ABSTRACT This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school’s educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive, attribution, attachment, developmental, and

ABSTRACT The coronavirus pandemic and associated restrictions on the education system presented distinctive difficulties to educational psychologists in conducting their assessment practice. This study sought to gather the perceptions of a sample of educational psychologists from across the United Kingdom and the Republic of Ireland, examining changes which had occurred in their assessment delivery

(2022). The autism resource manual: practical strategies for teachers and other education professionals. Educational Psychology in Practice. Ahead of Print.

(2022). Habits of success: getting every student learning. Educational Psychology in Practice. Ahead of Print.

(2022). The Future of Teaching and the Myths That Hold it back. Educational Psychology in Practice. Ahead of Print.

(2022). Managing stress in secondary schools – a whole-schoolapproach for staff and students. Educational Psychology in Practice. Ahead of Print.

ABSTRACT This two-part study investigated how educational psychologists (EPs) might support schools working with young people (YP) with eating disorders (EDs). Part one explored the current support in UK schools for secondary-aged pupils with EDs, and the areas that parents (n52) and school staff (n39) felt needed further development, using online questionnaires. Data were analysed, using descriptive

ABSTRACT The paper explores the impact of an exercise used to promote culturally sensitive supervision on supervisors. It begins with an overview of the role of power dynamics and cultural awareness within supervision. Two supervisors’ experiences of engaging in a transcultural supervision activity with their respective supervisees, trainee educational psychologists (TEPs), are then analysed using

ABSTRACT Despite high incidence rates of adolescent mental health difficulties, only a small minority of young people access support. To explore this gap, this systematic literature review (SLR) synthesises existing research exploring barriers and facilitators to help-seeking. The authors identified 12 eligible studies that were critically appraised: seven provided quantitative data, two provided qualitative

(2022). Research methodologies of educational psychology: critical skills. Educational Psychology in Practice: Vol. 38, No. 2, pp. 234-235.

ABSTRACT This paper contends that supporting young people to hold a growth mindset – the belief that intelligence is malleable and within an individual’s power to develop – offers a potential psychological contribution to existing educational inequalities in the UK. A role for educational psychologists (EPs) in extending research insights from experiment contexts to real-world educational settings

(2022). EBSA horizons: CPD for educational psychologists. Educational Psychology in Practice: Vol. 38, No. 2, pp. 232-233.

ABSTRACT As scientist practitioners, educational psychologists (EPs) are equipped with the necessary research skills to evaluate both the impact of their involvement and the effectiveness of interventions in schools. An increasing area of priority within schools is supporting young people with social, emotional and mental health (SEMH) needs. This paper explores the use of single case experimental

(2022). EBSA horizons: CPD for educational psychologists. Educational Psychology in Practice: Vol. 38, No. 2, pp. 233-234.

ABSTRACT This paper evaluates literature surrounding the effectiveness of Precision Teaching (PT) for improving the skill acquisition of children with autism. PT’s aim is the attainment of behavioural fluency across educational and social contexts, as well as potentiality to enhance the learning of pupils with autism. This review evaluates the existing literature in which PT interventions have been

ABSTRACT Emotionally based school non-attendance (EBSNA) needs are complex, with a distinctive combination of risk factors affecting each individual. This study presents an exploration of the perceived facilitators to successful returns to school for two primary-aged children who had previously experienced anxiety around school attendance. The perspectives of parents, school staff, and educational

ABSTRACT The Great East Japan Earthquake and Tsunami struck Japan on 11 March 2011 leaving more than 400,000 people, including 100,000 children, homeless. These displaced children lived in temporary housing and ‘temporarily’ attended schools, which provided them with professional mental health support after the disaster. This paper highlights the role of disaster mental health support teams from Miyagi

(2022). Second nature: how parents can use neuroscience to help kids develop empathy, creativity, and self-control. Educational Psychology in Practice: Vol. 38, No. 1, pp. 111-113.

ABSTRACT Adverse Childhood Experiences (ACEs) are potentially traumatic life events experienced in childhood that can have negative and long-lasting effects throughout life. This qualitative exploratory study investigates the implementation of a novel programme aimed at supporting children experiencing adversity and trauma across primary schools in one local authority in England. Data were collected

ABSTRACT Critical incidents (CIs) are sudden, unexpected events that have a significant impact upon children and young people. In response to the Manchester Arena bombing in May 2017, the Association of Regional Educational Psychology Services (EPSs) created face-to-face training materials to support schools with CI response. In order to embed the legacy of this cross-service training initiative, the

ABSTRACT The current research sought to explore the utility of the Assessment for Intervention (AFI) model in bridging the gap between assessment and intervention, through the conceptual lens of Bio-Ecological Systems Theory (BEST) and Social Constructivist Theory (SCT). AFI is a five-stage assessment model that aims to provide useful and evidence-based recommendations. An exploratory ‘two case’ case

