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.

Despite wide ranging literature (e.g. Systems Theories) supporting the need for practitioner educational psychologists (EPs) to work with families as central to good practice, there is very limited evidence of the ways in which EPs involve families, or how EPs conceptualise their role in work with children’s families. This research set out to address this gap in evidence, and in doing so inform EP

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

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

The main assumptions behind this work are described in the following terms: “Research on how we learn should endeavour to stand on the shoulders of giants and aim to move toward a consensus where m...

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

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

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;

This book is an engaging, accessible text that highlights the need to look beyond a simple within-child view of bullying behaviour towards a more holistic perspective. Throughout the book the autho...

This concise and accessible book, written by a practitioner psychologist, aims to provide teachers with the knowledge and understanding necessary to support and educate pupils with dyslexia in main...

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

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

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

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 ...

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

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

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

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

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

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

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 ...

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

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

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

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

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...

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

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

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

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 ...

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

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

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

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