Pub Date : 2023-11-18DOI: 10.1080/02667363.2023.2282458
Fathi Abou Zaid
Positive behaviour support (PBS) has been receiving increased attention recently but has not been studied from the perspectives of staff and students in Sweden. This article presents an integrative...
{"title":"Staff and student perspectives and effects of positive behaviour support: a literature review","authors":"Fathi Abou Zaid","doi":"10.1080/02667363.2023.2282458","DOIUrl":"https://doi.org/10.1080/02667363.2023.2282458","url":null,"abstract":"Positive behaviour support (PBS) has been receiving increased attention recently but has not been studied from the perspectives of staff and students in Sweden. This article presents an integrative...","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"47 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517679","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 : 2023-11-13DOI: 10.1080/02667363.2023.2278850
Louise Hill
"Understanding and Supporting Refugee Children and Young People." Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2
“理解和支持难民儿童和青少年。”《实践中的教育心理学》，第1-2页
{"title":"Understanding and Supporting Refugee Children and Young People <b>Understanding and Supporting Refugee Children and Young People</b> , by Tina Rae, Routledge, Abingdon, Oxon, 2023, 160 52 pp., £22.99 (paperback) ISBN 9781032405568 Hardback £120, £120 (hardback) ISBN 9781032405568, £20.69 (eBook) ISBN 9781003353607","authors":"Louise Hill","doi":"10.1080/02667363.2023.2278850","DOIUrl":"https://doi.org/10.1080/02667363.2023.2278850","url":null,"abstract":"\"Understanding and Supporting Refugee Children and Young People.\" Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"41 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282191","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 : 2023-11-10DOI: 10.1080/02667363.2023.2274028
Sarah Rutter, Cathy Atkinson
This systematic literature review explored how educational psychologists (EPs) use cognitive behavioural therapy (CBT) interventions within school settings, with whom and to what effect. The information available on the intervention design and delivery was benchmarked against Fuggle et al.‘s framework that identified CBT competencies required for working with children and young people (CYP). Research into school-based CBT interventions involving EPs between 2013 and 2021 was systematically identified and assessed for quality using quantitative and qualitative frameworks. The aggregative analysis highlighted the heterogeneity of CBT interventions being used to support a range of outcomes. The heterogeneity of interventions made it difficult to draw decisive conclusions about the impact of CBT. Although intervention impact varied, overall a positive impact was observed particularly for CYP with anxiety. Benchmarking interventions against a CBT framework enabled competency profiling within EP practice, suggesting EPs could potentially work more collaboratively with school staff and parents. Implications for future research and practice are discussed.
{"title":"How educational psychologists use cognitive behavioural therapy interventions: a systematic literature review","authors":"Sarah Rutter, Cathy Atkinson","doi":"10.1080/02667363.2023.2274028","DOIUrl":"https://doi.org/10.1080/02667363.2023.2274028","url":null,"abstract":"This systematic literature review explored how educational psychologists (EPs) use cognitive behavioural therapy (CBT) interventions within school settings, with whom and to what effect. The information available on the intervention design and delivery was benchmarked against Fuggle et al.‘s framework that identified CBT competencies required for working with children and young people (CYP). Research into school-based CBT interventions involving EPs between 2013 and 2021 was systematically identified and assessed for quality using quantitative and qualitative frameworks. The aggregative analysis highlighted the heterogeneity of CBT interventions being used to support a range of outcomes. The heterogeneity of interventions made it difficult to draw decisive conclusions about the impact of CBT. Although intervention impact varied, overall a positive impact was observed particularly for CYP with anxiety. Benchmarking interventions against a CBT framework enabled competency profiling within EP practice, suggesting EPs could potentially work more collaboratively with school staff and parents. Implications for future research and practice are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"124 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137202","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 : 2023-10-18DOI: 10.1080/02667363.2023.2269082
Matthew Fletcher, Caroline Bond, Pamela Qualter
The AV1 robotic device has a growing evidence base, both internationally and in the UK, for supporting pupils with physical/emotional health needs. The device allows pupils to access their school lessons remotely through telepresence technology. Previous papers have highlighted the growing relevance to the education field, although, to date, there is no published UK academic research. In consideration of this, the purpose of the present paper was to explore the views of school staff who have trialled the AV1 device in the UK. Semi-structured interviews were held with 10 staff members from different school settings before data were analysed thematically. Key themes related to potential for impact, opportunities/challenges, and wider socio-economic considerations. Implications are considered in relation to (1) future research and professional practice, and (2) the introduction of a proposed implementation framework to support practitioners when trialling the AV1.
