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Learning from the unconscious: psychoanalytic approaches in educational psychology Educational Psychology in Practice Pub Date : 2021-04-11 Laura Seron
(2021). Learning from the unconscious: psychoanalytic approaches in educational psychology. Educational Psychology in Practice. Ahead of Print.
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Mindset in the secondary school classroom: interaction with social value of effort and contingencies of self-worth Educational Psychology in Practice Pub Date : 2021-04-02 C. Donohoe, K.J. Topping, E. Hannah
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
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Young people’s experiences of body dysmorphic disorder in education settings: a grounded theory Educational Psychology in Practice Pub Date : 2021-03-17 Nicole Schnackenberg
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
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Between therapeutics and therapy: the continuum of therapeutic practice and the role of ethical blind spots in decision-making Educational Psychology in Practice Pub Date : 2021-03-09 Nick Hammond, Nicola Palmer
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
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Educational psychologists’ experiences of supporting intersex children and young people Educational Psychology in Practice Pub Date : 2021-03-02 Julie Connor, Cathy Atkinson
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
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Sustained CPD as an effective approach in the delivery of the incredible years teacher classroom management programme Educational Psychology in Practice Pub Date : 2021-02-25 Nicole Davey, Margaret Egan
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
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What makes an ideal and non-ideal school in Scotland? – Pupils’ perspective Educational Psychology in Practice Pub Date : 2020-12-28 Jenny Fraser-Smith, Laurie Morrison, Victoria Morrison, Jenny Templeton
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
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Towards a better understanding of girls on the Autism spectrum: educational support and parental perspectives Educational Psychology in Practice Pub Date : 2021-01-07 Laura Gray, Ella Bownas, Lucy Hicks, Emma Hutcheson-Galbraith, Sandra Harrison
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
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How teachers benefit from problem-solving, circle, and consultation groups: a framework synthesis of current research Educational Psychology in Practice Pub Date : 2021-01-24 Fungisai Muchenje, Catherine Kelly
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
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Questioning the language of improvement and reform in education: reclaiming meaning Educational Psychology in Practice Pub Date : 2020-12-15 Pauline Clarke
(2021). Questioning the language of improvement and reform in education: reclaiming meaning. Educational Psychology in Practice: Vol. 37, No. 1, pp. 113-113.
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Exploring the impact of Incredible Years Teacher Classroom Management training on teacher psychological outcomes Educational Psychology in Practice Pub Date : 2021-02-15 Y. Kennedy, N. Flynn, E. O’Brien, G. Greene
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
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How does growth mindset inform interventions in primary schools? A systematic literature review Educational Psychology in Practice Pub Date : 2021-02-12 Heather Savvides, Caroline Bond
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
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Exploring the experiences of recently arrived Latin American migrant parents regarding their children’s education Educational Psychology in Practice Pub Date : 2021-02-03 James Gilsenan, Frances Lee
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
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Acceptance & commitment therapy for school leaders’ well-being: an initial feasibility study Educational Psychology in Practice Pub Date : 2020-12-02 Duncan Gillard, David Wright, Aoife McNally, Paul E. Flaxman, Ross McIntosh, Kyla Honey
ABSTRACT 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 within the workplace. However, little empirical work has been carried out within the educational workforce and even less has been done with school leaders specifically. This paper reports on an initial
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Exploring Psychological Frameworks to Guide Educational Psychologists’ Practice in Relation to Child Sexual Exploitation Educational Psychology in Practice Pub Date : 2020-11-18 Brooke Allen, Caroline Bond
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
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Validity: an integrated approach to test score meaning and use Educational Psychology in Practice Pub Date : 2020-11-08 Jeremy Swinson
(2021). Validity: an integrated approach to test score meaning and use. Educational Psychology in Practice: Vol. 37, No. 1, pp. 114-114.
