bluuebunny/crossref_metadata_2025_split huggingface dataset:
Dynamic testing of children with a developmental language disorder: Progression in series completion performance and need for instruction
Authors: Touw Kirsten W.J. , Vogelaar Bart , Thissen Floor , Resing Wilma C.M. 
Published: January 2023

BackgroundOutcomes of static tests provide an indication of what children have learned in the past, up to the moment of testing, and can therefore underestimate the cognitive abilities of atypically developing children, such as children with language difficulties. In contrast, dynamic tests aim to examine children’s potential for learning. The information obtained during dynamic testing has the potential to be helpful in education. However, the administration of dynamic tests is often time consuming.AimThe current study aimed to investigate the value of a computerised dynamic test utilising graduated prompts, as a means to provide insight into the extent to which children with language difficulties show progression in accuracy of their series completion skills (a subform of inductive reasoning). We sought to investigate whether dynamically versus statically tested children diagnosed with a Developmental Language Disorder (DLD) attending special education showed differential patterns in their serial reasoning performance and their need for instruction.Rationale/ApproachForty-seven children with a mean age of 8.06 years participated in the study. They were tested dynamically by means of a pre-test, two training sessions, and a post-test. We examined in detail children’s learning processes when solving visual-spatial series completion tasks.Findings/ConclusionThe graduated prompts training resulted in larger changes in accurately applied transformations than repeated practice only. Furthermore, children with weaker initial scores seemed to show larger progression paths after training than those with stronger initial scores, although no significant differences were found. The current study also reveals that, in general, children needed fewer prompts in the second training session than in the first, although large individual differences in the amount and type of help needed were observed. Overall, these findings provide a first indication of the value of a computerised dynamic test in unveiling the potential for learning and individuals’ needs for instruction in the population of children with DLD.
Care leavers’ priorities and the corporate parent role: A self-determination theory perspective
Authors: Hyde Rebekah , Atkinson Cathy 
Published: January 2023

AimCorporate parenting in the UK may not be well-operationalised, with a potential role for educational psychologists (EPs) in promoting effective practice. This paper explores care leavers’ needs and priorities from the perspective of self-determination theory (SDT), which relates the individual’s motivation to the human need for competence, relatedness and autonomy.MethodTen young people aged 16–19 from two UK local authorities were interviewed about their priorities in preparing for adulthood. Interview findings were then deductively analysed using a SDT framework.FindingsInterviews highlighted the young people’s preference for graduated transition to adulthood. Analysis showed relatedness to be the most salient SDT domain, foregrounding the importance of consistent, authentic and personalised relationships. Consistent relationships motivated care leavers to engage with support and to pursue post-16 goals with enhanced self-determination. Conversely, gaps in young people’s support networks undermined service engagement, potentially impeding a supported and successful transition to adulthood.LimitationsThe study was small-scale and the age range, demographics and quality of leaving care support may not have been representative of a wider population.ConclusionsSDT is potentially useful for highlighting care leavers’ needs and priorities when preparing for adulthood, with clear implications for corporate parenting, particularly within the relatedness domain. A possible role for EPs is proposed, which could strengthen service delivery through both systemic and individual work.
Young people’s considerations and attitudes towards the consequences of sexting
Authors: Walsh David 
Published: January 2023

AimsTo explore and investigate young people’s considerations and attitudes around sexting using a unique, qualitative approach. To generate research in this area from young people’s perspectives.Method/RationaleThe study used vignettes in focus groups to explore young people’s considerations and attitudes towards the consequences of sexting and analysed the data using thematic analysis (Braun & Clark, 2006). Sexting is under-researched, particularly given the diverse psychosocial consequences which typically arise when an image travels beyond the intended recipient. This study aims to contribute to the developing understanding of this seemingly increasingly prevalent behaviour.Findings/ImplicationsSpecific implications for Educational Psychologists in relation to consultation, intervention, training and research are outlined.LimitationsSample size and generalisability of findings typical to smaller scale studies.DiscussionConsidering and applying adolescent cognitive development supports the finding that consequences are rarely considered when engaging in sexting. There are complex attitudinal responses reported by young people when considering the consequences of sexting.ConclusionAs an alternative to an abstinence approach, a more effective approach might be to engage young people in a depersonalised, compensatory, non-judgemental discussion of the legal and psychosocial implications and consequences that can potentially arise from participating in sexting. This could lead to the development of an understanding for young people of rules and etiquette for participating in sexting.
‘School for Everyone’: An exploration of children and young people’s perceptions of belonging
Authors: Midgen Tara , Theodoratou Theodora , Newbury Kirsty , Leonard Matt 
Published: January 2023

