Assignment type: Thesis
Author: Louise Boeckmans
Submitted: September 2021
As part of this thesis, a review was conducted to investigate the impact of character strengths interventions (CSIs) on students’ well-being and academic outcomes. Whilst a large body of research exists with adults, few studies have focused on school-based CSIs. Through a systematic search, 13 articles were identified. Overall, positive findings emerged for classroom engagement and several measures of well-being, with the exception of negative affect. School-based CSIs appear to be most effective when conducted by teachers over time. Whilst research with specific populations is lacking, there is some evidence that the intervention can improve the well-being of at-risk students. There is mixed evidence as to whether the method of strengths identification is influential. A need for further research is considered important, particularly regarding the use of CSIs with primary-aged pupils and its use in a one-to-one format. Furthermore, it is not yet known whether the specific strengths focused upon impacts the effectiveness of this intervention.
Empirical research was also conducted for this thesis in which the concept of strengths- based practice is applied to ADHD. Research suggests that school staff are more likely to make within-child attributions of behaviour and have lower expectations for children with this diagnosis. The current research aimed to replicate this finding and investigate how perceptions alter when the characteristics of ADHD are presented as strengths, not deficits. In an online survey, 271 members of school staff read a vignette describing a child, with or without an ADHD label present, and whose behaviours were either positively or negatively framed. Staff’s attributions for the child’s behaviour and their predictions of the child’s future life satisfaction were collected. It was found that, when the characteristics of ADHD were negatively framed, staff expressed greater certainty in making both internal and external attributions and believed that the student would have lower life satisfaction as an adult. The label itself had no significant effect. These findings suggest that the framing of ADHD characteristics, rather than the label, impacts school staff’s beliefs.
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Assignment type: Academic Critique
Author: Joanne Bennett
Submitted: April 2021
The Southampton PGR conference concluded today – the ninth psychology conference but the very first to be carried out online. We were delighted by (and very proud of) the contributions of the Ed Psych Trainees to the conference, which included Year 2 research posters, Year 3 thesis presentations and two members of the Year 2 cohort – Sophie Smith and Amber Newell – sitting on the four person conference planning committee (and what an incredible job they did under these exceptional circumstances).
Please find below the Ed Psych SSRP research posters. These are:
- EBSA (Emotionally Based School Avoidance) Professionals’ Perception of Group Supervision by Lauren Baggley, Beckett Markland, Amber Newell, Cora Sargeant and Andrea Morgan.
- Emotional Literacy Support Assistants’ (ELSAs) experiences of the Resilience Ball Framework in Schools by Lindsay Elder, Alex Hampstead, Cara Hens, Cath Lowther and Hanna Kovshoff.
- Non-statutory Educational Psychology Reports: Views of Key Stakeholders by Louise Boeckmans, Husna Kasmani, Kirsty Russell, Sophie Smith, Liz Robinson, Caitriona Scully and Cora Sargeant.
- Exploring the Views and Experiences of Adolescents with ADHD in Mainstream Schools by Stephanie Lewis, Lynn de la Fosse, Derek Hanley, Tammy Valberg and Hanna Kovshoff – Awarded third prize in the conference poster competition.
In 2018, a new, mid-term assignment has been introduced to the undergraduate module in Educational Psychology at the University of Southampton. We asked our third year students to create information leaflets for schools and parents on the topic of either dyslexia or ADHD.
We are delighted to present the top three scoring pieces of work here:
Jemma Johnston (ADHD)
Amy Peters (Dyslexia)
Olivia Sutherland (Dyslexia)
Copyright note: we believe that images used in these leaflets – sourced by students on the web – constitute ‘fair use,’ since they are of reduced resolution, comprise only a small percentage of the overall work and are a used here non-commercially for educational purposes. If you wish to discuss this further, please email email@example.com.
Assignment type: Academic Critique
Author: Emma Herring
Submitted: May 2016
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