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Using an inclusive approach to reduce school exclusion- a practitioner’s handbook Educational Psychology in Practice Pub Date : 2020-11-08 Aneith Thomas
(2021). Using an inclusive approach to reduce school exclusion- a practitioner’s handbook. Educational Psychology in Practice: Vol. 37, No. 1, pp. 114-115.
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Stepping over the boundary: an exploration of educational psychologists’ work with families Educational Psychology in Practice Pub Date : 2020-11-06 Claire McGuiggan
ABSTRACT Despite literature supporting the need for educational psychologists (EPs) to work with families as central to good practice, there is limited evidence of the ways in which EPs involve families within their practice. This paper discusses a small-scale study which explored EP practice in relation to work with families. Nine EPs from four English Local Authorities (LAs) were interviewed. Interviews
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Addressing barriers to implementation: an Implementation Framework to help educational psychologists plan work with schools Educational Psychology in Practice Pub Date : 2020-11-04 Shinel Chidley, Phil Stringer
ABSTRACT This paper aims to contribute a framework for EPs to draw upon when working with schools and organisations where support is needed to facilitate change at group and organisational levels. A critique is offered of in-service training (INSET) and its use of an approach for facilitating organisational change, which considers supporting factors and barriers. The introduction of an Implementation
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A review of recent large-scale systematic UK classroom observations, method and findings, utility and impact Educational Psychology in Practice Pub Date : 2020-10-13 Brian Apter, Francesco Sulla, Jeremy Swinson
ABSTRACT Recent systematic observations of UK classrooms are reviewed. Findings about how verbal teacher-feedback and students’ on-task behaviour are associated are discussed. The method, utility and impact of this type of quantitative research are discussed using a large-scale (mass) secondary school study. Findings include: the use of positive feedback by secondary teachers was not associated with
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How learning happens - seminal works in educational psychology and what they mean in practice Educational Psychology in Practice Pub Date : 2020-09-29 Hazel Trotter
(2020). How learning happens - seminal works in educational psychology and what they mean in practice. Educational Psychology in Practice: Vol. 36, No. 4, pp. 460-461.
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The educational psychologist’s role in child protection and safeguarding: an exploration of research over time Educational Psychology in Practice Pub Date : 2020-09-29 Brooke Allen, Caroline Bond
ABSTRACT Through a Critical Interpretive Synthesis (CIS), this systematic literature review explores the role of the Educational Psychologist (EP) in relation to child protection and safeguarding as it has been conceptualised within the research base over time. Key databases were searched and a conceptual map, informed by experienced EPs, guided further purposive searching with a focus on conceptual
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A grounded theory of educational psychologists’ mental health casework in schools: connection, direction and reconstruction through consultation Educational Psychology in Practice Pub Date : 2020-09-21 Maria Evrydiki Zafeiriou, Anthea Gulliford
ABSTRACT Educational psychologists (EPs) in England are identified as key to specialist mental health provision in schools yet are underrepresented in policy development. This study examined EPs’ mental health casework in schools as one aspect of the professional contribution in this area. Data gathered from interviews with EPs were analysed though constructivist grounded theory (GT) methods. The resulting
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Group supervision: understanding the experiences and views of Emotional Literacy Support Assistants in one county in England Educational Psychology in Practice Pub Date : 2020-09-21 Emily France, Kate Billington
ABSTRACT This study was interested in the views of Emotional Literacy Support Assistants (ELSAs) in one English county. Support staff from ten schools experienced 7 days of ELSA training over one academic year and attended four supervision sessions led by educational psychologists over the subsequent 12 months. Five ELSAs were interviewed about their views at the end of their first year of ELSA supervision;
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The bully in the greenhouse – exploring why children bully others and what schools can do about it Educational Psychology in Practice Pub Date : 2020-09-15 Kerrie Lissack
(2020). The bully in the greenhouse – exploring why children bully others and what schools can do about it. Educational Psychology in Practice: Vol. 36, No. 4, pp. 458-459.
