Pub Date : 2022-12-20DOI: 10.1080/02667363.2022.2158176
M. Parry
ABSTRACT This research explored the experiences of supervisors of educational psychologists (EPs) and trainee EPs (TEPs), using an increase in virtual methods of supervision, first undertaken during the Covid-19 restrictions within one Local Authority (LA) in England. Eleven supervisors in different roles, with varying lengths of experience, were supervising a range of EP positions and contributed to the online semi-structured questionnaire, which focused on supervision delivery, opportunities, challenges, and contextual factors. The responses were analysed using thematic analysis, with a number of themes identified. Key conclusions related to value of supervision, differences in supervisory practice, adequate experience, and support for TEP development and competence including newly qualified EPs, emotional impact of supervising while working remotely, supervisor and supervisee wellbeing, and technological considerations. Implications for practice are explored.
{"title":"Learning from supervisor experience of increased virtual supervision for educational psychologists","authors":"M. Parry","doi":"10.1080/02667363.2022.2158176","DOIUrl":"https://doi.org/10.1080/02667363.2022.2158176","url":null,"abstract":"ABSTRACT This research explored the experiences of supervisors of educational psychologists (EPs) and trainee EPs (TEPs), using an increase in virtual methods of supervision, first undertaken during the Covid-19 restrictions within one Local Authority (LA) in England. Eleven supervisors in different roles, with varying lengths of experience, were supervising a range of EP positions and contributed to the online semi-structured questionnaire, which focused on supervision delivery, opportunities, challenges, and contextual factors. The responses were analysed using thematic analysis, with a number of themes identified. Key conclusions related to value of supervision, differences in supervisory practice, adequate experience, and support for TEP development and competence including newly qualified EPs, emotional impact of supervising while working remotely, supervisor and supervisee wellbeing, and technological considerations. Implications for practice are explored.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45259957","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 : 2022-12-01DOI: 10.1080/02667363.2022.2151981
H. Eskandari, Mohammad Reza Vahdani Asadi, Rouhollah Khodabandelou
ABSTRACT This correlational study investigates the relationship between mobile phone use among elementary school students in Iran during the Covid-19 epidemic, and its effect on emotional-behavioural functioning and academic and social competencies. A researcher-devised questionnaire, and the Achenbach Child Behaviour Checklist (CBCL)-parental version, was used to assess parental perception of the effects of mobile phone use. Questionnaires were completed by 500 parents, of which 470 were analysed. Findings showed a perceived relationship between the use of cyberspace (smartphone, tablet, games, and social networks) and anxious/depressed, withdrawn, somatic complaints, social problems, thought problems, attention problems, antisocial behaviour, and aggressive behaviour in children. Findings indicate that children’s cultural context affects their exposure to online dangers, including receiving threatening images and messages, and cyberbullying; the effects in the current study being lower than the international average. It is recommended that there should be focus on promoting students’ media literacy, and parental awareness.
{"title":"The effects of mobile phone use on students’ emotional-behavioural functioning, and academic and social competencies","authors":"H. Eskandari, Mohammad Reza Vahdani Asadi, Rouhollah Khodabandelou","doi":"10.1080/02667363.2022.2151981","DOIUrl":"https://doi.org/10.1080/02667363.2022.2151981","url":null,"abstract":"ABSTRACT This correlational study investigates the relationship between mobile phone use among elementary school students in Iran during the Covid-19 epidemic, and its effect on emotional-behavioural functioning and academic and social competencies. A researcher-devised questionnaire, and the Achenbach Child Behaviour Checklist (CBCL)-parental version, was used to assess parental perception of the effects of mobile phone use. Questionnaires were completed by 500 parents, of which 470 were analysed. Findings showed a perceived relationship between the use of cyberspace (smartphone, tablet, games, and social networks) and anxious/depressed, withdrawn, somatic complaints, social problems, thought problems, attention problems, antisocial behaviour, and aggressive behaviour in children. Findings indicate that children’s cultural context affects their exposure to online dangers, including receiving threatening images and messages, and cyberbullying; the effects in the current study being lower than the international average. It is recommended that there should be focus on promoting students’ media literacy, and parental awareness.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44658081","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 : 2022-11-23DOI: 10.1080/02667363.2022.2148635
W. Shield
ABSTRACT The wellbeing of doctoral students is an area that is well researched; however, no research has yet explored which factors of doctoral training have most impact upon trainee educational psychologist (TEP) wellbeing. TEPs across England and Wales completed a questionnaire to explore their doctoral wellbeing. Six themes were generated from a reflexive thematic analysis in relation to how academic and professional tutors can support wellbeing: facilitating relationships; adapting models of support; ensuring clear communication; addressing placement concerns; providing practical support and mediating the impact of the COVID-19 pandemic on doctoral study. Areas reported to have most impact on wellbeing included workload, making reasonable demands on self, having confidence in research, receiving quality feedback, and experiencing trusting relationships with supervisors. Findings were consistent with previous research and implications for those involved in the training of educational psychologists are discussed, including the need to prioritise wellbeing support in all aspects of training.