The AimFollowing the Children and Families Act (2014) Local Authorities must involve children and young people with Special Educational Needs and Disabilities (SEND) in reviewing the special educational provision in their area and planning future provision. As part of one council’s review of its special educational provision, the views were sought of children and young people with a range of needs to explore the factors influencing their sense of belonging within their educational settings. Research suggests that children’s sense of belonging has significant implications for schools, as it is likely to be positively associated with important outcomes such as engagement with learning, mental health and happiness.Method/RationaleA two phase project was delivered using exploratory and emancipatory mixed-methods with 84 children and young people, aged 3 to 16 with a range of SEND. Young people’s sense of belonging was collected using the Belonging Scale and School Connectedness Scale, alongside individual or semi-structured group reflection sessions, which allowed for a detailed understanding of participant perspectives. Key themes were identified and quantitative data from the questionnaires was analysed.FindingsFour key themes were identified as important in supporting children’s sense of belonging in school: Relationships, School Environment, Teaching and Learning and Extra Curricular Activities. Children and young people also ranked the emerging themes to create a list of Top Ten tips for inclusion and belonging.LimitationsParticipants comprised a small number of children across a wide range of ages/needs from each setting limiting the possibility of any generalisability.ConclusionsResults provided an understanding of how children and young people perceive and feel a sense of belonging in their schools. Perspectives will help influence the local authority’s future educational provision and inclusion strategy.
‘It’s autism, it’s just a name’: Exploring the impact of autism spectrum diagnosis with adolescent females using Interpretative Phenomenological Analysis
Authors: Gaffney Joanne Claire 
Published: January 2023

Aim:To explore how adolescent females, who have an autism spectrum diagnosis, make sense of this diagnosis and how autism diagnosis has affected and influenced their sense of self or identity.Rationale:Educational Psychologists often work with children and young people who are diagnosed with autism and they can also be involved in the diagnostic process. Research findings will suggest what educational and health professionals may learn by listening to the voices of adolescent females who have an autism spectrum diagnosis.Method:This was a qualitative study. Interpretative Phenomenological Analysis (IPA) was used as a methodological approach as this offers insight into how a person makes sense of a given phenomenon.Findings/limitations:Research findings indicate that some participants were uncertain about the meaning of autism. Participants accepted, rejected or seemed unsure of their autism diagnoses. Some participants maintained a positive sense of self and achieved separateness from their diagnosis, but some participants experienced low self-esteem and depression which were linked to a sense of being different. This research included six participants, hence findings cannot be generalised.Conclusion:It is suggested that some young people find autism spectrum diagnosis useful, or may find it useful at certain times, but for some young people this label can be unwanted and even at times harmful to personal identity.
Whole-school nurturing approaches: A systematic analysis of impact
Authors: Amy Nolan , Elizabeth F.S. Hannah , Elizabeth Lakin , Keith J. Topping 
Published: January 2023

Aims:This systematic analysis aims to address the research question – do whole-school nurturing approaches show any impact in the short or long term on (1) emotional/behavioural, (2) cognitive/educational or (3) teacher/school variables?Rationale:Trauma or Adverse Childhood Experiences can have long-term consequences though causing problems in attachment, which nurturing approaches seek to ameliorate. Whilst there is a good deal of international research evidence on the impact of Nurture Groups in schools, less is known about the impact of whole school nurturing approaches on pupils and schools. This paper aims to address that gap.Findings:A total of 146 papers were retrieved from four databases and 13 from other sources. After excluding 61 duplicate papers, 98 papers were screened in relation to inclusion and exclusion criteria, and only 13 papers were finally selected. Results suggest that nurturing approaches can have a positive impact on pupils’ social, emotional and behavioural needs, academic progress, other pupils in the mainstream class/school, parents and home life, and the whole school. Additionally, the length of time a nurturing approach is in place in a school contributes to its effectiveness.Limitations:Limitations include the quality of research available, lack of papers focusing on universal whole-school nurturing approaches and lack of international studies.Conclusions:The paper highlights the need for more robust research focusing on universal whole-school nurturing approaches to be carried out.
How do people with intellectual disabilities experience the adapted sex offender treatment programme?A qualitative study using interpretative phenomenological analysis
Authors: Patterson Christopher Wynne , Williams Jonathan , Jones Robert 
Published: January 2023

