Pub Date : 2022-05-05DOI: 10.1080/02667363.2022.2072882
Henry Wood-Downie
{"title":"The autism resource manual: practical strategies for teachers and other educational professionals","authors":"Henry Wood-Downie","doi":"10.1080/02667363.2022.2072882","DOIUrl":"https://doi.org/10.1080/02667363.2022.2072882","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"344 - 345"},"PeriodicalIF":0.8,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47489013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1080/02667363.2022.2065057
Benjamin Levy
{"title":"The Future of Teaching and the Myths That Hold it back","authors":"Benjamin Levy","doi":"10.1080/02667363.2022.2065057","DOIUrl":"https://doi.org/10.1080/02667363.2022.2065057","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"342 - 343"},"PeriodicalIF":0.8,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42683505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1080/02667363.2022.2061827
Melissa Carey
{"title":"Habits of success: getting every student learning","authors":"Melissa Carey","doi":"10.1080/02667363.2022.2061827","DOIUrl":"https://doi.org/10.1080/02667363.2022.2061827","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"341 - 342"},"PeriodicalIF":0.8,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46375200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1080/02667363.2022.2071548
J. Wakeley
with direct instruction. It touches on a much wider question. I think ‘The Future of Teaching’ could have been equally titled ‘The Future of Education’. Claxton challenges us to consider the purpose of formal education. If, for example, we want the next generation to be well-adjusted, knowledgeable, thoughtful and well-rounded, does our current education system cut the mustard? This book will make you think, and may inspire you to share these thoughts with headteachers you know. Recommended For: The Service Library; Teachers. Style: Theoretical.
{"title":"Managing stress in secondary schools – a whole-school approach for staff and students","authors":"J. Wakeley","doi":"10.1080/02667363.2022.2071548","DOIUrl":"https://doi.org/10.1080/02667363.2022.2071548","url":null,"abstract":"with direct instruction. It touches on a much wider question. I think ‘The Future of Teaching’ could have been equally titled ‘The Future of Education’. Claxton challenges us to consider the purpose of formal education. If, for example, we want the next generation to be well-adjusted, knowledgeable, thoughtful and well-rounded, does our current education system cut the mustard? This book will make you think, and may inspire you to share these thoughts with headteachers you know. Recommended For: The Service Library; Teachers. Style: Theoretical.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"343 - 344"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47989486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/02667363.2022.2045906
Bethany Elms, Andrea Higgins
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 statistics and thematic analysis to inform the focus for semi-structured interview questions for part two, whereby eight EPs offered their views on aspects highlighted in part one. Ways forward are discussed, including how input to schools could be implemented. In summary, staff and parents considered that the support schools offered could be greatly enhanced. Four themes emerged from the EP data, which included recommendations for EPs to improve the support around EDs in schools. This study highlights the potential role EPs could have in supporting schools, working with YP with EDs, and their families.
{"title":"The potential role for educational psychologists working with systems supporting young people with eating disorders","authors":"Bethany Elms, Andrea Higgins","doi":"10.1080/02667363.2022.2045906","DOIUrl":"https://doi.org/10.1080/02667363.2022.2045906","url":null,"abstract":"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 statistics and thematic analysis to inform the focus for semi-structured interview questions for part two, whereby eight EPs offered their views on aspects highlighted in part one. Ways forward are discussed, including how input to schools could be implemented. In summary, staff and parents considered that the support schools offered could be greatly enhanced. Four themes emerged from the EP data, which included recommendations for EPs to improve the support around EDs in schools. This study highlights the potential role EPs could have in supporting schools, working with YP with EDs, and their families.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"151 - 172"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48251350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/02667363.2022.2067135
Jason Hassard
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 within local authority educational psychology services. Five nations were represented in the sample of participants represented in this study. This study used semi-structured interviews to gather seven participants’ experiences of a) barriers which had emerged to delivering assessment on account of the COVID-19 pandemic; b) changes which had occurred in assessment delivery within their regions of practice; c) reflections upon the period of fluctuating restrictions and, thus, varying practice. Interview data were analysed using Braun and Clarke’s six-phase framework for thematic analysis. Findings were reported in relation to three prevailing research questions, with implications for research and practice also outlined.
{"title":"Exploring educational psychologists’ perceptions of changes to assessment practice throughout the COVID-19 pandemic","authors":"Jason Hassard","doi":"10.1080/02667363.2022.2067135","DOIUrl":"https://doi.org/10.1080/02667363.2022.2067135","url":null,"abstract":"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 within local authority educational psychology services. Five nations were represented in the sample of participants represented in this study. This study used semi-structured interviews to gather seven participants’ experiences of a) barriers which had emerged to delivering assessment on account of the COVID-19 pandemic; b) changes which had occurred in assessment delivery within their regions of practice; c) reflections upon the period of fluctuating restrictions and, thus, varying practice. Interview data were analysed using Braun and Clarke’s six-phase framework for thematic analysis. Findings were reported in relation to three prevailing research questions, with implications for research and practice also outlined.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"214 - 231"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44525971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-02DOI: 10.1080/02667363.2022.2059450
A. Soni, Haley Fong, Tara Janda
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 Interpretative Phenomenological Analysis (IPA). The two supervisors found engaging in the transcultural supervision exercise initially led to feelings of apprehension but overall was a positive experience. It had a constructive impact on the supervisory relationship; increasing the supervisors’ feelings of connection, developing a trusting relationship, and presenting an opportunity to share and understand each other’s values. It also promoted an ethnorelative way of working, increased supervisors’ cultural awareness, attended to power disparities within supervision, widened perspective taking, and had potential impact on wider practice.
