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
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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":"1 1","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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":" ","pages":""},"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}
Pub Date : 2023-06-26DOI: 10.1080/02667363.2023.2226857
Esther K Kuria, Catherine Kelly
ABSTRACT With an increasingly diverse UK population and differences in outcomes and experiences, educational psychologists (EPs) need actively to adhere to and promote principles of equality and equity. Although there is limited engagement with social justice issues in the professional and ethical guidelines in the UK, there has been a growing body of research exploring socially just EP practice. This small scale exploratory research aimed to add to the UK literature by investigating how social justice principles can be developed within one educational psychology service (EPS). Findings indicate that social justice is defined as a cyclical process. A model has been produced to conceptualise social justice in EP practice which illustrates the importance of understanding how it is defined, and how this impacts EP work with clients and the EP team. Safe spaces and supportive leadership are highlighted as key to enabling reflection; and relationships and sharing information to promote systems-level change are highlighted. Limitations of the research and implications for practice are considered.
{"title":"Exploring social justice principles within an educational psychology service","authors":"Esther K Kuria, Catherine Kelly","doi":"10.1080/02667363.2023.2226857","DOIUrl":"https://doi.org/10.1080/02667363.2023.2226857","url":null,"abstract":"ABSTRACT With an increasingly diverse UK population and differences in outcomes and experiences, educational psychologists (EPs) need actively to adhere to and promote principles of equality and equity. Although there is limited engagement with social justice issues in the professional and ethical guidelines in the UK, there has been a growing body of research exploring socially just EP practice. This small scale exploratory research aimed to add to the UK literature by investigating how social justice principles can be developed within one educational psychology service (EPS). Findings indicate that social justice is defined as a cyclical process. A model has been produced to conceptualise social justice in EP practice which illustrates the importance of understanding how it is defined, and how this impacts EP work with clients and the EP team. Safe spaces and supportive leadership are highlighted as key to enabling reflection; and relationships and sharing information to promote systems-level change are highlighted. Limitations of the research and implications for practice are considered.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43350113","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 : 2023-06-25DOI: 10.1080/02667363.2023.2228195
J. Cassady, W. H. Finch, Olivia D. Nicholson, Mackenzie M. Oedy
ABSTRACT Test anxiety has a ubiquitous, and perhaps growing, presence in academic settings. The purpose of this mixed method study (N = 597) was to explore the individual learners’ experiences with test anxiety by asking them to respond to an open prompt to explain how test anxiety impacts their academic lives. The results of open qualitative coding revealed 14 unique categories nested within five broad themes of reported manifestation or impact. Classification analyses revealed five discernable groups of respondents based on those codes, which were subsequently examined for group differences on established constructs related to test anxiety (personality characteristics, academic self-handicapping, uncertainty intolerance). The results confirmed that open ended responses from students aligned with established theoretical models of test anxiety, and that simplified self-reporting of the test anxiety experience may provide useful guidance in practical settings to activate supports for learners. Using these broad categories of test anxious response, recommendations for potential individually-specific supports to mitigate these inductively-identified categories of test anxiety are discussed.
{"title":"Using self-identified symptoms to reveal differential test anxiety profiles and supports: a mixed-methods study","authors":"J. Cassady, W. H. Finch, Olivia D. Nicholson, Mackenzie M. Oedy","doi":"10.1080/02667363.2023.2228195","DOIUrl":"https://doi.org/10.1080/02667363.2023.2228195","url":null,"abstract":"ABSTRACT Test anxiety has a ubiquitous, and perhaps growing, presence in academic settings. The purpose of this mixed method study (N = 597) was to explore the individual learners’ experiences with test anxiety by asking them to respond to an open prompt to explain how test anxiety impacts their academic lives. The results of open qualitative coding revealed 14 unique categories nested within five broad themes of reported manifestation or impact. Classification analyses revealed five discernable groups of respondents based on those codes, which were subsequently examined for group differences on established constructs related to test anxiety (personality characteristics, academic self-handicapping, uncertainty intolerance). The results confirmed that open ended responses from students aligned with established theoretical models of test anxiety, and that simplified self-reporting of the test anxiety experience may provide useful guidance in practical settings to activate supports for learners. Using these broad categories of test anxious response, recommendations for potential individually-specific supports to mitigate these inductively-identified categories of test anxiety are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43802338","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 : 2023-06-16DOI: 10.1080/02667363.2023.2222580
Lydia Mannion
ABSTRACT The Parents Plus Early Years (PPEY) Programme was conceptualised as an early group intervention for parents of preschool children with behavioural, emotional and developmental difficulties. This systematic review sought to examine and critically evaluate the existing literature in which the PPEY Programme has been implemented. A number of inclusion and exclusion criteria were employed while selecting studies for the current review, which focused on peer-reviewed articles published after 2005 in the English language. Participants included were parents of children aged between 0 and 7 years, in order to consider the impact of PPEY on parents and young children specifically. A total of five studies were included within the current review. The results indicated that the PPEY Programme effectively promoted a range of positive parental and child outcomes. Based on these findings, a number of implications for practice within the field of educational psychology are presented.
