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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2023-09-20DOI: 10.1080/02667363.2023.2260135
Emily Gold
"Bubble Schools and the Long Road from Lockdown – The Educational Legacy of COVID-19,." Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2
“泡沫学校和远离封锁的漫长道路——COVID-19的教育遗产，”《实践中的教育心理学》，第1-2页
{"title":"Bubble Schools and the Long Road from Lockdown – The Educational Legacy of COVID-19, <b>Bubble Schools and the Long Road from Lockdown – The Educational Legacy of COVID-19,</b> Tony Breslin, London and New York, Routledge, 2023, 262 pp., £16.99 (paperback), ISBN 9781032069791","authors":"Emily Gold","doi":"10.1080/02667363.2023.2260135","DOIUrl":"https://doi.org/10.1080/02667363.2023.2260135","url":null,"abstract":"\"Bubble Schools and the Long Road from Lockdown – The Educational Legacy of COVID-19,.\" Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136307997","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 : 2023-09-11DOI: 10.1080/02667363.2023.2251223
Siobhan Gould
"Square pegs inclusivity, compassion and fitting in: a guide for schools." Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2
“方钉包容、同情和融入:学校指南。”《实践中的教育心理学》，第1-2页
{"title":"Square pegs inclusivity, compassion and fitting in: a guide for schools","authors":"Siobhan Gould","doi":"10.1080/02667363.2023.2251223","DOIUrl":"https://doi.org/10.1080/02667363.2023.2251223","url":null,"abstract":"\"Square pegs inclusivity, compassion and fitting in: a guide for schools.\" Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981393","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 : 2023-09-06DOI: 10.1080/02667363.2023.2250258
Ifraah Kidwai, Peter K Smith
{"title":"A content analysis of school anti-bullying policies in England: signs of progress","authors":"Ifraah Kidwai, Peter K Smith","doi":"10.1080/02667363.2023.2250258","DOIUrl":"https://doi.org/10.1080/02667363.2023.2250258","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43078490","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 : 2023-08-31DOI: 10.1080/02667363.2023.2252335
Joana Cruz, H. Bilimória, M. Mackaaij, Sofia Marques
{"title":"Emergent literacy: effects of a multi-tier intervention in a COVID-19 pandemic context","authors":"Joana Cruz, H. Bilimória, M. Mackaaij, Sofia Marques","doi":"10.1080/02667363.2023.2252335","DOIUrl":"https://doi.org/10.1080/02667363.2023.2252335","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45471708","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 : 2023-07-25DOI: 10.1080/02667363.2023.2233084
Rhonda Boaler, C. Bond
ABSTRACT Since the COVID-19 pandemic, attendance difficulties have become an increasing concern for governments and schools internationally. Given that attendance difficulties are often underpinned by psychological and contextual factors, educational psychologists (EPs) are ideally placed to support schools to develop coordinated and informed responses to these difficulties. This systematic literature review investigates the characteristics of systemic school-based approaches for students experiencing attendance difficulties. Eight databases were searched between September 2020 and March 2021, with 12 papers included in the final investigative review. Systemic approaches facilitated by schools were characterised by proactive systems, a supportive school ethos, personalised intervention, and collaboration with families. Interventions informed by these characteristics showed promising outcomes relating to increased student attendance and engagement, however further research is needed. Implications for educational psychology and school practice are discussed.
{"title":"Systemic school-based approaches for supporting students with attendance difficulties: a systematic literature review","authors":"Rhonda Boaler, C. Bond","doi":"10.1080/02667363.2023.2233084","DOIUrl":"https://doi.org/10.1080/02667363.2023.2233084","url":null,"abstract":"ABSTRACT Since the COVID-19 pandemic, attendance difficulties have become an increasing concern for governments and schools internationally. Given that attendance difficulties are often underpinned by psychological and contextual factors, educational psychologists (EPs) are ideally placed to support schools to develop coordinated and informed responses to these difficulties. This systematic literature review investigates the characteristics of systemic school-based approaches for students experiencing attendance difficulties. Eight databases were searched between September 2020 and March 2021, with 12 papers included in the final investigative review. Systemic approaches facilitated by schools were characterised by proactive systems, a supportive school ethos, personalised intervention, and collaboration with families. Interventions informed by these characteristics showed promising outcomes relating to increased student attendance and engagement, however further research is needed. Implications for educational psychology and school practice are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49122220","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 : 2023-07-21DOI: 10.1080/02667363.2023.2237879
A. Marsh
ABSTRACT In 2003, the Department for Education in England commissioned research which supported the policy drive to reduce the reliance on statements for special educational needs (SEN). Twenty years on and the government’s emphasis has now switched from reducing workload to creating financially sustainable systems. There continues to be wide variations in local authority (LA) statutory assessment practice, with considerable differences in the proportion of pupils with education, health and care plans (EHCPs), even when benchmarked across demographically comparable authorities. LAs with low EHCPs have smaller high needs block (HNB) budgets but typical rates of special needs and disability (SEND) Tribunal appeals. A comparison is also made of the statutory assessment process within the four nations of the UK. The discussion considers the implications of the findings for sustainable high needs systems and for appropriately managing the demand for EHCPs. The current 25-year trendline is projecting towards 10% EHCPs by 2042, a remarkable increase from 2.5% in 2017.
{"title":"Education health and care plans (EHCPs) and statements in England: a 20 year sustainability review","authors":"A. Marsh","doi":"10.1080/02667363.2023.2237879","DOIUrl":"https://doi.org/10.1080/02667363.2023.2237879","url":null,"abstract":"ABSTRACT In 2003, the Department for Education in England commissioned research which supported the policy drive to reduce the reliance on statements for special educational needs (SEN). Twenty years on and the government’s emphasis has now switched from reducing workload to creating financially sustainable systems. There continues to be wide variations in local authority (LA) statutory assessment practice, with considerable differences in the proportion of pupils with education, health and care plans (EHCPs), even when benchmarked across demographically comparable authorities. LAs with low EHCPs have smaller high needs block (HNB) budgets but typical rates of special needs and disability (SEND) Tribunal appeals. A comparison is also made of the statutory assessment process within the four nations of the UK. The discussion considers the implications of the findings for sustainable high needs systems and for appropriately managing the demand for EHCPs. The current 25-year trendline is projecting towards 10% EHCPs by 2042, a remarkable increase from 2.5% in 2017.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43857187","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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