{"title":"An exploration of two supervisors’ engagement in a transcultural supervision exercise to support culturally responsive supervision with trainee educational psychologists (TEPs)","authors":"A. Soni, Haley Fong, Tara Janda","doi":"10.1080/02667363.2022.2059450","DOIUrl":"https://doi.org/10.1080/02667363.2022.2059450","url":null,"abstract":"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 Interpretative Phenomenological Analysis (IPA). The two supervisors found engaging in the transcultural supervision exercise initially led to feelings of apprehension but overall was a positive experience. It had a constructive impact on the supervisory relationship; increasing the supervisors’ feelings of connection, developing a trusting relationship, and presenting an opportunity to share and understand each other’s values. It also promoted an ethnorelative way of working, increased supervisors’ cultural awareness, attended to power disparities within supervision, widened perspective taking, and had potential impact on wider practice.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"194 - 213"},"PeriodicalIF":0.8,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42911958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-27DOI: 10.1080/02667363.2022.2051441
E. Barrow, G. Thomas
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 data and three employed mixed-methods approaches. Four global barrier themes were identified, namely: stigma; practical barriers; negative attitudes and perceptions; and knowledge barriers. Two global facilitator themes also emerged, including: mental health literacy; and wellbeing and community factors. The findings highlight important implications for improving help-seeking behaviours in adolescents, including increasing mental health support in school. The findings are discussed relative to the role of the educational psychologist (EP), as EPs are well-positioned to support universal and targeted approaches that endeavour to reduce stigma, enhance service accessibility, promote connectedness, and improve mental health literacy.
{"title":"Exploring perceived barriers and facilitators to mental health help-seeking in adolescents: a systematic literature review","authors":"E. Barrow, G. Thomas","doi":"10.1080/02667363.2022.2051441","DOIUrl":"https://doi.org/10.1080/02667363.2022.2051441","url":null,"abstract":"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 data and three employed mixed-methods approaches. Four global barrier themes were identified, namely: stigma; practical barriers; negative attitudes and perceptions; and knowledge barriers. Two global facilitator themes also emerged, including: mental health literacy; and wellbeing and community factors. The findings highlight important implications for improving help-seeking behaviours in adolescents, including increasing mental health support in school. The findings are discussed relative to the role of the educational psychologist (EP), as EPs are well-positioned to support universal and targeted approaches that endeavour to reduce stigma, enhance service accessibility, promote connectedness, and improve mental health literacy.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"173 - 193"},"PeriodicalIF":0.8,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42626423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-14DOI: 10.1080/02667363.2022.2049564
Andrew Stephens
to a comprehensive yet succinct and accessible overview of key theoretical and practical considera-tions for school or educational psychologists and other professionals who may be seeking to in applied The that after studying this the confidence and skills necessary to successfully apply the scientific method when carrying out research relating to their own professional practice. The a definitive resource both for practitioners in the field and for graduate students. It also has the potential to serve as a core text for courses on research methods in school psychology.
{"title":"Research methodologies of educational psychology: critical skills","authors":"Andrew Stephens","doi":"10.1080/02667363.2022.2049564","DOIUrl":"https://doi.org/10.1080/02667363.2022.2049564","url":null,"abstract":"to a comprehensive yet succinct and accessible overview of key theoretical and practical considera-tions for school or educational psychologists and other professionals who may be seeking to in applied The that after studying this the confidence and skills necessary to successfully apply the scientific method when carrying out research relating to their own professional practice. The a definitive resource both for practitioners in the field and for graduate students. It also has the potential to serve as a core text for courses on research methods in school psychology.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"234 - 235"},"PeriodicalIF":0.8,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42115602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1080/02667363.2022.2042207
Iain Campbell, Roberta C. Green
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 is developed, by critically examining Dweck’s intelligence mindset theory in practice: firstly, in terms of key themes and controversies within existent research literature; secondly, utilising an implementation science lens; and finally, through an example of EP involvement in partnership with young people and educators. The understanding accrued permits considerations for a rigorous implementation of growth mindset in schools. These considerations extend beyond much of the existing research about growth mindset at the level of the individual student and utilise the professional expertise and strengths of EPs in seeking to make changes to the system around a child.
{"title":"A role for educational psychologists in extending research insights from experimental contexts to real-world educational settings","authors":"Iain Campbell, Roberta C. Green","doi":"10.1080/02667363.2022.2042207","DOIUrl":"https://doi.org/10.1080/02667363.2022.2042207","url":null,"abstract":"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 is developed, by critically examining Dweck’s intelligence mindset theory in practice: firstly, in terms of key themes and controversies within existent research literature; secondly, utilising an implementation science lens; and finally, through an example of EP involvement in partnership with young people and educators. The understanding accrued permits considerations for a rigorous implementation of growth mindset in schools. These considerations extend beyond much of the existing research about growth mindset at the level of the individual student and utilise the professional expertise and strengths of EPs in seeking to make changes to the system around a child.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"125 - 150"},"PeriodicalIF":0.8,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44598616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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