• Sometimes people commit crimes called sex offences. This is when someone does something sexual to someone who did not want it to happen or were not able to agree to it. A small number of sex offenders have an intellectual disability.• We interviewed five men with intellectual disabilities who had committed sex offences. These men had completed group treatment to stop them from committing sex offences in the future. All of the men were living in the community.• The men we interviewed talked about joining and being part of group treatment.• Most said that they did not feel like they had a choice about starting group treatment. Others said that group treatment reminded them of school. Some told us they felt anxious about talking to other members about their sex offences. When they overcame their anxiety and shared their sex offences with other group members, they felt relieved.• The findings of this study are important because they will help professionals make sure the treatment is as good as possible.
Weight change and in-patients with dementia: A preliminary study
Authors: Hamid El-Awad , Cheston Richard , Watkins Rebecca 
Published: January 2023

Objectives:The aims of this study were to identify those nursing, psychiatric and psychosocial aspects of care which predicted changes in BMI and body weight amongst people with dementia in the first six and 12 weeks after admission to hospital.Participants:33 patients with moderate or severe levels of cognitive impairment who were admitted to three NHS assessment wards for people with dementia in the South-West of England were recruited. Twenty-one patients were re-assessed after six weeks, with measures repeated again 12 weeks after admission with 15 patients.Findings:A forward stepwise regression model indicated that weight change between admission and six weeks was predicted by the use of anti-psychotic medication, while weight change at 12 weeks was predicted by factors which impeded the patients’ capacity to eat (including physical illness). Increases in BMI were related to higher levels of ill-being.Conclusions:The care of people with dementia on in-patient wards should be concerned to identify both those physical and psychological or psychiatric factors which act to prevent individuals from eating, and to develop effective means of intervening with those patients who are at risk of weight loss.
Annual DFP Conference June 2011: Conference review II
Authors: Henry Ann , Brown Natalie 
Published: January 2023

The sunny (and showery) historic naval city of Portsmouth was the impressive backdrop for the 20th Annual Division of Forensic Psychology Conference, which was held at the university. As graduates of the MSc Forensic Psychology course in Portsmouth, the authors were delighted to return to the city and to the university and reminisce about the highs and lows of being a full-time MSc student. There was plenty of choice on the programme, with either three or four parallel sessions running each day. The sessions consisted of a plethora of interesting and inspiring symposia (four invited and 11 others) and four eminent and distinguished speakers for the keynote addresses. The keynote address speakers consisted of Professor Roy Baumeister, Florida State University; Professor Ron Fisher, Florida International University; Professor Rowell Huesmann, University of Michigan; and Dr Jackie Craissati, Oxleas NHS Trust.There were also opportunities for Forensic Psychologists in Training to discuss issues and ask questions regarding Stage 2 of the chartership process during an open meeting and a designated workshop for trainees, as well as two additional workshops – ‘Evolving the face of a criminal’ with Dr Charlie Frowd and ‘An introduction to offence paralleling behaviour’ with Lawrence Jones. In addition, there were 26 stimulating posters to peruse during breaks. The social activities included a welcome reception and barbecue along with an amazing nautical experience of dinner on HMS Warrior. Certainly a wonderful reminder of the naval history of Portsmouth.This review is based on the personal views of the authors and it is limited to the sessions attended by them. The omission of any sessions in this review is not a reflection on the quality of those papers and it does not represent the views of the DFP,Forensic Updateor the DFP committee.
Enhancing staff capabilities to work more effectively with personality disorder
Authors: Chuan Stuart John , Clark Susannah , Simons Sarah 
Published: January 2023

This study examined whether supporting offender managers (OMs) to adopt a psychologically informed approach to offender management could enhance their capabilities to understand and work more effectively with high risk offenders with personality disorder (PD). The hypothesis was that if OMs and Approved Premises staff were more effective in managing these clients in the community it would lead to fewer recalls back to prison.In the first year evaluation of the intervention there was a significant reduction in recalls back to prison made by offender managers (OMs) targeted by the intervention (PPU OMs: N=10) when compared to the same period the previous year (i.e. 59 versus 29 cases – 49 per cent reduction). In contrast, there was a non-significant increase in recalls over the same period for offenders managed by probation staff not targeted by Impact (non-Public Protection Unit OMs: N=63) when compared to the same period the previous year (109 versus 134 – 23 per cent increase).
A proactive approach to engaging difficult to reach inpatients: A service evaluation
Authors: Crosby Katherine , Downsworth Katie , Gilchrist Katie , O’Hare Kristy 
Published: January 2023