{"title":"How effective is the Parents Plus Early Years Programme in promoting positive outcomes?","authors":"Lydia Mannion","doi":"10.1080/02667363.2023.2222580","DOIUrl":"https://doi.org/10.1080/02667363.2023.2222580","url":null,"abstract":"ABSTRACT The Parents Plus Early Years (PPEY) Programme was conceptualised as an early group intervention for parents of preschool children with behavioural, emotional and developmental difficulties. This systematic review sought to examine and critically evaluate the existing literature in which the PPEY Programme has been implemented. A number of inclusion and exclusion criteria were employed while selecting studies for the current review, which focused on peer-reviewed articles published after 2005 in the English language. Participants included were parents of children aged between 0 and 7 years, in order to consider the impact of PPEY on parents and young children specifically. A total of five studies were included within the current review. The results indicated that the PPEY Programme effectively promoted a range of positive parental and child outcomes. Based on these findings, a number of implications for practice within the field of educational psychology are presented.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47932008","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 : 2023-06-14DOI: 10.1080/02667363.2023.2221023
Hayley Prickett, B. Hayes
ABSTRACT This exploratory study employed mixed-methods to investigate outcomes associated with an online self-determination theory (SDT) based teacher professional development (PD) intervention, and explored teachers’ perspectives about re-engaging students following COVID-19. Participants were 33 secondary school teachers from across England and Wales. Quantitative data from a single group pre-test-post-test design were analysed, and a range of teacher outcomes were analysed through paired (dependent) sample t-tests. Qualitative data from teachers’ written responses were analysed using framework analysis (FA). Quantitative findings indicated significant increases in teachers’ self-efficacy, and personal responsibility, and moderate teacher control beliefs, and significant reductions in teachers’ negative beliefs about student misbehaviour, and high teacher control beliefs. The overarching themes within the framework included a priori generated themes of autonomy, relatedness, and competence, as well as an emergent theme highlighting the importance of prioritising psychological needs. The combined findings have important implications for practice and suggest the need for approaches that put the psychological needs of students first. Further research is suggested to expand the evidence base, and to address the limitations of the current research.
{"title":"A systemic approach to supporting motivation and behaviour in secondary classrooms during COVID: a professional development intervention using self-determination theory","authors":"Hayley Prickett, B. Hayes","doi":"10.1080/02667363.2023.2221023","DOIUrl":"https://doi.org/10.1080/02667363.2023.2221023","url":null,"abstract":"ABSTRACT This exploratory study employed mixed-methods to investigate outcomes associated with an online self-determination theory (SDT) based teacher professional development (PD) intervention, and explored teachers’ perspectives about re-engaging students following COVID-19. Participants were 33 secondary school teachers from across England and Wales. Quantitative data from a single group pre-test-post-test design were analysed, and a range of teacher outcomes were analysed through paired (dependent) sample t-tests. Qualitative data from teachers’ written responses were analysed using framework analysis (FA). Quantitative findings indicated significant increases in teachers’ self-efficacy, and personal responsibility, and moderate teacher control beliefs, and significant reductions in teachers’ negative beliefs about student misbehaviour, and high teacher control beliefs. The overarching themes within the framework included a priori generated themes of autonomy, relatedness, and competence, as well as an emergent theme highlighting the importance of prioritising psychological needs. The combined findings have important implications for practice and suggest the need for approaches that put the psychological needs of students first. Further research is suggested to expand the evidence base, and to address the limitations of the current research.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"364 - 381"},"PeriodicalIF":0.8,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45792673","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 : 2023-06-08DOI: 10.1080/02667363.2023.2222562
Siti Mei Syarah Amir
Creating thorough documentation and conducting effective parental consultations in the context of play therapy can be challenging for practitioners and play therapists. However, this book provides invaluable assistance by offering practical, clear, and comprehensive guidance for implementation. The authors, a US university professor and associate professor respectively, are highly esteemed authorities in the field of play therapy, both serving as professional counsellor supervisors and registered play therapists, with combined extensive experience in scholarly writing, clinical supervision and contributing to the global discourse on both play and sand tray therapy. The book, designed to support practitioners and play therapists enhance their effectiveness and efficiency during play therapy sessions, particularly in documenting notes and engaging in parental consultations, is not only practical but also theoretical. It encompasses easy-to-use practices rooted in comprehensive play therapy theories, such as psychodynamic, cognitive-behavioural therapy, humanistic, postmodern, and systemic approaches (p.5). This book therefore benefits from the authors’ extensive expertise, offering a blend of practicality and theoretical foundation, presenting user-friendly techniques grounded in a comprehensive theory. Divided into two parts, comprising a total of twelve chapters, the first part is dedicated to the essential topics of documentation and parental consultation. The authors effectively present well-defined intervention/treatment plans, useful templates, and detailed step-by-step guidance for documenting notes and conducting consultations with parents, culminating in the termination phase. In the second part, the authors offer insightful perspectives and real-life case examples that assist readers in anticipating potential challenges and addressing issues relevant to parental involvement. Each chapter is meticulously organised; logically, systematically, and comprehensively, ensuring a coherent flow of information. Thought-provoking conclusions are provided at the end of each chapter, while the inclusion of visual aids, such as graphs and images, serves to enhance the reader’s grasp of the book’s
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