ABSTRACT The United Nations Convention on the Rights of the Child (UNCRC) sets out a series of rights for children. UNICEF has developed a Rights Respecting Schools Award (RRSA) through which schools can embed a whole-school approach to the UNCRC. This research used action research in an RRSA primary school to create and evaluate a rights-based transition process for a cohort of Year 6 pupils (10–11 years

ABSTRACT Supporting school communities following a critical incident (CI) is a stressful, yet established, part of an educational psychologist’s (EP's) role. The authors aim to explore whether emotional intelligence (EI), the number of CIs worked, and coping strategies predict EPs’ CI self-efficacy, and to gather EPs’ views on CI training. Ninety-five EPs working for UK local authorities completed

(2021). Publishing in school psychology and related fields: an insider’s guide. Educational Psychology in Practice: Vol. 37, No. 4, pp. 452-454.

(2021). Lessons from school psychology. Practical strategies and evidence-based practice for professionals and parents. Educational Psychology in Practice: Vol. 37, No. 4, pp. 450-451.

(2021). The science of learning: 99 studies that every teacher needs to know. Educational Psychology in Practice: Vol. 37, No. 4, pp. 451-452.

(2022). Theory and cases in school-based consultation: a resource for school psychologists, school counsellors, special educators, and other mental health practitioners (Second Edition) Educational Psychology in Practice: Vol. 38, No. 1, pp. 110-110.

(2022). A session by session guide to life story work – a practical resource to use with looked after or adopted children. Educational Psychology in Practice: Vol. 38, No. 1, pp. 111-111.

(2022). The school psychology supervisor’s toolkit. Educational Psychology in Practice: Vol. 38, No. 1, pp. 109-109.

(2022). Parenting a dyslexic child. Educational Psychology in Practice: Vol. 38, No. 1, pp. 108-108.

(2021). It’s a Privilege – when a child in care is delighted it’s you: Emotional warmth parenting for foster parents, adoptive parents and children’s home staff. Educational Psychology in Practice: Vol. 37, No. 4, pp. 448-449.

(2021). Challenging perfectionism: an integrative approach for supporting young people using ACT, CBT and DBT. Educational Psychology in Practice: Vol. 37, No. 4, pp. 449-450.

ABSTRACT Adverse childhood experiences (ACEs) and related approaches are receiving increasing focus from education policy makers and educational psychologists. However, the extent to which ACEs research and theory can be used to inform practice continues to be a topic for debate. The present paper explores the development of ACE-informed practice within two UK local authority educational psychology

ABSTRACT The role of educational psychologists (EPs) in supporting the mental health and wellbeing of children and young people is increasingly being recognised in light of pressures on support services, and the identified importance of school-based provision. At the same time, EP practice has benefitted from psychological practice frameworks which support formulation and decision-making although,

ABSTRACT Writing skills are important for educational achievement, employment and social and civic participation. This quasi-experimental study aimed to improve essay writing skills with an evidence-based intervention in two schools of mainstream P6 (grade 5) students (N = 44) in a largely rural local authority in Scotland. The intervention included peer revision of each other’s texts in a programme

ABSTRACT This study explored primary school children’s personal use and views of social media and the social and psychological drivers that may underpin engagement. 100 children, aged 9 – 11 years old, in a Welsh, urban local authority completed an online questionnaire investigating social media engagement (SME) and perceptions of use, Fear of Missing Out (FOMO), and ways to support young social media

(2021). Understanding & preventing self-harm in schools: effective strategies for identifying risk & providing support. Educational Psychology in Practice: Vol. 37, No. 3, pp. 340-340.

(2021). Mindfulness in the early years. Educational Psychology in Practice: Vol. 37, No. 3, pp. 341-341.

ABSTRACT Research has drawn attention to the perceptions of some adoptive parents regarding the potential stresses that exist in supporting their child’s educational experience. Some adoptive parents have reported a lack of collaborative working with schools, that their adopted child’s needs are not well understood and discuss the challenges that this can create for them as adoptive families. The aim

ABSTRACT The cultural construct ‘shame’ (sharam) is cited as an oppressive force that controls and perpetuates patriarchal structures within particular cultures. ‘Shame’ and the related construct ‘honour’ (izzat) are believed to be key instruments for the oppression of women. Research has suggested that shame prevents women from South Asian communities from help-seeking in relation to mental health

(2021). “It’s our school, it’s our time: a companion guide to whole-school collaborative decision-making”. Educational Psychology in Practice: Vol. 37, No. 3, pp. 339-340.

