-centred teaching approaches. More recent approaches to curricular practice (Lacey, 2011) aim to achieve a balance between understanding a child’s individual needs and providing a range of learning experiences. This is consistent with the recently proposed ‘cultural-historical model of disability’ (Bottcher & Dammeyer, 2016) which attempts to realign the social and medical model of disability by reducing ‘developmental incongruence’ – a mismatch between a child’s impairment and proposed learning activities.Conclusions:The paper outlines how the application of this model may be facilitated by educational psychologists to ensure that information about a child’s ‘label’ is used positively, as a means of providing further information about a child’s cognitive profile and increasing the likelihood that learning activities will optimise outcomes.
Child sexual abuse: From diagnosis to formulation
Authors: Pilgrim David 
Published: January 2023

Aim:To demonstrate the need to replace the diagnosis of child sexual abuse with psycho-social formulations.Method:The literature on the limitations of diagnosis is reviewed and the methodological challenge of assessing child sexual abuse both at the individual and population level examined.Findings:The case for continuing with a diagnostic approach to child sexual abuse cannot be sustained. The complexity of this socio-legal matter requires methodological sophistication in both individual case work and research about the topic.Conclusion:A digital medical logic of present/absent and the search for single diagnostic procedures are ill-suited for a picture of multi-factorial complexity and competing personal accounts. Formulation is better suited for the task of investigating CSA, though the risk of psychological reductionism also attends this improved shift from medical diagnosis.
The experience of deaf students in secondary mainstream classrooms
Authors: Bartlett Robin 
Published: January 2023

Aim:This article aims to explore the classroom experience of students of secondary age who are deaf and who are being educated in mainstream secondary schools in England. In this approach, there is considerable emphasis on hearing the authentic voice of the students separate from the influence of their teachers and parents.Method:In-depth interviews were conducted in the students’ homes. Recordings of the interviews were transcribed and employed to identify themes in the data, adopting a ‘Grounded Theory’ approach. Further analysis of the themes led to a consideration of what implications there may be for the students, for the adults who support their learning, including educational psychologists, and for policymakers.Findings:The findings indicate that both the medical and social models of disability may need to be reappraised in terms of the framework they provide for guiding schools in educating their students. An alternative model, the risk and resilience model, is considered, which recognises the importance of the active contribution which the students may make in maintaining their placement in their schools.Conclusions:The evidence arising from this investigation suggests that the learning outcomes for deaf students in mainstream classrooms are finely balanced. Not to learn from the students about their experience would be to overlook a rich source of information on how schools and teaching might be improved and the underperformance of deaf children addressed.
Closing the poverty related attainment gap: Using Learning Journals to engage parents at the early level, with a particular focus on numeracy
Authors: Docherty Julie , James Mary-Louise , Spalding Kate , Walker Iain 
Published: January 2023

AimThis study aimed to explore the efficacy of using internet based resources to increase parental engagement in an area of social and economic deprivation with a focus on numeracy attainment outcomes.Method22 pupils in one mainstream primary school class took part in a six week intervention using Learning Journals to demonstrate numeracy activities to be carried out at home with parents. Pre- and post-questionnaires and semi-structured interviews were used to explore parents’ values and beliefs on engagement with school and numeracy learning. Standardised measures of pupils’ levels in numeracy and preferred areas of the curriculum were also gathered.FindingsThe introduction of Learning Journals increased parental engagement. Parents reported that Learning Journals removed many of the perceived barriers to engagement and increased their understanding of children’s learning. Pupils showed an increased preference for activity associated with number and shape compared to other curricular activities. Pupils’ numeracy levels showed a significant improvement post-intervention.LimitationsMethodological limitations to this study include: a very short time scale; a small sample size (N=22); and no measurement of the varying levels of engagement and home learning activity.ConclusionsLearning Journals are an effective method of engaging parents from areas of socio-economic deprivation who would otherwise be unlikely to engage in school activity. Future research is required to clarify the causal relationship between increased parental engagement and attainment outcomes.
The role of educational psychologists in supporting nurture-based practices and policy development at a local and national level in Scotland: A position paper
Authors: March Sam , Moir Taryn 
Published: January 2023

AimsThis position paper illustrates how Educational Psychological Services (EPSs) have been instrumental through ever more systemic and universal ways of working to identify links between the needs within Scottish schools and targeted and universal nurturing approaches.MethodThis paper will initially demonstrate the appropriateness of a nurturing approach within a Scottish context, as a response to issues related both to mental health and to poverty. It will then continue by exploring how at both local and national levels, nurture-based practices have been embedded into policies and practice due to the influence of EPSs. It will demonstrate this through reference to the national context and the local authority (LA) level, using North Ayrshire Council (NAC) as an exemplar of how this can be achieved.FindingsThis paper will state that, while national and local policy have influenced the focus of EPSs’ priorities, so too has EPSs’ knowledge of psychology influenced national and local policy regarding nurturing approaches.LimitationsThis position paper is drawn from the Scottish education system and may not be fully representative of other contexts.ConclusionThere is an ongoing cycle of mutual influence, enabling the continual development of good practice within schools. This can offer a template of systemic working for the future development of the profession of the educational or ‘school psychologist’ on a wider scale.