Pub Date : 2023-03-03DOI: 10.1080/02667363.2023.2185208
Rebekah Purcell, Catherine Kelly
ABSTRACT The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity in schools and support the wellbeing of students. This systematic literature review (SLR) explores pupils’ perspectives of their outcomes from participating in ELSA and how those views were gathered. Twelve papers met the inclusion criteria; the majority explored other key stakeholders’ views alongside pupil perspectives and few studies focused explicitly on outcomes for pupils. Pupil data were analysed using thematic synthesis, producing four themes: communication skills; emotional understanding, management, and outcomes; relational and social skills; and positive school experiences. Students highlighted outcomes which the intervention intended to deliver, and additional skills. Examination of the approaches taken to gain pupil perspectives identified semi-structured interviews as a frequent method, with standardised quantitative measures used in four of the 12 papers. The review highlighted areas to consider in relation to measures that capture progress within the ELSA intervention.
{"title":"A systematic literature review to explore pupils’ perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention","authors":"Rebekah Purcell, Catherine Kelly","doi":"10.1080/02667363.2023.2185208","DOIUrl":"https://doi.org/10.1080/02667363.2023.2185208","url":null,"abstract":"ABSTRACT The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity in schools and support the wellbeing of students. This systematic literature review (SLR) explores pupils’ perspectives of their outcomes from participating in ELSA and how those views were gathered. Twelve papers met the inclusion criteria; the majority explored other key stakeholders’ views alongside pupil perspectives and few studies focused explicitly on outcomes for pupils. Pupil data were analysed using thematic synthesis, producing four themes: communication skills; emotional understanding, management, and outcomes; relational and social skills; and positive school experiences. Students highlighted outcomes which the intervention intended to deliver, and additional skills. Examination of the approaches taken to gain pupil perspectives identified semi-structured interviews as a frequent method, with standardised quantitative measures used in four of the 12 papers. The review highlighted areas to consider in relation to measures that capture progress within the ELSA intervention.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49366353","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 : 2023-03-01DOI: 10.1080/02667363.2023.2181523
Josephine Faure Walker
{"title":"Inclusive education for the 21st century: Theory, policy and practice","authors":"Josephine Faure Walker","doi":"10.1080/02667363.2023.2181523","DOIUrl":"https://doi.org/10.1080/02667363.2023.2181523","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49331496","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 : 2023-02-24DOI: 10.1080/02667363.2023.2181316
Rebekah Morgan
ABSTRACT A recent UK study found that 28% of autistic children were diagnosed with autism after starting secondary school, a stage where self-concept and social identity are the main developmental tasks. This study uses Foucauldian Discourse Analysis to explore the discourses ten girls with a diagnosis of autism use in their constructions of self-concept and social identity in interviews and written journals. The actions that are made possible through the discourses employed are considered. Three discourses which participants draw upon are: a diagnostic discourse; an individualistic discourse; and a normativity discourse. These discourses were used to construct the self as a “legitimised autistic”, as “a person with support needs”, as “uniquely individual”, as a person “in the process of becoming” and as a “self in hiding from a hostile world”. Social identities based around constructs of “fitting in” and “sticking out” were identified. Implications for practice are suggested.
