Assignment type: Small Scale Research Project poster
Authors: Sophie Brinsmead, Carys Deeley, Jess Millington, Laura Pardoe, Henry Wood-Downie and Hanna Kovshoff
Submitted: June 2024
View a recorded webinar about this research project here.
Tag Archives: Research Project
Young Carers’ Experiences of Benefit Finding in the Context of Support Groups (research poster)
Assignment type: Small Scale Research Project poster
Authors: Jess Delicata, Hannah Ravenhall, Laura Salmon, Julia Thomson
Submitted: June 2024
Poster on display at the 2024 PGR Psychology conference at the University of Southampton
KeEPing Well: An exploration of well-being for educational psychologists (research poster)
Assignment type: Small Scale Research Project poster
Authors: Lucy Beynon, Jessica Glover, Hannah Godfrey, Emma Woozley, Cora Sargeant and Ed Sayer
Submitted: June 2024
Poster on display at the 2024 PGR Psychology conference at the University of Southampton
âBoys would obviously start more fightsâ – Using Personal Construct Psychology to Explore what Boys feel would make School Safe (research poster)
Assignment type: Small Scale Research Project poster
Authors: Anna Burnett, Amy Brockwell, Alana Gallacher, Becca Stadames, Dawn Slattery and Sarah Wright
Submitted: June 2024
Poster on display at the 2024 PGR Psychology conference at the University of Southampton
Recorded webinar: Facilitating self-expression to support transitions through Digital Storytelling
In an online webinar (streamed by Educational Psychology Reach-Out on 18 Apr 2024), Southampton trainee educational psychologists Sophie Brinsmead, Jess Millington, Laura Pardoe and Carys Deeley discuss their small scale research project on Digital Storytelling (supervised by Dr Henry Wood-Downie and supported by Dr Hanna Kovshoff).
What do measures of gender identity tell us about gender identity over time? (2024)
Authors: Ellena Fisher, Sarah Wright and Cora Sargeant
Published: 2024
Publication: British Journal of Developmental Psychology
Gender identity is a multifaceted concept and is represented by a wide range of measures and constructs including both self-report and researcher observations of preferences and behaviours. However, despite their similar theoretical underpinning, gender identity measures are rarely found to correlate with one another, and contrasting patterns and trajectories are often found for each construct (Egan & Perry, Developmental Psychology, 37, 2001, 451). Therefore, this systematic review aimed to present a review of the longitudinal research evidence surrounding gender identity development in the absence of formal intervention. Using a systematic search strategy, 21 studies were identified. Narrative synthesis was used to synthesize the data collected in these studies and trajectories were explored for (1) self-identification measures of gender identity, (2) clothing preferences, (3) peer preferences, and (4) object/activity preferences. Overall, the results of this systematic review are consistent with wider research suggesting that distinct developmental patterns can be observed when using different constructs and measures of gender identity.
Fisher, E., Wright, S., & Sargeant, C. (2024) What do measures of gender identity tell us about gender identity over time? British Journal of Developmental Psychology, https://doi.org/10.1111/bjdp.12491
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âSchools arenât talking about it even though they should beâ – Using Personal Construct Psychology to explore what girls feel would make schools safe.
Assignment type: Small Scale Research Project
Author: Lauren Craik, Sukhjagat Brar, Imogen Crockett, Hannah Kemp, Martha Mayfield, Cora Sargeant, Dawn Slattery and Sarah Wright.
Submitted: September 2022
Violence against women and girls (VAWG) is a widespread issue, and it has long been recognized that action is needed to address this. Recent reports (e.g., Ofsted, 2021) have highlighted the significance of VAWG and ensuring girlsâ safety within schools. While current research has examined the extent of VAWG in schools, there has been limited exploration of girls’ perspectives on the measures that would enhance their sense of safety in school. This study explored female-identifying pupilsâ perspectives of what a safe and unsafe school looks like and what can be done to make schools safe. Eight Year 10 female-identifying pupils from two UK secondary schools took part in a Personal Construct Psychology (PCP) interview based on Moranâs (2001) Ideal School. Four themes were created using reflexive thematic analysis: (1) âSchools arenât talking about it (violence) even though they should beâ, (2) Theyâre âwatching meâ, (3) Relationships are key and, (4) Schools have a responsibility to intervene. The study highlights the normalisation of violence against women and girls in schools and emphasises the importance of positive relationships with peers and staff, improved relationship education, and staff training in fostering a safer environment. This underscores the role everyone plays in addressing VAWG.