{"title":"Using AV1 robots to support pupils with physical and emotional health needs","authors":"Matthew Fletcher, Caroline Bond, Pamela Qualter","doi":"10.1080/02667363.2023.2269082","DOIUrl":"https://doi.org/10.1080/02667363.2023.2269082","url":null,"abstract":"The AV1 robotic device has a growing evidence base, both internationally and in the UK, for supporting pupils with physical/emotional health needs. The device allows pupils to access their school lessons remotely through telepresence technology. Previous papers have highlighted the growing relevance to the education field, although, to date, there is no published UK academic research. In consideration of this, the purpose of the present paper was to explore the views of school staff who have trialled the AV1 device in the UK. Semi-structured interviews were held with 10 staff members from different school settings before data were analysed thematically. Key themes related to potential for impact, opportunities/challenges, and wider socio-economic considerations. Implications are considered in relation to (1) future research and professional practice, and (2) the introduction of a proposed implementation framework to support practitioners when trialling the AV1.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135823682","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 : 2023-10-15DOI: 10.1080/02667363.2023.2270738
Mike Straker
"Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work." Educational Psychology in Practice, ahead-of-print(ahead-of-print), p. 1
应用专业监督的治疗功能:关注人类服务工作的情绪影响《实践中的教育心理学》，第1页
{"title":"Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work <b>Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work</b> by Nicki Weld, Oxon, Routledge, 158, 2023, pp., £29.99 Paperback: ISBN :9781032416366£120 Hardback: ISBN:9781032416373£23.99 EBook, ISBN:9781003359036","authors":"Mike Straker","doi":"10.1080/02667363.2023.2270738","DOIUrl":"https://doi.org/10.1080/02667363.2023.2270738","url":null,"abstract":"\"Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work.\" Educational Psychology in Practice, ahead-of-print(ahead-of-print), p. 1","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135759077","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 : 2023-10-02DOI: 10.1080/02667363.2023.2260136
Zoe Stephens
"Build resilience and heal from trauma through play. A practical guide for early childhood educators." Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2
“通过玩耍建立韧性，治愈创伤。幼儿教育工作者的实用指南。”《实践中的教育心理学》，第1-2页
{"title":"Build resilience and heal from trauma through play. A practical guide for early childhood educators <b>Build resilience and heal from trauma through play. A practical guide for early childhood educators</b> , By Julie Nicholson, and Julie Kurtz, An Eye on Education book by Routledge, New York and London, 2023, 220 pp., £120 (Hardback), £26.99 (paperback), £24.29 (eBook), ISBN 978-1032352619 and ISBN 9781003326113","authors":"Zoe Stephens","doi":"10.1080/02667363.2023.2260136","DOIUrl":"https://doi.org/10.1080/02667363.2023.2260136","url":null,"abstract":"\"Build resilience and heal from trauma through play. A practical guide for early childhood educators.\" Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899375","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 : 2023-10-02DOI: 10.1080/02667363.2023.2269045
Kathryn Morgan
"A guide to best practice in special education, health and social care: Making the system work to meet the needs of children, young people and their families." Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2
{"title":"A guide to best practice in special education, health and social care: Making the system work to meet the needs of children, young people and their families <b>A guide to best practice in special education, health and social care: Making the system work to meet the needs of children, young people and their families</b> , Rona Tutt and Paul Williams, Routledge, Oxen, UK, 2023, 184 pp., (Paperback), ISBN 9781032366753, £22.99, (Hardback), ISBN 9781032366760, £120, EBook ISBN 9781003333203, £22.99","authors":"Kathryn Morgan","doi":"10.1080/02667363.2023.2269045","DOIUrl":"https://doi.org/10.1080/02667363.2023.2269045","url":null,"abstract":"\"A guide to best practice in special education, health and social care: Making the system work to meet the needs of children, young people and their families.\" Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902707","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 : 2023-09-26DOI: 10.1080/02667363.2023.2258788
Bethany Hodgkiss, Emma Harding
ABSTRACTPhysical restraint is a restrictive practice used in schools, but there are no up-to-date statistics concerning the frequency of its usage in England and there are concerns as to whether it is being used appropriately and effectively. Pupils with special educational needs are more likely to experience physical restraint in school, but opportunities for them to share their views through research are limited. Through semi-structured interviews, four primary-aged pupils from a specialist social, emotional and mental health (SEMH) educational setting shared their experiences of physical restraint, its impact on their relationships with staff members, and alternative strategies. Overall, participants had negative experiences of physical restraint, highlighting that it should be used for safety, but not for minor incidents. All participants identified useful alternative strategies that helped them to feel calmer. The ability to separate negative emotions associated with physical restraint and supporting staff members varied between participants. The findings are discussed in relation to implications for educational psychology practice and future research.KEYWORDS: Physical restraintpupil viewsrelationshipsalternative strategieshuman rights Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis project was funded through England’s Department for Education (DfE) National College for Teaching and Learning (NCTL) ITEP award 2020-2022.