{"title":"The role of academic and professional tutors in supporting trainee educational psychologist wellbeing","authors":"W. Shield","doi":"10.1080/02667363.2022.2148635","DOIUrl":"https://doi.org/10.1080/02667363.2022.2148635","url":null,"abstract":"ABSTRACT The wellbeing of doctoral students is an area that is well researched; however, no research has yet explored which factors of doctoral training have most impact upon trainee educational psychologist (TEP) wellbeing. TEPs across England and Wales completed a questionnaire to explore their doctoral wellbeing. Six themes were generated from a reflexive thematic analysis in relation to how academic and professional tutors can support wellbeing: facilitating relationships; adapting models of support; ensuring clear communication; addressing placement concerns; providing practical support and mediating the impact of the COVID-19 pandemic on doctoral study. Areas reported to have most impact on wellbeing included workload, making reasonable demands on self, having confidence in research, receiving quality feedback, and experiencing trusting relationships with supervisors. Findings were consistent with previous research and implications for those involved in the training of educational psychologists are discussed, including the need to prioritise wellbeing support in all aspects of training.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44995988","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 : 2022-11-22DOI: 10.1080/02667363.2022.2150603
J. Rowley, P. Giles, A. Hammond, Amal Hussein, Michelle Oakey, Sherly O'hara, Jessica Williams, K. Wood
ABSTRACT A framework to support critical reflection in educational psychology (EP) practice is described. The process of critical reflection and the underlying theoretical ideas are discussed, including the links between critical reflection and action for social justice change in EP work. The article reports on a participatory research project with trainee educational psychologists on their experiences of using the framework in practice. Four focus groups were held involving 16 co-researchers; the videos of the focus groups were analysed using a thematic analysis approach by the co-researchers themselves. Themes identified relating to their experience of using the framework are: ‘positive experience’, ‘flexible application’, ‘facilitating deeper thinking’, ‘influence of self (reflexivity)’. Themes relating to co-researcher views on how the framework can be developed are related to accessibility and usability. The article concludes with implications of the research for use and development of the framework and for critically reflective EP training and practice.