Purpose:In December 2012 a ward-based programme which applied proactive engagement strategies tailored to the individual needs of forensic inpatients was implemented in a low/medium secure forensic setting. This evaluation demonstrates a link between this approach and an increase in formal psychological therapy uptake and improvement in patient experience.Background:Research has shown that many forensic inpatiets are unmotivated and resistant to engage with interventions (Prochaska & Levesque, 2002). Typically, psychological therapy is designed for those who are motivated to change and can, therefore, exclude many service users.Method/Key points:Data from 128 patients was analysed using a mixed method approach. A within subjects design used a paired samples t-test to determine whether there was a significant difference between the number of patients engaging in psychological therapy pre- and post-implementation. A correlation ascertained whether a relationship between engagement in ward-based activities and the increase in uptake of formal psychological therapy was apparent. A thematic analysis identified six key concepts relating to patient experience.Conclusions:The ward-based activities appear to have had a significant impact upon the uptake of formal psychological therapies. The overall feedback from patients highlighted six key themes: social interaction; new skills; improving mental well-being; enjoyment and opportunity; therapeutic alliance; and autonomy. These findings support existing research which emphasises the need for proactive approaches to patient engagement with psychology services.
A step-wise process of intentional personality change coaching
Authors: Martin Lesley S. , Oades Lindsay G. , Caputi Peter 
Published: January 2023

Objectives:This article discusses why personality change appears both possible and beneficial, and provides a step-wise process of intentional personality change coaching.Design:A qualitative single sample exploratory design was employed.Method:Semi-structured interviews were conducted with a panel of coaches/psychologists (experts), in order to develop coaching interventions to increase or decrease each of the 30 facets within the NEO PI-R. Further consultation with a sub-group of this panel led to the development of a step-wise process of intentional personality change coaching, designed to facilitate client chosen personality change goals.Results:A step-wise process of intentional personality change coaching was developed, and related coach training material. The step-wise process proposed that personality change coaching of individuals without major psychopathology be conducted in a coaching context. Prerequisites included client awareness of their personality, and motivation to change one or more personality facets. The step-wise process incorporated a 10-step coaching sequence to facilitate change in this context, and utilised a menu of unique change interventions for each of the 30 NEO PI-R facets.Conclusion:Personality change coaching appears both feasible and beneficial in a coaching context. The stepwise process discussed in this article informs coaching practice, and provides a foundation for empirical exploration of this potential.
Differences between critical moments for clients, coaches, and sponsors of coaching
Authors: de Haan Erik , Nieß Christiane 
Published: January 2023

Objectives:Previous studies on the effectiveness of coaching have focused on positive outcomes that clients, coaches and organisational colleagues attribute to engaging in coaching overall. In this study descriptions ofcritical moments of coachingas experienced by executive coaching clients, their coaches and their sponsors are analysed and compared, to find out more about how coaching conversations are experienced. In this sense the objective of this research was to understand more about ‘sub-outcomes’ of coaching: mini-outcomes as they arise within the process and as a result of the coaching process.Design:We extend previous studies in two ways. First, we take a process-oriented, qualitative approach by investigating which events are regarded as critical by clients and coacheswithintheir coaching contracts to date. Second, we consider the perspective ofsponsorsof coaching who refer to the same coaching assignments as clients and coaches have done.Methods:One-hundred-and-seventy-seven critical-moment descriptions were collected (49 from clients, 49 from coaches and 79 from sponsors of coaching), of which 147 could be matched between coach, client and sponsor working on the same assignment. They are coded with an existing and a new coding scheme and analysed with reference to a larger dataset comprising 555 critical moment descriptions from executive coaching assignments.Results:Our results suggest that clients and coaches are considerably more aligned in what they regard as critical in their coaching assignments when compared to their alignment with sponsors’ views. Whilst clients and coaches mainly refer to moments of new insight and attitudinal change as critical, sponsors underline changes in the clients’ behaviour, such as their communication or interpersonal skills.Conclusions:Alongside earlier studies we have found further indications that clients and coaches conducting normal coaching conversations seem to identify critical moments to a large extent with new learning, perspectives and insight, and they pick the same moments well above chance rates. At the same time, organisational sponsors of coaching seem to prioritise more new actions and changes initiated by coaching clients.