{"title":"Exploring views of physical restraint in schools: pupil experiences, relationships with staff, and alternative strategies","authors":"Bethany Hodgkiss, Emma Harding","doi":"10.1080/02667363.2023.2258788","DOIUrl":"https://doi.org/10.1080/02667363.2023.2258788","url":null,"abstract":"ABSTRACTPhysical restraint is a restrictive practice used in schools, but there are no up-to-date statistics concerning the frequency of its usage in England and there are concerns as to whether it is being used appropriately and effectively. Pupils with special educational needs are more likely to experience physical restraint in school, but opportunities for them to share their views through research are limited. Through semi-structured interviews, four primary-aged pupils from a specialist social, emotional and mental health (SEMH) educational setting shared their experiences of physical restraint, its impact on their relationships with staff members, and alternative strategies. Overall, participants had negative experiences of physical restraint, highlighting that it should be used for safety, but not for minor incidents. All participants identified useful alternative strategies that helped them to feel calmer. The ability to separate negative emotions associated with physical restraint and supporting staff members varied between participants. The findings are discussed in relation to implications for educational psychology practice and future research.KEYWORDS: Physical restraintpupil viewsrelationshipsalternative strategieshuman rights Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis project was funded through England’s Department for Education (DfE) National College for Teaching and Learning (NCTL) ITEP award 2020-2022.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135719105","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 : 2023-09-21DOI: 10.1080/02667363.2023.2258780
Aida Layachi, Graeme Douglas, Maria Reraki
This paper explores the impact of a drama-based intervention on the social inclusion of middle school learners including some with ADHD in Algeria. The intervention included drama-based activities and was delivered over a period of six weeks (24 sessions). One second-year middle school classroom (n = 29), including students with ADHD (n = 3), was recruited for the study. A mixed-methods, explanatory sequential design was adopted: Social Inclusion Survey data were collected before and after the intervention; and qualitative data were collected using semi-structured interviews and focus groups two weeks after the intervention. The findings suggest an increase in the acceptance levels (and a decrease in the rejection levels) of students with ADHD in line with the group as a whole. Furthermore, the findings suggest a positive drama influence on the students’ social interactions, friendships, and sense of belonging. The findings highlight the need for schools to promote the social inclusion of all the students through embracing creative teaching strategies and recognising the importance of social development in inclusive settings.
{"title":"Drama-based intervention to support social inclusion: evaluation of an approach to include students with ADHD in Algeria","authors":"Aida Layachi, Graeme Douglas, Maria Reraki","doi":"10.1080/02667363.2023.2258780","DOIUrl":"https://doi.org/10.1080/02667363.2023.2258780","url":null,"abstract":"This paper explores the impact of a drama-based intervention on the social inclusion of middle school learners including some with ADHD in Algeria. The intervention included drama-based activities and was delivered over a period of six weeks (24 sessions). One second-year middle school classroom (n = 29), including students with ADHD (n = 3), was recruited for the study. A mixed-methods, explanatory sequential design was adopted: Social Inclusion Survey data were collected before and after the intervention; and qualitative data were collected using semi-structured interviews and focus groups two weeks after the intervention. The findings suggest an increase in the acceptance levels (and a decrease in the rejection levels) of students with ADHD in line with the group as a whole. Furthermore, the findings suggest a positive drama influence on the students’ social interactions, friendships, and sense of belonging. The findings highlight the need for schools to promote the social inclusion of all the students through embracing creative teaching strategies and recognising the importance of social development in inclusive settings.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136237146","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 : 2023-09-20DOI: 10.1080/02667363.2023.2243212
Julia Clements, Susan Birch
ABSTRACTKinship care is care provided by members of a child’s extended family or friend network when they can no longer live with their parents. Kinship care is the most prevalent form of out-of-home care, both internationally and in the UK. Little is known about kinship care from the perspectives of children and specifically, the risk and protective factors which may be at play. To explore this gap, this systematic literature review appraised and synthesised qualitative research that gives voice to children’s experiences of kinship care. Twenty eligible studies were assessed for quality and relevance. A thematic synthesis of the studies’ findings was undertaken, and themes suggesting risk and protective factors for children in kinship care were generated. The theorised risk and protective factors for children in kinship care are presented. Implications of the findings for educational psychology (EP) practice are discussed and the need for further research identified.KEYWORDS: kinship carerisk factorsprotective factorssystematic reviewchildren’s views Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors reported there is no funding associated with the work featured in this article.
{"title":"Exploring risk and protective factors in kinship family environments: a systematic literature review of the views of children in kinship care","authors":"Julia Clements, Susan Birch","doi":"10.1080/02667363.2023.2243212","DOIUrl":"https://doi.org/10.1080/02667363.2023.2243212","url":null,"abstract":"ABSTRACTKinship care is care provided by members of a child’s extended family or friend network when they can no longer live with their parents. Kinship care is the most prevalent form of out-of-home care, both internationally and in the UK. Little is known about kinship care from the perspectives of children and specifically, the risk and protective factors which may be at play. To explore this gap, this systematic literature review appraised and synthesised qualitative research that gives voice to children’s experiences of kinship care. Twenty eligible studies were assessed for quality and relevance. A thematic synthesis of the studies’ findings was undertaken, and themes suggesting risk and protective factors for children in kinship care were generated. The theorised risk and protective factors for children in kinship care are presented. Implications of the findings for educational psychology (EP) practice are discussed and the need for further research identified.KEYWORDS: kinship carerisk factorsprotective factorssystematic reviewchildren’s views Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors reported there is no funding associated with the work featured in this article.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136315017","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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