{"title":"How do adolescent autistic girls construct self-concept and social identity? A discourse analysis","authors":"Rebekah Morgan","doi":"10.1080/02667363.2023.2181316","DOIUrl":"https://doi.org/10.1080/02667363.2023.2181316","url":null,"abstract":"ABSTRACT A recent UK study found that 28% of autistic children were diagnosed with autism after starting secondary school, a stage where self-concept and social identity are the main developmental tasks. This study uses Foucauldian Discourse Analysis to explore the discourses ten girls with a diagnosis of autism use in their constructions of self-concept and social identity in interviews and written journals. The actions that are made possible through the discourses employed are considered. Three discourses which participants draw upon are: a diagnostic discourse; an individualistic discourse; and a normativity discourse. These discourses were used to construct the self as a “legitimised autistic”, as “a person with support needs”, as “uniquely individual”, as a person “in the process of becoming” and as a “self in hiding from a hostile world”. Social identities based around constructs of “fitting in” and “sticking out” were identified. Implications for practice are suggested.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43184693","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 : 2023-02-23DOI: 10.1080/02667363.2023.2176827
Abebayehu Messele Mekonnen
ABSTRACT This exploratory study aimed at developing a dyslexia assessment tool in the Amharic language and to collect initial reliability and validity data on the tool designed to identify dyslexia in Grade 3. The developed battery consists of 10 tests. Data were collected from 121 Amharic-speaking children, aged 9 -12 years. Evidence of construct validity was obtained through factor analyses. Results showed that letter-naming was the most significant predictor of word-level literacy (WLL) skills in Amharic, followed by word-reading measures. Factor analysis revealed four factors: phonological-naming and decoding, comprehension, verbal short-term memory, and orthographic processing. In Amharic, which uses an alphasyllabary writing system, letter-naming is not only a vital WLL skill but also serves as a necessary foundational prerequisite for the acquisition of other WLL skills. The findings substantiate the account that even if the underlying cognitive factor responsible for dyslexia is similar among humans, its manifestations vary across languages and orthographies.
{"title":"Dyslexia assessment in Amharic","authors":"Abebayehu Messele Mekonnen","doi":"10.1080/02667363.2023.2176827","DOIUrl":"https://doi.org/10.1080/02667363.2023.2176827","url":null,"abstract":"ABSTRACT This exploratory study aimed at developing a dyslexia assessment tool in the Amharic language and to collect initial reliability and validity data on the tool designed to identify dyslexia in Grade 3. The developed battery consists of 10 tests. Data were collected from 121 Amharic-speaking children, aged 9 -12 years. Evidence of construct validity was obtained through factor analyses. Results showed that letter-naming was the most significant predictor of word-level literacy (WLL) skills in Amharic, followed by word-reading measures. Factor analysis revealed four factors: phonological-naming and decoding, comprehension, verbal short-term memory, and orthographic processing. In Amharic, which uses an alphasyllabary writing system, letter-naming is not only a vital WLL skill but also serves as a necessary foundational prerequisite for the acquisition of other WLL skills. The findings substantiate the account that even if the underlying cognitive factor responsible for dyslexia is similar among humans, its manifestations vary across languages and orthographies.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48020142","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 : 2023-02-22DOI: 10.1080/02667363.2023.2181567
Sarah Finnegan
pelling and very readable; there are also practical and well-evidenced approaches to improve inclusive practice at a systemic level. The book is particularly recommended to support educational psychology services and SENDCos looking to develop guidance on quality first teaching, differentiation, and partnership working with schools, parents, and children and young people. Recommended for: Educational psychologists, teachers and education managers Style: Practical; theoretical
{"title":"Typical and atypical child and adolescent development 4: cognition, intelligence and learning","authors":"Sarah Finnegan","doi":"10.1080/02667363.2023.2181567","DOIUrl":"https://doi.org/10.1080/02667363.2023.2181567","url":null,"abstract":"pelling and very readable; there are also practical and well-evidenced approaches to improve inclusive practice at a systemic level. The book is particularly recommended to support educational psychology services and SENDCos looking to develop guidance on quality first teaching, differentiation, and partnership working with schools, parents, and children and young people. Recommended for: Educational psychologists, teachers and education managers Style: Practical; theoretical","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47471393","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 : 2023-01-25DOI: 10.1080/02667363.2023.2167810
Hannah Fleming, Amelia Paton, J. Rowley
ABSTRACT This small-scale, qualitative, participatory study explored a group of young people’s experiences of the Tree of Life narrative intervention and ways of conducting participatory research with this particular group. The research was carried out with five co-researchers (aged 12–13 years) who attend a specialist secondary school for students with autism/social communication needs and related social, emotional and mental health needs. Visual approaches were used to answer the research question: “What did we think of the Tree of Life group?” The data were analysed using an adaptation of thematic analysis and the findings included the following themes: friendship, knowledge, fun, and self-expression. The findings suggest implications for educational psychologists regarding the usefulness of the Tree of Life approach to improve friendships, group cohesion and foster self-reflection. The research also has implications for EPs as practitioner researchers in supporting the use of participatory approaches to promote the autonomy of young people.
