bluuebunny/crossref_metadata_2025_split huggingface dataset:
Theoretical Paper Practitioner psychologists in palliative care: Past, present, and future directions
Authors: Golijani-Moghaddam Nima 
Published: January 2023

Content & Focus:This article considers the role (and potential roles) of practitioner psychologists in contributing to specialist palliative care in the UK, as developed from modern hospice care. Consideration of psychologist roles is situated within an analysis of the current and historical context of palliative care – permitting some suggestions for future development of roles and broader predictions. The article is structured chronologically and examines three key foci across time. The first of these foci concerns cultural and theoretical conceptualisations of death and dying, which influence caring practices and provide a framework for psychological understanding. The second key focus is the development of palliative care as a specialism – and the provision of psychological support within this specialism. The third key focus is the roles and responsibilities of practitioner psychologists: as potential contributors to theory and practice of palliative care.Conclusions:Despite the centrality of psychological support to the ethos of palliative care, psychologists have historically had little involvement in (or influence on) its delivery. Recent policy guidance in palliative care explicitly recognises the particular competencies of counselling psychologists, and identifies ways in which they can contribute to multidisciplinary palliative care, across all levels of psychological need for the dying and their carers in hospice, hospital and community settings.
Theoretical Paper Projective identification in the analytic relationship: Phantasy, or the symbiotic dance of the Eloi and the Morlock's?
Authors: Cox Philip K. 
Published: January 2023

Content & Focus:H.G. Well’s novel The Time Machine shows how art imitates reality and brings to life Klein’s concept of projective identification. Using a composite example of sessions from a Humanistically-oriented addiction service and subsequent psychoanalytic training, supports how the process of projective identification can be understood as a communication. The concept of projective identification is developed from an intrapsychic to an inter-psychic process. In this reciprocal relationship projective identification is the therapy. How the philosophical underpinnings of each service and their competing approaches can lead to very difference outcomes, is also explored.Conclusions:Klein’s theories have multidimensional implications and the concept of projective identification is easily misused. Rather than conceptualising projective identification as a psychotic or malign defense, the emotional tugs of intersubjectivity are a key to effective therapy. Patient and practitioner essentially become co-operating parts of the whole, and so develop together by working thorough the symbiotic dance that is projective identification.
Brief therapy to manage challenging behaviour at Key Stage 3
Authors: Freedman Ruth 
Published: January 2023

The current project extended over five months, and used SFBT interviews with six identified pupils in years 8 and 9 at a secondary school in Richmond upon Thames, who were presenting with social and behavioural difficulties. These students were receiving no other ‘formal’ educational or clinical interventions at the time, and were considered able to be helped through early intervention. The project aimed to reduce the incidence of inappropriate behaviours and the likelihood of exclusion for these students, to improve their ability to discuss and reflect upon their difficulties and hence enhance their social skills with adults.Twenty-five interviews were carried out: I interviewed the student, a parent and a key teacher individually to identify strategies that could help the pupil. I finalised these strategies at a fourth meeting with all three parties, and distributed the list of suggestions. It remained the responsibility of the key teacher and of the school to follow the suggestions through and liaise with all relevant teachers.The project was evaluated in a range of ways and five of the six students clearly made small but noticeable improvements over two terms. In addition there seemed to be a number of interesting and positive gains for the school, which could be further developed.
The perceived ‘failure’ of inclusion and the challenge to educational professionals
Authors: Cole Barbara 
Published: January 2023

In this paper I argue that amidst claims that ‘inclusion has failed’, educational professionals need to reassess their understandings and meanings of the term and to reflect on their own practice in the light of Macrae et al.’s (2003) notion of ‘weak’ and ‘strong’ inclusion. The paper draws on research with mother-teachers of children with special educational needs to argue that there is much the individual professional can do to make inclusion meaningful for individual children and their families. It concludes that inclusion, complex as it may be and whatever it may mean, is worth fighting for, and to ensure that principles of social justice and equity embedded within notions of inclusion are not rejected along with the rhetoric of policy and unsuccessful processes and procedures. While the latter may fail, the principle of inclusion must not; there is much the individual educational professional can do to ensure that it remains alive and kicking.For the purposes of this article I shall consider the terms special educational needs, learning difficulties and disabilities together, although I am aware of the danger of reductionism in doing so.
Reflections on some ethical implications of researching with primary-aged children
Authors: Maxwell Tim 
Published: January 2023

