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":"39 1","pages":"112 - 113"},"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":"39 1","pages":"113 - 114"},"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":"38 1","pages":"428 - 447"},"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":"38 1","pages":"410 - 427"},"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":"38 1","pages":"452 - 453"},"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":"38 1","pages":"392 - 409"},"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}
Pub Date : 2022-09-11DOI: 10.1080/02667363.2022.2122139
Jennifer Heseltine
{"title":"ADHD and attention difficulties. How to help","authors":"Jennifer Heseltine","doi":"10.1080/02667363.2022.2122139","DOIUrl":"https://doi.org/10.1080/02667363.2022.2122139","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"111 - 112"},"PeriodicalIF":0.8,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42669657","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 : 2022-09-11DOI: 10.1080/02667363.2022.2119343
Erika Payne
{"title":"Executive Functions: connecting into practice – CPD for educational psychologists","authors":"Erika Payne","doi":"10.1080/02667363.2022.2119343","DOIUrl":"https://doi.org/10.1080/02667363.2022.2119343","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"451 - 452"},"PeriodicalIF":0.8,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41595974","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 : 2022-09-05DOI: 10.1080/02667363.2022.2109005
C. Atkinson, Joanne Barrow, S. Norris
ABSTRACT Assessment is one of the five functions of the educational psychologist’s (EP’s) role, yet there is a dearth of research exploring its distinctive contribution to school-based practice, and a lack of definition about what it is. In this study, the assessment practices of EPs were compared with those of other educational professionals who had achieved certification for competence in educational testing. Data were analysed using descriptive and inferential statistics, with patterns emerging which indicated that, while there is some overlap, assessment practices of EPs and other educational professionals often have different foci. Specifically, evidence suggests that EPs offer a broader, more holistic perspective with strong emphasis on the social and emotional wellbeing of the child. Additionally, other practitioners typically have a more school-orientated focus, for example, testing for exam access arrangements, reflecting their professional role. Implications are discussed, particularly in relation to the distinctive contribution to EP assessment.
{"title":"Assessment practices of educational psychologists and other educational professionals","authors":"C. Atkinson, Joanne Barrow, S. Norris","doi":"10.1080/02667363.2022.2109005","DOIUrl":"https://doi.org/10.1080/02667363.2022.2109005","url":null,"abstract":"ABSTRACT Assessment is one of the five functions of the educational psychologist’s (EP’s) role, yet there is a dearth of research exploring its distinctive contribution to school-based practice, and a lack of definition about what it is. In this study, the assessment practices of EPs were compared with those of other educational professionals who had achieved certification for competence in educational testing. Data were analysed using descriptive and inferential statistics, with patterns emerging which indicated that, while there is some overlap, assessment practices of EPs and other educational professionals often have different foci. Specifically, evidence suggests that EPs offer a broader, more holistic perspective with strong emphasis on the social and emotional wellbeing of the child. Additionally, other practitioners typically have a more school-orientated focus, for example, testing for exam access arrangements, reflecting their professional role. Implications are discussed, particularly in relation to the distinctive contribution to EP assessment.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"347 - 363"},"PeriodicalIF":0.8,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46736281","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 : 2022-09-04DOI: 10.1080/02667363.2022.2119342
Julia Clements
{"title":"Supporting the emotional well-being of children and young people with learning disabilities. A whole school approach","authors":"Julia Clements","doi":"10.1080/02667363.2022.2119342","DOIUrl":"https://doi.org/10.1080/02667363.2022.2119342","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"450 - 451"},"PeriodicalIF":0.8,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46837795","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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