bluuebunny/crossref_metadata_2025_split huggingface dataset:
On becoming a pluralistic therapist: A case study of a student's reflexive journal
Authors: Scott Adam J , Hanley Terry 
Published: January 2023

BackgroundCounselling psychology training courses in the UK are required to focus upon at least two therapeutic approaches. Such a stipulation means that trainees need to become competent at navigating the complexities associated with therapeutic integration (e.g. tolerating its ambiguous nature), a factor that proves commensurate with the pluralistic stance often advocated in the theoretical writings of counselling psychologists. This study intends to explore such challenges and engage with the philosophical nature of ‘being and becoming’ a pluralistic therapist.MethodA case study design has been adopted to reflect in depth upon one counselling psychology trainee’s understanding of their developing therapeutic practice. The trainee in question kept a detailed reflexive journal whilst undertaking a training activity which involved working as a therapist over a six-week period with a colleague on the same training programme. Cooper and McLeod’s (2011) pluralistic framework for counselling and psychotherapy was actively utilised to harness the therapeutic work. The journal was analysed using thematic analysis with a view to eliciting the major themes associated to the trainee’s experience of ‘becoming a pluralistic therapist’.FindingsAnalysis of the data would indicate that the trainee was becoming a pluralistic therapist through the interaction between four selves: the Reflective Self, Thoughtful Self, Relational Self, and Skilled Self. Each of these is briefly introduced and discussed.Discussion and ConclusionThe paper ends by reflecting upon the complexities inherent in using pluralist philosophy to underpin therapeutic work. Incorporated within this, it reflects upon some of the challenges associated with using the pluralistic framework in practice. Finally, the paper provides recommendations for those training in programmes that advocate pluralistic practice. In particular the importance of understanding pluralistic philosophy, the positive role of ambiguity, the personal nature of training, and the need for further research in this area are outlined.
Joining Educational Psychology Services as Communities of Practice: Perspectives from Educational Psychologists in Training (EPiTs) at the end of their year in training
Authors: Hutton Plum , Simm Jo ,   EPiT colleagues from the University of Newcastle-upon-Tyne, 2002–2003
Published: January 2023

AbstractThis paper presents the results of a small scale, informal survey, conducted by EPiTs from the University of Newcastle-upon-Tyne, during their workshop at the annual EPiT Conference held in July, 2003, at the University of Dundee.The 32 EPiTs who attended this session comprised an opportunity sample, whose experiences prior to their year in training, perceptions of competence at the end of their year in training, views about some of the controversial issues which have long formed a focus of debate within the profession, and expectations for pay and conditions in their first year in post were surveyed.This short paper briefly summarises findings, and discusses implications for recruitment and retention, induction and continuing professional development, and use of the knowledge and skills of newly appointed EPs in contributing to developments in service delivery.
Educational psychologists and therapeutic interventions: Preliminary findings from a UK-wide survey
Authors: Atkinson Cathy , Bragg Joanna , Squires Garry , Muscutt Janet , Wasilewski David 
Published: January 2023

This article reports on the first part of a study by a group of Trainee Educational Psychologists at Manchester University. They will carry out follow-up case study visits to Educational Psychology Services (EPSs). It is hoped that they will be able to provide a further report forDebateon the qualitative data from the current survey and the case study visits.The use of therapeutic interventions by educational psychologists (EPs) seems to feature more in EP practice now than in the past. This raises some thoughts for consideration, both as an outcome of the research reported here, and also with regard to the imminent review of the future role of educational psychology. To take this work forward the profession should be considering:What kind of training do practicing and trainee EPs need to be therapists?How might EPSs promote and support EPs as therapists?How and who would evaluate the effectiveness of the therapeutic interventions?What kind and quantity of supervision would EPs need access to and would this be specialist and different from cπirenl practice?
A Code-A-Text analysis of reports submitted to statutory assessments procedures
Authors: Buck David 
Published: January 2023

There has been much discussion within the educational profession on the nature of assessment. However, little study has been made of how this is used in the decision-making of statutory assessment procedures and the allocation of provision to children with special educational needs (SENs). This study complements earlier research by the author of a text analysis of educational psychologists’ reports, the effect of reported standardised test scores on decision-making and a study of the constructs of the decision-makers themselves.Using text-analysis software this study investigates the relationship between the text content within professional reports submitted for statutory assessment procedures in the UK and the actual provision specified on the Statements of Special Educational Needs issued by local education authorities (LEAs). The results show how certain assessment information within the reports associates more closely with some categorisations of SEN than others. A large group of children were identified as presenting ‘moderate learning difficulties’, but the content of the reports submitted does not associate as strongly with this category of SEN as others. The validity of this category is questioned and the implications for inclusion discussed. It is suggested that the research project provides a means to include both the authors and the consumers of professional reports in a critical overview of how children are selected for identification with SENs.
Using computers at home and in the primary school: where is the value added?
Authors: Moseley David , Mearns Nadine , Tse Harrison 
Published: January 2023