This article presents some of the ethical issues encountered during a research project where primary school children were asked for their views about their school life and their education.An opportunity sample of 13 junior-aged pupils in years 5 and 6 on the Special Needs Register were invited to produce a series of drawings of themselves in school and to take part in two Personal Construct Psychology (PCP) conversations about their educational experiences. A case study approach was taken within the naturalistic paradigm of ‘constructivist inquiry’.The drawings were thematically analysed individually and as a group for their content. This involved categorising the content of who, what, where and when and then exploring with the child the underlying emotional messages in the drawings and conversations. A PCP approach was used during the conversations to elicit the constructs and views of the pupils, which were then analysed for both manifest and latent content. A series of discussions with the school Special Needs Co-ordinator (SenCo) enabled the ‘voice’ of the pupil to be taken back, heard and acted upon in school.A major element within the research was the ethical implications of working with and gathering the views of children in school. Some of those implications are discussed here.
Video Interaction Guidance: Its relevance for educational psychologists
Authors: Coventry Susanna , Prior-Jones Clarissa 
Published: January 2023

Video Interaction Guidance (VIG) is a technique that uses short video clips of positive interaction to help those involved understand successful aspects of their communication with others. It is used in countries around the world, and was brought to the UK from the Netherlands, initially by Hilary Kennedy at the University of Dundee. As educational psychologists we have sought to apply the technique as part of our application of psychology to enhance the lives of children and young people in the contexts of school and home.The purpose of this article is to illustrate a range of uses for VIG through the presentation of four short case studies. These interventions arose out of casework. Individual feedback from the participants was very positive, both from adults and children. In this feedback participants identified gains in their communi.cati.on skills that were also evidend to the VIG guider and other adults coming into contact with the parti.cipands. Similar benefits have been confirmed through wider, more detailed local evaluation.
Complex medical conditions: Issues for parents and what can be done in practice?
Authors: Bunn Helena 
Published: January 2023

The issue of children with complex medical conditions is not necessarily a mainstream one for educational psychologists, though an increasing number of such children make it into mainstream education nowadays under the ‘inclusion’ agenda.This article draws on a pilot study of mothers’ experiences on how their children have experienced school life whilst having a complex medical condition. The journey experienced by mothers emphasises their emotional needs, which often do not align with temporal and logical requirements placed on the parent by agencies such as the medical and educational system. Some consideration is also given to the implications of the model, and what could be done to fill gaps in provision.
Biology, behaviour and education: ADHD and the bio-psycho-social perspective
Authors: Cooper Paul 
Published: January 2023

AbstractADHD is a symptom or a shift in dominant ways of understanding human behaviour. Superficially it appears to challenge the ways that educational psychologists, educational researchers and policy makers currently construe the nature of behavioural and emotional problems in school children by asserting that a significant proportion of these problems may be in part influenced by individual biological characteristics as opposed to being of a solely psychosocial nature. To dismiss ADHD as ‘the new dyslexia’, or as simply a re-run of the crude medicalization of social problems is unlikely to best serve the interests of children with Emotional Behavioural Difficulties (EBD). The constructive route forward is for EPs and other educationists to develop an understanding of ADHD that draws together biological and psycho-social understandings in a bio-psycho-social perspective. Such a development is necessary not only in relation to the topic of ADHD but with regard to the much wider implications of contemporary developments in the biological sciences.
A residential placement – for your own good?
Authors: Peake Anne 
Published: January 2023

AbstractYoung people are frequently told when a residential placement is being suggested, “It is for your own good”. The decision to place a young person away from home rests on a detailed assessment of the needs of the young person and the conviction of professionals that those needs can be better met in a residential placement. There are clear expectations that young people will be given high levels of care and protection in residential settings.This paper outlines how a residential placement contributes to the vulnerability of young people. It is argued that if a young person is abused by staff and/or peers in a residential setting, it is even harder for victims to speak out because they are away from home. It is proposed that residential settings and all professionals involved in planning and supporting the placement of young people should take an active and systemic approach to the prevention of abuse of children in residential settings.
Using ideas from systemic family therapy in the context of education: Introducing not knowing to the world of education
Authors: Blow Kirsten 
Published: January 2023