{"title":"Exploring young people’s experiences of the Tree Of Life narrative intervention through participatory research","authors":"Hannah Fleming, Amelia Paton, J. Rowley","doi":"10.1080/02667363.2023.2167810","DOIUrl":"https://doi.org/10.1080/02667363.2023.2167810","url":null,"abstract":"ABSTRACT This small-scale, qualitative, participatory study explored a group of young people’s experiences of the Tree of Life narrative intervention and ways of conducting participatory research with this particular group. The research was carried out with five co-researchers (aged 12–13 years) who attend a specialist secondary school for students with autism/social communication needs and related social, emotional and mental health needs. Visual approaches were used to answer the research question: “What did we think of the Tree of Life group?” The data were analysed using an adaptation of thematic analysis and the findings included the following themes: friendship, knowledge, fun, and self-expression. The findings suggest implications for educational psychologists regarding the usefulness of the Tree of Life approach to improve friendships, group cohesion and foster self-reflection. The research also has implications for EPs as practitioner researchers in supporting the use of participatory approaches to promote the autonomy of young people.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45062895","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 : 2023-01-20DOI: 10.1080/02667363.2022.2155932
Matthew Fletcher, C. Bond, P. Qualter
ABSTRACT There is a growth in the use of robotic telepresence technology, allowing users to remotely access an environment, to support the inclusion/attendance of school pupils experiencing physical/emotional difficulties in the UK. Educational psychologists (EPs) are likely to encounter robotic telepresence technology due to their role in supporting pupil inclusion. Despite the Department for Education exploring this technology as a form of alternative provision, there is a lack of research exploring perceptions around robotic telepresence technology. The current review explores perspectives of users. Database searches were conducted between July 2021 and September 2021, identifying studies published within the last ten years. Eleven papers met the inclusion criteria. The review identified four inductive themes: potential for robotic telepresence technology to promote inclusion; potential for robotic telepresence technology to facilitate engagement; technical design factors influencing utility; and acceptability of robotic telepresence technology to users. Findings are discussed alongside implications for educational psychologists/future research.
{"title":"User perspectives of robotic telepresence technology in schools: A systematic literature review","authors":"Matthew Fletcher, C. Bond, P. Qualter","doi":"10.1080/02667363.2022.2155932","DOIUrl":"https://doi.org/10.1080/02667363.2022.2155932","url":null,"abstract":"ABSTRACT There is a growth in the use of robotic telepresence technology, allowing users to remotely access an environment, to support the inclusion/attendance of school pupils experiencing physical/emotional difficulties in the UK. Educational psychologists (EPs) are likely to encounter robotic telepresence technology due to their role in supporting pupil inclusion. Despite the Department for Education exploring this technology as a form of alternative provision, there is a lack of research exploring perceptions around robotic telepresence technology. The current review explores perspectives of users. Database searches were conducted between July 2021 and September 2021, identifying studies published within the last ten years. Eleven papers met the inclusion criteria. The review identified four inductive themes: potential for robotic telepresence technology to promote inclusion; potential for robotic telepresence technology to facilitate engagement; technical design factors influencing utility; and acceptability of robotic telepresence technology to users. Findings are discussed alongside implications for educational psychologists/future research.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45437554","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 : 2023-01-02DOI: 10.1080/02667363.2022.2164559
Natalie Carpenter, F. Lee, D. Male
ABSTRACT Relationships and Sex Education (RSE) for those with special educational needs and/or disabilities (SEND) is a complex and historically overlooked area, affected by socio-cultural factors, attitudes and beliefs. Research calls for professionals to work collaboratively, in a participatory, person-centred way, with scarce guidance to inform ways of working. This study explored and evaluated how an RSE support group can be developed, supported by an educational psychologist (EP) using Planning Alternative Tomorrows with Hope (PATH) to include the views of parents, school staff and pupils. An exploratory ethnographic case study design was used through participatory action research (PAR). The EP’s knowledge, skills and relationship with the school was pivotal in planning, facilitating and supporting the group and providing a safe space for staff to implement RSE and contemplate key issues. Findings suggest that PATH provided a structured, participatory person-centred framework to plan for and support the group process.