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Dyslexia and inclusion: classroom approaches for assessment, teaching and learning (3rd edition) Educational Psychology in Practice Pub Date : 2020-09-15 Rainart Fayette
(2020). Dyslexia and inclusion: classroom approaches for assessment, teaching and learning (3rd edition) Educational Psychology in Practice: Vol. 36, No. 4, pp. 459-460.
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Increasing parenting self-efficacy in foster carers: an evaluation of the attachment-centred parenting programme Educational Psychology in Practice Pub Date : 2020-08-19 Jamila Begum, Sue Copello, Louisa Jones
ABSTRACT Children who have experienced significant early life adversities and trauma are at a greater risk of developing social, emotional, behavioural and mental-health needs. This can result in stress in the carer/parent–child relationship which can have a negative impact on placement stability. Recent research and national policies have stressed the need for good quality training for foster carers
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Primary school children’s perspectives and experiences of Emotional Literacy Support Assistant (ELSA) support Educational Psychology in Practice Pub Date : 2020-07-02 Bonnie Wong, Danielle Cripps, Hayley White, Laura Young, Hanna Kovshoff, Hayley Pinkard, Colin Woodcock
ABSTRACT This study explores primary school aged children’s perspectives and experiences of their Emotional Literacy Support Assistant (ELSA) support. Thematic analysis was employed to analyse qualitative data from semi-structured interviews with 12 Key Stage 2 participants, who had had a minimum of one month’s ongoing ELSA support. Four core themes were identified: positive relationships, unique qualities
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Educational psychologists’ practice: obtaining and representing young people’s views Educational Psychology in Practice Pub Date : 2020-07-02 Ian Smillie, Meryl Newton
ABSTRACT Many studies have focused on the importance of the participation of children and young people (CYP) in their education, although fewer papers discuss the practical aspects of seeking their views and fewer again on representing them. A mixed method approach was used to collect information regarding educational psychologists’ (EPs’) practice in obtaining and representing CYP’s views. A questionnaire
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Growing minds: a developmental theory of intelligence, brain, and education Educational Psychology in Practice Pub Date : 2020-06-29 Anne Fry
This book’s title, “Growing Minds”, gave me the impression that it may be relevant to the practising educational psychologist. Authored by two professors from the University of Cyprus and based on ...
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An exploration around peer support for secondary pupils in Scotland with experience of self-harm Educational Psychology in Practice Pub Date : 2020-06-16 Victoria Shepherd
ABSTRACT Literature highlights friends as a main support for young people who self-harm, yet limited research explores specific supports offered by friends, or any help required to provide successful support. This research aimed to determine how friends support young people who self-harm; what friends could further do; and additional help needed to be a supportive friend. An interpretative phenomenological
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Assessing the impact of a well-founded intervention with lower-achieving students in key stage 2 Educational Psychology in Practice Pub Date : 2020-06-05 Kim O’Connor, Jonathan Solity
ABSTRACT When determining whether or not children have a difficulty in learning, the quality of instruction they have received during their school career must be excluded as a possible explanation for their lack of progress. To this end, educational psychologists (EPs) have for some time adopted a model of response to intervention known as assessment-through-teaching (ATT). This article describes an
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Bereavement support provision in primary schools: an exploratory study Educational Psychology in Practice Pub Date : 2020-06-03 Ailbhe Costelloe, Joseph Mintz, Frances Lee
ABSTRACT In the UK, approximately 1 in 29 children have experienced the death of a parent or sibling. It is argued that schools are suitably positioned to provide support to bereaved children. However, there is a gap in research exploring bereavement support provision (BSP) in primary schools. This paper presents the qualitative phase of a mixed-methods study which aimed to gain insight into BSP in
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Strengthening the educational inclusion of young carers with additional needs: an eco-systemic understanding Educational Psychology in Practice Pub Date : 2020-05-20 Dipak Choudhury, Huw Williams
ABSTRACT This research explores the eco-systemic factors impacting on the educational inclusion of young carers (UK) that defines a young carer as anyone under the age of 18 years old who provides, or intends to provide, care for another person of any age. The literature has indicated that young carers with additional needs are a population more vulnerable to poorer outcomes in educational attainment
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Fluid reasoning, working memory and planning ability in assessment of risk for mathematical difficulties Educational Psychology in Practice Pub Date : 2020-04-06 Petri Partanen, Billy Jansson, Örjan Sundin
ABSTRACT The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for assessment of SEN, and specifically of risk for mathematical
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The essential guide to using solution focused brief therapy with children & young people Educational Psychology in Practice Pub Date : 2020-04-02 Joe White
anxiety, attachment, emotional literacy and many more. These are likely to be helpful in increasing understanding, offering alternative narratives and supporting discussion between parents, carers and professionals. Given that the resource includes a great deal of information and a wide range of activities, it will be necessary for professionals to prioritise approaches. The four-part presentation
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The essential guide to using cognitive behaviour therapy with children and young people Educational Psychology in Practice Pub Date : 2020-04-02 Sarah Godwin
The aim of the book is to introduce the reader to key elements and techniques of cognitive behavioural therapy (CBT) and provide a range resources in order that those working with young people are ...