AbstractThe task for the educational psychologist is ambiguous, It is often difficult to identify the hidden intentions behind requests for help. In this article, an argument is made for the use of systemic ideas and techniques to assist and enrich the educational psychologist’s practice, not only when working with the wider system, such as in giving consultation to schools, but generally. It argues that these ideas can transcend educational psychology practice. It will consider how the structure of the questions we ask affects what can be known, and will link these ideas to assessments. It will discuss how this method was used in a project with teachers as a way of creating a new dialogue between the psychologist and teachers about the likely causes of pupils failing to make progress. More generally, the article is meant to demonstrate how systemic ideas can help the psychologist unravel problems when he/she is apparently at an impasse.
An interdisciplinary approach to investigating the use of virtual reality environments for people with Asperger syndrome
Authors: Beardon Luke , Parsons Sarah , Neale Helen 
Published: January 2023

AbstractAsperger syndrome is a disorder which can greatly affect an individual’s ability to relate on a social level. Asperger Syndrome Interactive is a project which assesses the potential use of virtual reality environments to develop social skills among people with Asperger syndrome. The project incorporates a user-centred design developed in a multidisciplinary setting. This paper outlines the collaborative methodology of the project which incorporates several disciplines from the University of Nottingham in partnership with the National Autistic Society. It provides a rationale for the project and discusses issues arising from the first six months of the research.
Computer-based assessment in education
Authors: Singleton Chris 
Published: January 2023

AbstractPrevious studies have indicated that computerised assessment enables psychologists and teachers to carry out assessment of cognitive abilities and basic skills speedily and easily, and pupils generally have positive attitudes towards this type of assessment. To examine this view, 90 children aged 6–7 years were administered computer-delivered assessments of verbal ability (verbal concepts) and non-verbal ability (mental rotation), and the scores were compared with measures of verbal and non-verbal ability derived from conventional assessment using the British Abilities Scales (second edition). The results revealed an expected pattern of intercor-relations indicating that the different assessment formats did not significantly affect the ability being assessed. Contrary to some suggestions that computer assessment may favour boys, no gender differences were found in either the conventional or computer assessment formats. Most of the children expressed a preference for the computer format. These findings are evaluated in relation to the various advantages and disadvantages of computer-based assessment in education, and in particular the dangers that because an assessment is computerised, users may overrate its psychometric integrity and hence its value.
A meta-analytic evaluation of Feuerstein’s Instrumental Enrichment program
Authors: Romney David M. , Samuels Marilyn T. 
Published: January 2023

AbstractProponents of Feuerstein’s Instrumental Enrichment (FIE) claim that the program results in an improvement in school achievement, cognitive ability and classroom behaviour. However, because some outcome studies have produced negative results, a meta-analysis was undertaken to provide a reliable and comprehensive assessment of the efficacy of FIE. A total of 40 controlled studies, comprising 47 different samples, were examined. Significant, though modest, average effect sizes were found in all three areas – achievement, ability, and behaviour – with the most extensive improvement being made in ability. Gains in spatial/perceptual ability were related to the length of the intervention (number of hours), and self-esteem was related to age, with older children showing increases and young children showing decreases. These and other findings are discussed and suggestions made for future research.
Becoming a learning organisation in the context of local education authority psychology services
Authors: Bracher David 
Published: January 2023