AbstractPupil reports of home and school use of computers were obtained from questionnaires completed by Y4 -Y6 pupils in seven schools. Most pupils had access to a home computer and used it much more than school computers. Boys and girls did not differ in overall home use or in their overall positive attitude towards computers, but there were some significant differences in their patterns of usage, and in certain specific views and attitudes associated with differing levels of performance in maths and reading. Total home use of computers had virtually zero correlation with attainment and value-added in maths and reading, while total school use was inversely related to performance in maths. A number of potentially positive and negative aspects of using computers in particular ways were identified, especially the possibly harmful effect of allowing children to play computer games in school.
A comparison study of characteristics of parents of abused and non-abused children
Authors: Fundudis Trian , Kaplan Carole , Dickinson Heather 
Published: January 2023

AbstractThe objective of this study was to compare the personal, social and demographic characteristics and adversities of parents of maltreated children and of parents whose ability to care for their children was seriously questioned, with those of a comparison group of non-abusing parents. Four at risk groups were identified – physical abuse (N= 34), sexual abuse (N = 32), emotional abuse/neglect (N= 16) and parenting concerns (N= 85) – and compared with a custody/contact dispute (non-abuse) group (N= 24). Parents in the at risk groups were more likely to have had adverse childhood experiences (e.g. loss of contact with their father, having been in care, experience of abuse and poor individual achievements (lower IQ and school achievements), where the latter factors may have been a consequence of the former. These associations were particularly marked for those referred because of concern about poor parenting. Parents in the at risk groups tended to be younger; fathers in the sexual abuse group were an exception as they had similar age and educational achievement to those in the comparison group. No distinctive personality type was associated with maltreatment or poor parenting ability. The majority of parents refused to accept responsibility for the abuse of their children, despite court findings to the contrary. These findings are consistent with Belsky’s model of the adverse effects of cumulative adversities on parental functioning, in contrast to any specific personality type being associated with abuse of children. Certain issues relevant for consideration by practitioners are addressed.
Teaching for successful intelligence: Principles, practices, and outcomes
Authors: Sternberg Robert J. 
Published: January 2023

AbstractThis paper describes how we can teach students more effectively by teaching for successful intelligence. Teaching for successful intelligence involves instructing and assessing analytically, creatively, and practically, as well as for memory, so that they can achieve success according to their own pattern of abilities. Such teaching helps students recognise and capitalise on strengths, and at the same time recognise and correct or compensate for weaknesses. Students thereby adapt to, shape, and select environments. The paper describes how to teach for successful intelligence, and presents empirical evidence that teaching for successful intelligence really works in the classroom in raising student achievement.
Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels
Authors: Gathercole Susan E. , Brown Leanne , Pickering Susan J. 
Published: January 2023

AbstractA longitudinal study of 54 children aged between 4 and 7 years of age investigated whether measures of working memory skills taken shortly after school entry served as useful predictors of children’s attainment levels in National Curriculum assessments at Key Stage 1. Early working memory scores were found to be highly significant predictors of children’s subsequent levels of attainment in literacy, but not in mathematics. Compared with the local education authority baseline assessments also administered at 4 years of age that are designed in large part to predict later attainments, working memory scores accounted for unique variance in children’s spelling and writing scores at 7 years. These findings point to the utility of combining knowledge-based assessments with measures of fluid cognitive ability in order to obtain the best estimates of a child’s chances of future academic success.
Verbal and non-verbal working memory and achievements on National Curriculum tests at 11 and 14 years of age
Authors: Jarvis Helen L. , Gathercole Susan E. 
Published: January 2023

AbstractRecent research has found links between working memory and performance on National Curriculum tests. However, these studies have employed only verbal complex span tasks as measures of the central executive component of working memory. In the present study, children at Key Stages 2 and 3 of the National Curriculum (aged 11 and 14 years) were tested on measures of the phonological loop and visuospatial sketchpad as well as both verbal and nonverbal central executive tasks. Confirmatory factor analysis identified two factors: one verbal working memory factor associated with both the phonological loop and verbal central executive tasks, and one non-verbal working memory factor associated with both the visuospatial sketchpad and non-verbal central executive tasks. Further analyses were then used to explore the relationship between working memory and National Curriculum test scores in English, mathematics and science. The results suggested that both verbal and non-verbal working memory are important predictors of National Curriculum test scores.
Short-term memory and literacy:A cross-language comparison
Authors: Smythe Ian , Everatt John , Gyarmathy Éva , Suk-Han Ho Connie , Groeger John A 
Published: January 2023