{"title":"Applying a framework for critical reflection in educational psychology practice: views of trainee educational psychologists","authors":"J. Rowley, P. Giles, A. Hammond, Amal Hussein, Michelle Oakey, Sherly O'hara, Jessica Williams, K. Wood","doi":"10.1080/02667363.2022.2150603","DOIUrl":"https://doi.org/10.1080/02667363.2022.2150603","url":null,"abstract":"ABSTRACT A framework to support critical reflection in educational psychology (EP) practice is described. The process of critical reflection and the underlying theoretical ideas are discussed, including the links between critical reflection and action for social justice change in EP work. The article reports on a participatory research project with trainee educational psychologists on their experiences of using the framework in practice. Four focus groups were held involving 16 co-researchers; the videos of the focus groups were analysed using a thematic analysis approach by the co-researchers themselves. Themes identified relating to their experience of using the framework are: ‘positive experience’, ‘flexible application’, ‘facilitating deeper thinking’, ‘influence of self (reflexivity)’. Themes relating to co-researcher views on how the framework can be developed are related to accessibility and usability. The article concludes with implications of the research for use and development of the framework and for critically reflective EP training and practice.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46068215","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 : 2022-10-12DOI: 10.1080/02667363.2022.2129221
F. Pearson
Barkley, R. A. (1997). ADHD and the nature of self-control. Guilford Press. Chang, Z., Ghirardi, L., Quinn, P. D., Asherson, P., D’Onofrio, B. M., & Larsson, H. (2019). Risks and benefits of ADHD medication on behavioral and neuropsychiatric outcomes: A qualitative review of pharmacoepidemiology studies using linked prescription databases. Biological Psychiatry, 86(5), 335–343. https://doi.org/10.1016/j. biopsych.2019.04.009 Cortese, S., Adamo, N., Giovane, C. D., Mohr-Jensen, C., Hayes, A. J., Carucci, S., Atkinson, L. Z., Tessari, L., Banaschewski, T., Coghill, D., Hollis, C., Simonoff, E., Zuddas, A., Barbui, C., Purgato, M., Steinhausen, H.-C., Shokraneh, F., Xia, J., & Cipriani, A. (2018). Comparative efficacy and tolerability of medications for attention-deficit hyperactivity disorder in children, adolescents, and adults: A systematic review and network meta-analysis. Lancet Psychiatry, 5(9), 727–738. https://doi.org/10.1016/S2215-0366(18)30269-4
{"title":"Teenage School Difficulties: How to help","authors":"F. Pearson","doi":"10.1080/02667363.2022.2129221","DOIUrl":"https://doi.org/10.1080/02667363.2022.2129221","url":null,"abstract":"Barkley, R. A. (1997). ADHD and the nature of self-control. Guilford Press. Chang, Z., Ghirardi, L., Quinn, P. D., Asherson, P., D’Onofrio, B. M., & Larsson, H. (2019). Risks and benefits of ADHD medication on behavioral and neuropsychiatric outcomes: A qualitative review of pharmacoepidemiology studies using linked prescription databases. Biological Psychiatry, 86(5), 335–343. https://doi.org/10.1016/j. biopsych.2019.04.009 Cortese, S., Adamo, N., Giovane, C. D., Mohr-Jensen, C., Hayes, A. J., Carucci, S., Atkinson, L. Z., Tessari, L., Banaschewski, T., Coghill, D., Hollis, C., Simonoff, E., Zuddas, A., Barbui, C., Purgato, M., Steinhausen, H.-C., Shokraneh, F., Xia, J., & Cipriani, A. (2018). Comparative efficacy and tolerability of medications for attention-deficit hyperactivity disorder in children, adolescents, and adults: A systematic review and network meta-analysis. Lancet Psychiatry, 5(9), 727–738. https://doi.org/10.1016/S2215-0366(18)30269-4","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47159803","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 : 2022-10-06DOI: 10.1080/02667363.2022.2132019
Siobhan Gould
{"title":"Building well being and resilience: how to help","authors":"Siobhan Gould","doi":"10.1080/02667363.2022.2132019","DOIUrl":"https://doi.org/10.1080/02667363.2022.2132019","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43516514","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 : 2022-10-02DOI: 10.1080/02667363.2022.2135491
Zoe Capper, C. Soan
ABSTRACT The activity of educational psychologists’ (EPs’) statutory psychological assessment continues to be viewed critically within literature. The current research explores the understanding of EPs and special educational needs and disability (SEND) officers in this activity, considering the 2014/2015 policy reforms. Semi-structured interviews were conducted in a single Local Authority (LA) using Cultural Historical Activity Theory (CHAT) to explore the constructions of each group. Identified contradictions within the data were explored within a Development Work Research (DWR) Lab to create shared actions. Over time, EPs’ practice has remained constant in its recognised strengths, but identified contradictions within historic literature remained evident. Actions moving forward sought to redevelop graduated assessment processes, promote stronger multi-professional working, strengthen annual review processes, and create effective methods for efficient data collection.