AbstractA key question addressed by this paper is to what extent an educational psychology service (EPS) can become a learning organisation if the local education authority (LEA) has not yet become a learning organisation, thereby informing its host? Theoretically, an EPS is in a very influential position to become a learning organisation, directly influencing an LEA in also becoming a learning organisation, principally because of the collective expertise and experience of its members. Of the many ways an EPS can achieve this major objective, two of the most powerful ways are via ‘environmental scanning’ and by undertaking and disseminating research. The way in which the research role of the educational psychologist (EP) has been viewed is critical, as there is a common perception amongst EPs that their research role is often marginalised at best, and certainly underused, a view supported by Webster and Beveridge (1997).Summarising the principal issues, the evidence from the literature is that contemporary organisations (e.g. LEAs) may wish to become learning organisations. The perceived advantages may include general effectiveness, and within the schools context, meeting ‘targets’ and outcome measures. At a deeper, systemic level, the advantages could include improved functioning of the complex processes which lead to educational outcomes. LEAs may also wish to ensure the psychological health of its members, through personal motivation, professional satisfaction and helping them to meet their personal aspirations. Through the involvement of its EPS, an LEA could more effectively carry out its statutory and some non-statutory responsibilities, particularly in the light of the recommendations of the DfEE (2000) working group regarding the future role of educational psychology services (England).
Where inclusion stops:An investigation of reasons why young children are referred to special education in the Netherlands
Authors: van der Aalsvoort G. M. , van Tol A. M. 
Published: January 2023

AbstractThe investigation was aimed at revealing the problems with young at-risk children referred to special education to study the possibility of including these students in regular primary schools. The subjects came from regular primary schools and special care centres in one Dutch town and its surrounding communities. Content analysis of the diagnostic information in the portfolios from the 72 children (mean age 66 months) was carried out. This included the teachers’ decisions related to educational planning before the referral procedure was set in motion, as well as interviews with 13 of the preschool teachers who had referred the children to special education. The portfolios revealed that most information concerned behavioural problems in the institutions that were associated with both child characteristics and parenting problems and that information about caring and teaching content was sparse. The interviews made clear that referral mostly took place after an extended period of time in which educational plans had been carried out and evaluated as unsuccessful. It is discussed that information with respect to situated problem behaviour needs more attention when the possibility of inclusion is considered.
The dilemma of diagnosis: Working in adult education
Authors: Ohlsson Lisbeth I. M. 
Published: January 2023

AbstractThis paper describes an educational encounter between an educational psychologist as teacher and researcher, and an adult with learning difficulties. The aim was to understand the learning history and the educational needs of the student and to plan her studies in adult education, but also to understand the practice of the teacher/researcher. It is concluded that intelligence as a construct cannot be defined and measured as a single capacity. Theories of intellectual capacity need to be viewed in a relational perspective. From this standpoint, the psychologist/teacher as a fellow being is part of the other’s intelligence who has a function as a catalyst, facilitating or hindering the possibilities for the student to express hidden resources. An issue of great importance is how to capture, describe and understand the relational aspects of the educational encounter in existential terms.
Research evidence, polemic and evangelism: How decisions are made on early intervention in autistic spectrum disorder
Authors: Webster Alec , Webster Valerie , Feiler Anthony 
Published: January 2023

AbstractStrategies for intervening in autistic spectrum disorder (ASD) have emanated from a wide range of theoretical perspectives, although there is consensus that early and intensive work with young children in the context of the family is likely to have the greatest impact on children’s subsequent development. Data derived from the evaluation of intervention programmes are only one influence on decision-making when provision is made for individuals or groups of children, once diagnosis has been made. Evaluation data are themselves a source of contention among researchers, with no clear or consistently replicated findings which favour one form of action over another for all families. Despite this lack of unequivocal evidence, arguments are frequently put forward by parents, their legal representatives and ‘experts’ in the field for the efficacy of particular interventions. Many LEAs, particularly those without policies or provision for pre-school children with ASD, have been committed by default to resourcing pre-school programmes which are subsequently poorly monitored or evaluated, if at all – a reactive process which does not add to our collective understanding of best practice. Lessons are drawn from a current autism research programme for more informed decision-making, identifying the conditions required for evidence-based practice.
Changing minds
Authors: Adey Philip 
Published: January 2023

AbstractThe notion of intelligence is conceptualised here as (1) to do with making connections in the mind and (2) amenable to stimulation. Working memory is offered as the ‘central processor’ in a simple model of the mind, and the development of intelligence is related to both growth in working memory capacity and to more effective use of available capacity. Features of cognitively stimulating classrooms are considered, and implications drawn for educational policy.