AbstractChildren with literacy acquisition deficits in English, Hungarian and Chinese were compared with normally achieving peers on a series of short-term memory tasks. Good and poor literacy groups in each language cohort were matched on age, sex ratio, educational background and non-verbal reasoning; however, they differed on measures of spelling and reading. Results indicated that differences between the literacy ability groups in the short-term memory tasks varied according to language background. Specifically, in contrast to their matched peers, poor English literacy learners showed deficits in verbal-based tasks requiring memory for phoneme strings with and without a lexical entry and that loaded onto central executive processes. Poor Hungarian literacy learners, however, presented evidence of memory deficits that were specific to verbal material that did not possess a lexical entry (non-words). In contrast to both alphabetic cohorts, Chinese character learners showed little evidence of differences between good and poor learners in verbal areas, but did so when the retention of a sequence of abstract visual items was required. The paper includes discussions of models of memory and literacy as well as the implications these findings have for assessing different areas of cognitive functioning among learners from different language backgrounds.
The effects of phonological and visual-spatial interference on children’s arithmetical performance
Authors: McKenzie Bruce , Bull Rebecca , Gray Colin 
Published: January 2023

AbstractInvestigations of the cognitive processes involved in adults’ mental arithmetic have shown the importance of phonological rather than visual codes in performance (e.g. Logie, Gilhooly & Wynn; 1994). However, children’s subjective descriptions of their strategies in arithmetic reveal much more variable strategy use, suggesting that both slave systems of working memory may be involved in arithmetical performance in this age group. This experiment tested children in two age groups (6 to 7 and 8 to 9 years) on a simple mental arithmetic task under three conditions; baseline, phonological disruption and visuospatial disruption, in an attempt to determine the cognitive processes and strategies being used in arithmetic at various points throughout development. The results showed significant and marked lowering of performance in the younger children with concurrent visuospatial disruption, a smaller effect being observed in the older children. Conversely, while the younger children were unaffected by concurrent phonological disruption the older children were. These results support the hypothesis that children use different strategies at different ages; younger children utilise almost exclusively visuospatial strategies in mental arithmetic, whereas older children use a mixture of phonological and visual-spatial strategies.
Developing student wellbeing and resilience using a group process
Authors: Chessor Danuta 
Published: January 2023

Emotional wellbeing and resilient behaviour is of fundamental importance and inhibited by the well documented prevalence of relational aggression amongst adolescent girls in schools. This often subtle and insidious form of aggression damages relationships within peer groups either by excluding and isolating girls from the group or by damaging their reputation. Research is showing that the outcome of relational aggression can be loss of self-esteem, school avoidance or more serious psychological damage leading to mental illness (Rigby, 2005; Owens et al., 2000). Within a school setting valuable learning time is taken up dealing with the disputes of relational aggression. The aim of this research was to use group processes to provide some psycho-education to name the conflict that exists and to examine the processes occurring.A girl’s friendship group of 12 members was invited to take part in four sessions of group work run by school counsellors to examine the nature of the conflict arising in their group and to learn better ways of dealing with this. Positive psychology research indicates that interventions can be successful when the strengths of individuals are articulated and used within a group process (Seligman & Czikszentmihalyi, 2000). The group facilitated open discussion with clear articulation of the problems each experiences, together with attempts to deal with these problems. The process of developing pro-social skills, empathy and effective conflict resolution skills has resulted in greater emotional literacy of the girls in this group and the girls report being empowered to deal with conflict.
Developing the practice of educational psychologists through theory and research
Authors: Solity Jonathan , Shapiro Laura R. 
Published: January 2023