{"title":"A role for educational psychologists: using Planning Alternative Tomorrows with Hope (PATH) and participatory action research (PAR) to develop a Relationships and Sex Education (RSE) support group with staff in a special school","authors":"Natalie Carpenter, F. Lee, D. Male","doi":"10.1080/02667363.2022.2164559","DOIUrl":"https://doi.org/10.1080/02667363.2022.2164559","url":null,"abstract":"ABSTRACT Relationships and Sex Education (RSE) for those with special educational needs and/or disabilities (SEND) is a complex and historically overlooked area, affected by socio-cultural factors, attitudes and beliefs. Research calls for professionals to work collaboratively, in a participatory, person-centred way, with scarce guidance to inform ways of working. This study explored and evaluated how an RSE support group can be developed, supported by an educational psychologist (EP) using Planning Alternative Tomorrows with Hope (PATH) to include the views of parents, school staff and pupils. An exploratory ethnographic case study design was used through participatory action research (PAR). The EP’s knowledge, skills and relationship with the school was pivotal in planning, facilitating and supporting the group and providing a safe space for staff to implement RSE and contemplate key issues. Findings suggest that PATH provided a structured, participatory person-centred framework to plan for and support the group process.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43121953","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 : 2022-12-29DOI: 10.1080/02667363.2022.2154908
L. Jarvis
{"title":"Literacy: a path for all","authors":"L. Jarvis","doi":"10.1080/02667363.2022.2154908","DOIUrl":"https://doi.org/10.1080/02667363.2022.2154908","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46305906","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 : 2022-12-27DOI: 10.1080/02667363.2022.2158455
Ciara Rogers, C. Bond, Catherine Kelly
ABSTRACT The Video Interaction Guidance (VIG) literature has seen rapid growth in recent years. Expanding on its use with families, educational psychologists (EPs) are one of many professions that have trained in VIG. A relationship-based intervention which focuses on strengths and communication, VIG in schools seems appropriate, although the research-base is developing. This scoping review explores how VIG has been applied in education settings. By employing a systematic search of key databases and grey literature, 14 papers met the inclusion criteria. Findings showed that VIG has been applied in education settings with various clients and with a focus on staff development, pupils’ skills, and relationships. VIG can be used alongside another intervention or assessment, although the VIG related outcomes can be challenging to measure. EPs are well placed to support schools to invest in evidence-based interventions; therefore, implications for practice and recommendations for further research are suggested.
{"title":"How is Video Interaction Guidance (VIG) applied in education settings? A scoping review","authors":"Ciara Rogers, C. Bond, Catherine Kelly","doi":"10.1080/02667363.2022.2158455","DOIUrl":"https://doi.org/10.1080/02667363.2022.2158455","url":null,"abstract":"ABSTRACT The Video Interaction Guidance (VIG) literature has seen rapid growth in recent years. Expanding on its use with families, educational psychologists (EPs) are one of many professions that have trained in VIG. A relationship-based intervention which focuses on strengths and communication, VIG in schools seems appropriate, although the research-base is developing. This scoping review explores how VIG has been applied in education settings. By employing a systematic search of key databases and grey literature, 14 papers met the inclusion criteria. Findings showed that VIG has been applied in education settings with various clients and with a focus on staff development, pupils’ skills, and relationships. VIG can be used alongside another intervention or assessment, although the VIG related outcomes can be challenging to measure. EPs are well placed to support schools to invest in evidence-based interventions; therefore, implications for practice and recommendations for further research are suggested.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43890764","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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