{"title":"A cultural historical activity theory analysis of educational psychologists’ statutory assessment process post- 2014 children and families act","authors":"Zoe Capper, C. Soan","doi":"10.1080/02667363.2022.2135491","DOIUrl":"https://doi.org/10.1080/02667363.2022.2135491","url":null,"abstract":"ABSTRACT The activity of educational psychologists’ (EPs’) statutory psychological assessment continues to be viewed critically within literature. The current research explores the understanding of EPs and special educational needs and disability (SEND) officers in this activity, considering the 2014/2015 policy reforms. Semi-structured interviews were conducted in a single Local Authority (LA) using Cultural Historical Activity Theory (CHAT) to explore the constructions of each group. Identified contradictions within the data were explored within a Development Work Research (DWR) Lab to create shared actions. Over time, EPs’ practice has remained constant in its recognised strengths, but identified contradictions within historic literature remained evident. Actions moving forward sought to redevelop graduated assessment processes, promote stronger multi-professional working, strengthen annual review processes, and create effective methods for efficient data collection.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45813777","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 : 2022-10-02DOI: 10.1080/02667363.2022.2129594
Liz Owen, L. Craig, W. Barrett, Sam Hannay
ABSTRACT Excellence, equity and efficiency are key drivers for improvement in Scotland’s education sector, including educational psychology. This paper discusses and evaluates the decisions taken by one Scottish Educational Psychology Service towards achieving the key outcomes of excellence, equity and efficiency through a redesign of their service delivery model. Evidence is presented regarding the impact of this journey towards achieving these key outcomes, and reflections made about the mechanisms which facilitated this process of organisational change and service redesign.
{"title":"Excellence, equity and efficiency in educational psychology service delivery: a journey","authors":"Liz Owen, L. Craig, W. Barrett, Sam Hannay","doi":"10.1080/02667363.2022.2129594","DOIUrl":"https://doi.org/10.1080/02667363.2022.2129594","url":null,"abstract":"ABSTRACT Excellence, equity and efficiency are key drivers for improvement in Scotland’s education sector, including educational psychology. This paper discusses and evaluates the decisions taken by one Scottish Educational Psychology Service towards achieving the key outcomes of excellence, equity and efficiency through a redesign of their service delivery model. Evidence is presented regarding the impact of this journey towards achieving these key outcomes, and reflections made about the mechanisms which facilitated this process of organisational change and service redesign.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43154233","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 : 2022-09-29DOI: 10.1080/02667363.2022.2130229
Laura de Cabo Seron
{"title":"Establishing Family-School Partnerships in School Psychology – Critical Skills","authors":"Laura de Cabo Seron","doi":"10.1080/02667363.2022.2130229","DOIUrl":"https://doi.org/10.1080/02667363.2022.2130229","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59461858","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 : 2022-09-26DOI: 10.1080/02667363.2022.2125933
A. Romney, M. Somerville, E. Baines
ABSTRACT Initial research into the use of Emotion Coaching (EC) in educational settings has suggested that it can support social and emotional development, and promote positive relationships and behaviour. This research used a sequential mixed-methods design to examine the factors which impact on the implementation of EC. The views of 40 staff across six mainstream primary schools in the UK who had undertaken whole-school training in EC were examined via an online questionnaire. Follow-up semi-structured interviews with 13 staff from two of those schools were analysed using thematic analysis. Key facilitators to implementation included quality training, a school ethos where wellbeing was central, and an actively engaged senior leadership team. Key barriers to implementation were the pressure faced by school staff due to time constraints and curriculum demands. Implications for senior leaders in schools, educational psychologists (EPs), and policymakers are discussed.
{"title":"The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools","authors":"A. Romney, M. Somerville, E. Baines","doi":"10.1080/02667363.2022.2125933","DOIUrl":"https://doi.org/10.1080/02667363.2022.2125933","url":null,"abstract":"ABSTRACT Initial research into the use of Emotion Coaching (EC) in educational settings has suggested that it can support social and emotional development, and promote positive relationships and behaviour. This research used a sequential mixed-methods design to examine the factors which impact on the implementation of EC. The views of 40 staff across six mainstream primary schools in the UK who had undertaken whole-school training in EC were examined via an online questionnaire. Follow-up semi-structured interviews with 13 staff from two of those schools were analysed using thematic analysis. Key facilitators to implementation included quality training, a school ethos where wellbeing was central, and an actively engaged senior leadership team. Key barriers to implementation were the pressure faced by school staff due to time constraints and curriculum demands. Implications for senior leaders in schools, educational psychologists (EPs), and policymakers are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47581274","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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