Recent research in literacy acquisition has generated detailed programs for teaching phonological awareness. The current paper will address three issues that follow from this research. Firstly, much of the past research has been conducted under conditions that are divorced from the classroom. As a result, it is not known whether the suggested teaching strategies will lead to an increase in children’s attainments when integrated into a broad reading curriculum implemented by teachers in mainstream classrooms. Secondly, these phonological interventions have been designed either to prevent the occurrence of reading difficulties or to meet the needs of failing readers. Therefore, it is not known whether the same methods would advantage all children. Thirdly, teaching children to read takes a minimum of two to three academic years. We therefore need to develop a reading curriculum that can provide the progression and differentiation to meet a wide range of needs over several academic years.We report two studies that have addressed these issues through monitoring the impact of a reading curriculum, implemented by teachers, which integrated children’s acquisition of phonological skills with broader aspects of teaching reading over three academic years. The attainments of children at all levels of ability in the experimental group were raised relative to controls, and importantly, these gains were maintained after the intervention was withdrawn. These results demonstrate that phonological awareness training can be successfully integrated into real classroom contexts and that the same methods raised the attainments of normally developing children, as well as those at risk of reading failure.
Young people growing up in rural communities: Opportunities for educational psychologists to work with emerging adults
Authors: Hayton Rachel 
Published: January 2023

AbstractIn this paper consideration is given to issues affecting young people growing up in rural communities. Aspects of young people’s identity and aspiration are explored from a psychological perspective. Suggestions are then offered which may inform the thinking and practice of educational psychologists working across adolescence and early adulthood, particularly around post-school transition. It is suggested that using positive psychology to look at the successful elements of transition could be a way of empowering young people to help themselves.
The effects of accuracy feedback during a text comprehension test
Authors: Golke Stefanie , Dörfler Tobias , Artelt Cordula 
Published: January 2023

AbstractThe aim of this experimental study was to investigate the effects of accuracy feedback on text comprehension. A total of 198 sixth-grade students (M = 11.78 years; 50% girls) participated in the computerised experiment in which an accuracy feedback condition (treatment group) was contrasted with a feedback-free condition (control group). Results showed that the overall performance of the control and treatment group children did not differ, neither as part of the dynamic test nor in a subsequent post-test. Measures based on Rasch model estimates were introduced to evaluate the effects of accuracy feedback on item-level performance indicating potential benefits of accuracy feedback. Implications for applying feedback on text comprehension in assessment settings are discussed.
A group for the parents and carers of children with severe intellectual disabilities and challenging behaviour
Authors: Hames Annette , Rollings Chris 
Published: January 2023

There is evidence for the effectiveness of parent–training programmes in improving parents’ mental wellbeing and parenting skills and their perceptions of their children’s behaviour. Group-based parent-training programmes are regarded as particularly cost-effective, though need to be supplemented with individualised work for highly-stressed families, and there is little evidence for their long-term effectiveness. There have been no evaluations of such programmes for parents of children with intellectual disabilities. This paper describes the content and long-term evaluation of a group-based parent-training programme for parents and carers of children with severe and complex learning disabilities, presenting with challenging behaviour.The programme uses videotaped modelling of children with their parents and teachers, with feedback from the group facilitators and other parents in the group. Parents often join groups expressing feelings of loneliness and guilt and with little confidence in their parenting skills. A postal evaluation questionnaire to parents who had attended groups over an eight-year period identified that 64 per cent thought that the groups had made a difference to their children’s behaviour and almost 90 per cent thought that the groups had made a difference to them. Most commonly, parents reported that the groups helped them to feel less alone. Inspection of referral rates to the local clinical psychology service indicated that only 31 per cent of parents who attended groups, subsequently required any further individual help with behaviour. It is hypothesised that the groups were particularly popular and effective as they reduced social isolation of carers.
Video Interaction Guidance as a method to promote secure attachment
Authors: Kennedy Hilary , Landor Miriam , Todd Liz 
Published: January 2023

This paper discusses Video Interaction Guidance (VIG) as a highly effective intervention to help develop secure attachment between parents and young children. What is important in bringing about change is shown to be a focus not on the behaviours of child or infant by themselves, or on the parent’s internal understanding or representation of attachment, but rather on the interactional relationship between them. Theoretical ideas underlying both VIG and attachment theory are drawn upon to explain this. Research evidence relating to interventions that focus on concerns of attachment, that are relationship-based, or that focus on parent sensitivity or video feedback, and those looking at the effectiveness of VIG itself, are discussed. A tentative conclusion is drawn from a pilot study that VIG has been successful in increasing maternal sensitivity as measured by the CARE-Index when compared with a control group (Robertson & Kennedy, 2009). It is proposed that VIG is a sensitivity-focused intervention where the underlying theory of ‘intersubjectivity’ permeates the method at every level, from the selection of clips of attuned interaction, and the therapeutic learning process in the shared review, to the supervision of guiders delivering the intervention.‘Considered developmentally, the field of interventions to enhance early attachments might be viewed as adolescent.’(Berlin, 2007, p.25)