ABSTRACT Selective mutism (SM) is typically identified in early childhood and is characterised by a lack of speech in specific social situations, usually at school. This study interviewed 11 teachers and used qualitative methods to develop an explanatory framework to represent the lived experience of teaching pupils with SM. Interviews were analysed using grounded theory methods. The final theoretical

ABSTRACT The present study examines, in the context of physical education (PE) classes, if having the opportunity to report disadvantages before performing a physical test could reduce students’ self-reported level of fear of failure. Forty-six students (31 males, Mage = 14.2 years and 15 females, Mage = 12.5 years) from a middle school and a high school in France participated in the study. A repeated

ABSTRACT Therapeutic working has long been considered a fundamental part of the educational psychologist’s (EPs) role. Yet, little attention has been given to the ethical ambiguity which exists between the terms therapeutic practice and therapy, and the implications this has for practice. This paper starts with a definition of therapeutic practice, identifying three different approaches and exploring

ABSTRACT The Incredible Years Teacher Classroom Management (IYTCM) programme aims to equip teachers with the strategies and skills necessary to promote socio-emotional child development. In Ireland, educational psychologists from the National Educational Psychological Service (NEPS) are involved in the delivery of the IYTCM programme training to primary school teachers. This study sought to ascertain

ABSTRACT While there is increasing awareness of diversity within school-based practice amongst educational psychologists (EPs), one overlooked group is arguably children born intersex, whose needs are often not identified or understood. This research reports an exploratory interview design with a single case to understand the role of an EP in casework undertaken with an intersex young person. Data

ABSTRACT Body dysmorphic disorder (BDD) is characterised by a distressing preoccupation with perceived defects or flaws in one’s appearance. BDD most typically emerges in adolescence and is estimated to affect 2.2% of the UK adolescent population. There is a dearth of research into children’s and young people’s lived experiences of BDD, particularly in relation to educational contexts. Using Constructivist

(2021). Learning from the unconscious: psychoanalytic approaches in educational psychology. Educational Psychology in Practice: Vol. 37, No. 2, pp. 234-234.

ABSTRACT This quantitative study examined year group, ability level and gender differences in mindset, social value of effort and contingencies of self-worth of 174 participants aged 13–18 years in a Scottish secondary school. The measures were Dweck's (2000) Theories of Intelligence Scale, Juvonen and Murdoch's (1995) Social Value of Effort Scale and Crocker's (2003) Contingencies of Self-Worth Scale

ABSTRACT Adopting the “Drawing the Ideal School” technique based on Personal Construct Psychology, the aim of the study was to explore the realities and constructs of school held by eight young people (aged 12). In answer to “what do young people think makes a non-ideal school”, 10 main themes emerged; inadequate physical environment, inadequate learning experience, people demonstrate undesirable qualities

ABSTRACT This UK study aimed to elicit parental voices and school Special Educational Needs Co-ordinator (SENCo) views, to work towards a better understanding of sex-specific symptomology in females with Autism Spectrum Disorder (ASD), and identify the special educational needs of these girls. SENCos in a small local authority (LA) were sent questionnaires investigating their understanding of ASD and

ABSTRACT This systematic review used framework synthesis methodology to explore literature describing problem-solving, circle and consultation groups in schools (PSGs). The review sought to understand the underlying mechanisms which contribute to the reported success of these groups. Key themes contributing to positive outcomes associated with these groups were identified. Environment, preparation

(2021). Questioning the language of improvement and reform in education: reclaiming meaning. Educational Psychology in Practice: Vol. 37, No. 1, pp. 113-113.

ABSTRACT Teacher wellbeing is an important prerequisite for promoting student wellbeing, yet there is limited research exploring the potentiality of classroom management training for enhancing teacher psychological outcomes. This study used a pragmatic, pre-experimental design to evaluate a psychologist-led 6-month Incredible Years Teacher Classroom Management programme with 368 Irish primary teachers

ABSTRACT Growth mindset interventions, initially based on evidence from experimental studies, are widely used in schools internationally. This systematic literature review focuses on the use of growth mindset in primary schools, whether as a bespoke intervention or as an embedded cultural practice, to examine how the approach is operationalised. Six data bases were searched between August 2018 and

ABSTRACT This study explored the experiences of recently arrived Latin American parents to the UK related to their children’s education, to highlight how these experiences can inform educational practice. A small-scale qualitative design employed semi-structured interviews to give voice to five parents who had each arrived in London after time spent living in Spain. Thematic analysis led to four key

Acceptance and Commitment Therapy (ACT) has evolved a considerable evidence-base in recent years. One area wherein the model has demonstrated strong empirical support is through its application wit...

ABSTRACT Child Sexual Exploitation (CSE) remains a significant concern in the English context with a broad professional research base expanding at pace in response to serious case reviews and government inquiries into historical sexual abuse. Whilst educational psychologists (EPs) have an established role in child protection and safeguarding, the work they do in relation to CSE is underexplored. Through

(2021). Validity: an integrated approach to test score meaning and use. Educational Psychology in Practice: Vol. 37, No. 1, pp. 114-114.

(2021). Using an inclusive approach to reduce school exclusion- a practitioner’s handbook. Educational Psychology in Practice: Vol. 37, No. 1, pp. 114-115.