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Social-emotional learning for children with learning disabilities: a systematic review Educational Psychology in Practice Pub Date : 2020-04-02 Imogen Hagarty, Gavin Morgan
ABSTRACT Social-emotional learning programmes can be effective for typically-developing children and young people in improving their social-emotional skills. This systematic literature review, evaluating peer-reviewed literature from 2007 to 2018, investigated whether these programmes are also effective for children and young people with learning disabilities. The review found preliminary evidence
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The essential guide to using positive psychology with children and young people Educational Psychology in Practice Pub Date : 2020-04-02 Steve Dexter
This essential guide consists of three overall components: a succinct but informative guide to positive psychology; a range of practical activities to be completed with children, adolescents and groups; and, handouts for parents, carers and/or young people. The book is easy-to-read yet makes close reference to existing evidence and covers a broad range of topics in an efficient manner. The authors
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A critique of the use of psychometric assessments with visually impaired children and young people Educational Psychology in Practice Pub Date : 2020-03-30 Adrian Minks, Huw Williams, Karen Basille
ABSTRACT For 40 years there has been a call for improvement in assessing the academic potential of children and young people (CYP) with visual impairment. Anecdotal evidence regarding the use of psychometric assessments with CYP with visual impairment suggests that some professional practice has involved the use of assessments normed on a sighted population. Moreover, often only the verbal components
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Using the Grid Elaboration Method (GEM) to investigate transition experiences of young autistic adults Educational Psychology in Practice Pub Date : 2020-03-15 Jane Park, Judith Mortell
ABSTRACT Transition research tends to consider the experiences of typically developing pupils and often focuses on the primary to secondary school transition. Accounts that specifically focus on the views of autistic pupils also tend to rely heavily on the accounts of parents and staff. This study explored the transition experiences of four young autistic adults in further education from the perspective
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Identifying and supporting children with sensory processing difficulties: strategies and activities for learning and play Educational Psychology in Practice Pub Date : 2020-02-24 Saffron Steele
This book provides a framework for understanding sensory processing difficulties from a joint Educational Psychologist and Occupational Therapist perspective, as well as offering a range of practic...
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Resilience amongst young carers: investigating protective factors and benefit-finding as perceived by young carers Educational Psychology in Practice Pub Date : 2020-01-29 Gemma Gough, Anthea Gulliford
ABSTRACT This exploratory study considers young carers’ perceptions of factors contributing to their adjustment and benefit finding within their caregiving role. Benefit-finding, defined as the “process of deriving positive growth from adversity”, is a key construct within the domain of positive psychology. A strengths-based perspective was adopted with young carers, informed by resilience theory and
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Beyond topography: addressing the functional impact of social skills training for students with autism Educational Psychology in Practice Pub Date : 2020-01-15 Christian Sabey, Scott Ross, Jordan Goodman
ABSTRACT Students with autism spectrum disorder often require social supports to function well in a mainstream class setting. Researchers have demonstrated the effects of social skills training for students with autism, but their work has focused primarily on topographically defined outcomes, such as increasing the frequency of social behaviours. More research is needed to address the functional impact
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Supporting parents through a narrative therapeutic group approach: a participatory research project Educational Psychology in Practice Pub Date : 2020-01-08 Janet Rowley, Taljeet Rajbans, Beckett Markland
ABSTRACT A narrative therapeutic group intervention, Tree of Life, was carried out with groups of ethnic minority parents of children with special educational needs and/or disability (SEND) in a mainstream primary school. A participatory research approach was used, involving collaboration with the group of parents and involvement of a parent co-researcher. Qualitative data were collected through a
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Technology applications in school psychology consultation, supervision and training Educational Psychology in Practice Pub Date : 2020-01-02 Edward Sugden
This is an interesting book which aims to provide an overview of the evidence base behind, and the potential increased utilisation of, various technology applications to the field of modern school ...
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An adaption of the Good Behaviour Game to promote social skill development at the whole-class level Educational Psychology in Practice Pub Date : 2019-12-19 Alexandra Sewell
ABSTRACT Social skill interventions are utilised by educational psychologists (EPs) to promote positive social behaviour amongst pupils. These have predominantly occurred for target populations, rather than at the whole-class level. Research into evidence-based, whole-class interventions for social skill development is warranted. The Good Behaviour Game (GBG) is a contingency management intervention
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Dynamic assessment: supporting educational psychologists’ practice through the use of video during supervision Educational Psychology in Practice Pub Date : 2019-11-26 Katie Callicott, Katherine Towers, Marina Limniotis
ABSTRACT Dynamic assessment (DA) is appealing to educational psychologists (EPs) due to: its flexibility, allowing EPs to adjust materials and processes to fit the assessment context; its usefulness, revealing ideas about how the next steps for learning might be achieved; and its focus on strengths. In Feuerstein’s words, “it is the instances of success of the individual that are the focal point for
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Educational psychologists’ responses to a post-16 service user film on their practice: a participatory research project Educational Psychology in Practice Pub Date : 2019-11-26 Pandora Giles, Janet Rowley
ABSTRACT A film was made by a group of young people (YP) which aimed to inform educational psychologists (EPs) about how they would like EPs to work with them. A participatory research project was established with the YP which aimed to establish, through two focus groups, EPs’ views on the film. EPs responded positively to the film; they valued hearing from YP and expressed feelings including both
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Examining the Circles of Adults process for Children Looked After: the role of self-efficacy and empathy in staff behaviour change Educational Psychology in Practice Pub Date : 2019-10-26 Jennifer Turner, Anthea Gulliford
ABSTRACT The Circles of Adults (CoA) group problem solving process has been used by educational psychologists (EPs) when supporting vulnerable educational placements, but its effects upon staff or student outcomes have not been explored. CoAs were used in the current research with staff supporting Children Looked After (CLA) in secondary schools. A quasi-experimental explanatory, sequential, mixed-methods
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Academic progress from the perception of children with SEND: an IPA study Educational Psychology in Practice Pub Date : 2019-10-26 Kirsty Wagner, Helena Bunn
ABSTRACT In 2014 in England a new Special Educational Needs and Disabilities (SEND) Code of Practice (CoP) was introduced. Available data on the impact of the CoP in the area of SEND are inconclusive; however, it seems that the progress of pupils with SEND falls significantly behind the achievement of all pupils, and that nationally there is considerable variation in their progress. In this exploratory
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An exploration of the impact of the Emotional Literacy Support Assistant (ELSA) programme on wellbeing from the perspective of pupils Educational Psychology in Practice Pub Date : 2019-09-07 Natasha Krause, Laura Blackwell, Simon Claridge
ABSTRACT The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of the data set identified the following themes:
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Educational psychology service contribution to community cohesion: an appreciative inquiry Educational Psychology in Practice Pub Date : 2019-08-26 Leanne Jackson Taft, Kevin Woods, Anne Ford
ABSTRACT The United Nations Convention on the Rights of a Child (UNCRC) calls for education to prepare children for ‘ … responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin’. The current study examines the potential role of Educational Psychologists
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The use of dynamic assessment by educational psychologists in the early years foundation stage Educational Psychology in Practice Pub Date : 2019-08-05 Sobia Hussain, Kevin Woods
ABSTRACT Dynamic assessment (DA) is an interactive assessment that encompasses planned mediational teaching and assessment of the effects of that teaching on subsequent performance. DA has been motivated by the inadequacy of conventional static tests to provide accurate information about the individual’s learning ability, deficient functions, change processes, and mediational strategies. This paper
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Exploring the use of the ARROW literacy intervention for looked after children in a UK local authority Educational Psychology in Practice Pub Date : 2019-06-27 Sarah Raspin, Ruth Smallwood, Sarah Hatfield, Lauren Boesley
ABSTRACT Educational outcomes for looked after children (LAC) in the UK are a priority for national and local government. This study explored the impact of the ARROW literacy intervention with LAC who had been identified by their schools as requiring literacy support. ARROW is a multi-sensory, computer-based programme, designed to increase spelling and reading attainment through self-voice feedback
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Identifying the factors that influence teacher practice change in a single case study Educational Psychology in Practice Pub Date : 2019-06-24 Rachel Forrest, Rachael Lowe, Michelle Potts, Chloe Poyser
ABSTRACT To ensure improved educational outcomes for children and young people, it is essential that teachers adapt and change their teaching practice in accordance with new and emerging pedagogies and techniques. Despite its importance, many teachers find changing their practice a challenge, and this study sought to determine the factors that contribute towards teacher practice change. Using a realistic
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Instructed assessment and assessed instruction: a review of dynamic assessment and ways forward Educational Psychology in Practice Pub Date : 2019-05-28 Shima Ghahari, Ali Nejadgholamali
ABSTRACT The paper outlines current advancements in dynamic assessment (DA), an approach that has much intuitive appeal for many second language acquisition practitioners, yet that has to date failed to take root in language classrooms. DA distinguishes itself from other approaches to assessment by insisting that mediated assistance of the examinee’s performance, through prompts, hints, or leading
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Exploring the impact of Nurture Groups on children’s social skills: a mixed-methods approach Educational Psychology in Practice Pub Date : 2019-05-28 Larissa Cunningham, Brettany K Hartwell, Jana Kreppner
ABSTRACT Nurture Groups (NGs) are a short term, psychotherapeutic intervention aiming to provide reparative attachment experiences for children within an educational setting. The social skills of 16 children (aged between 6.0 and 9.75 years) were assessed through teacher ratings and children’s self-report to hypothetical and challenging social situations. Thematic analysis was also used to explore
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Positive psychology: the scientific and practical explorations of human strengths. Fourth edition Educational Psychology in Practice Pub Date : 2019-05-20 Naomi Burgess
ing to create passionate readers, explains how these have affected how she currently works, suggests areas for change, and provides a list of questions for the reader to reflect on. The chapters also feature the voices of the students she has worked with over the years. The appendices are interesting and novel, including such questionnaires as Tell Us a Little Bit About Yourself; Reading Habit Self-Reflection
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On the participation of children with medical conditions in risk assessment: a case for development of self-advocacy Educational Psychology in Practice Pub Date : 2019-05-20 Daniel Kay
ABSTRACT Child participation currently holds a high profile within the field of educational psychology and has been the subject of increasing interest and research. The aim of this paper is to consider the potential merit in orienting the focus beyond participation in planning and decision-making and towards self-advocacy. Self-advocacy is an essential skill to develop in relation to longer-term outcomes
Contents have been reproduced by permission of the publishers.