To cite this work, please use the following:
., Brar, S., Crockett, I., Kemp, H., Mayfield, M., Sargeant, C., Slattery, D. & Wright, S. (2024, 16 April). âSchools arenât talking about it even though they should beâ – Using Personal Construct Psychology to explore what girls feel would make schools safe.. University of Southampton Educational Psychology research blog. https://blog.soton.ac.uk/edpsych/2024/04/16/schools-arent-talking-about-it-even-though-they-should-be-using-personal-construct-psychology-to-explore-what-girls-feel-would-make-schools-safe/
Using Digital Stories for assessments and transition planning for autistic pre-school children (2021)
Authors: Henry Wood-Downie, Verity Ward, Kathryn Ivil, Hanna Kovshoff and Sarah Parsons
Published: 2021
Publication: Educational and Child Psychology
Aims: âI amâŠâ Digital Stories are short videos designed to provide a holistic, strengths-based representation of the child through enabling them to contribute their perspectives to transition planning. Digital Stories have potential during periods in which professionals are unable to physically visit settings or spend time getting to know a child. This paper describes the use of Digital Stories in two contexts: (1) being shown at the beginning of person-centred planning meetings focusing on the transition to primary school; and (2) as a tool to support educational psychologists conducting Education, Health, and Care Needs Assessments for preschool children during Covid-19. Method: Data was collected via seven semi-structured interviews, 15 feedback forms, and videos of four meetings. Participants comprised six parents/carers, five nursery practitioners, three school staff members, and six educational psychologists. Thematic analysis resulted in five main themes: thinking differently; a wider conversation; more than words; seeing what they see; and potential barriers to making Digital Stories. Limitations: Children were not able to make their own Digital Stories, which could have influenced their representation within the videos, transition meetings and assessments. However, childrenâs body worn camera footage was included, enabling a perspective on their interactions and preferences that was closer to the childâs worldview than other observational methods. Conclusions: Digital Stories have a variety of benefits to practice, including being useful to educational psychologists during assessments, and have the potential to facilitate successful transitions from nursery to primary school.
Wood-Downie, H., Ward, V., Ivil, K., Kovshoff, H. & Parsons, S. (2021) Using Digital Stories for assessments and transition planning for autistic pre-school children. Educational and Child Psychology, 38(3), https://doi.org/10.53841/bpsecp.2021.38.3.62
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A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence (2022)
Authors: Gemma Muncer, Philip A. Higham, Corentin J. Gosling, Samuele Cortese, Henry Wood-Downie and Julie A. Hadwin
Published: 2022
Publication: Educational Psychology Review
Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has increasingly focused on understanding factors associated with the improvement of math skills in school. This systematic literature review and meta-analysis investigated the association between metacognition and math performance in adolescence (11â16-year-olds). A systematic search of electronic databases and grey literature (to 04.01.2020) highlighted 31 studies. The quantitative synthesis of 74 effect sizes from 29 of these studies (30 independent populations) indicated a significantly positive correlation between metacognition and math performance in adolescence (r = .37, 95% CI = [.29, .44], p < .001). There was significant heterogeneity between studies. Consideration of online (versus offline) measures of metacognition and more complex (versus simple) measures of math performance, and their combination, was associated with larger effect sizes; however, heterogeneity remained high for all analyses.
Muncer, G., Higham, P.A., Gosling, C.J. Cortese, S., Wood-Downie, H. & Hadwin, J. A. (2022) A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence. Educational Psychology Review, 34, 301â334. https://doi.org/10.1007/s10648-021-09620-x
A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults (2023)
Authors: Hannah Edwards, Sarah Wright, Cora Sargeant, Samuele Cortese and Henry Wood-Downie
Published: 2023
Publication: Journal of Child Psychology and Psychiatry
Background: Evidence that autism often manifests differently between males and females is growing, particularly in terms of social interaction and communication, but it is unclear if there are sex differences in restricted and repetitive behaviours and interests (RRBIs) when rigorously focusing on the narrow construct level (i.e., stereotyped behaviour, restricted interests, insistence on sameness, and/or sensory experiences). Methods: We conducted a systematic review and four random effects meta-analyses investigating sex differences in narrow construct measures of RRBIs in autistic children, adolescents, and adults (Prospero registration ID: CRD42021254221). Study quality was appraised using the Newcastle-Ottawa Quality Assessment Scale. Results: Forty-six studies were narratively synthesised and 25 of these were included in four random effects meta-analyses. Results found that autistic males had significantly higher levels of stereotyped behaviours (SMDâ=â0.21, 95% confidence interval (CI) [0.09, 0.33], pâ<â.001) and restricted interests (SMDâ=â0.18, 95% CI [0.07, 0.29], pâ<â.001) compared to autistic females. In contrast, there were no significant sex differences for sensory experiences (SMDâ=ââ0.09, 95% CI [â0.27, 0.09], pâ=â.32) and insistence on sameness (SMDâ=â0.01, 95% CI [â0.03, 0.05], pâ=â.68). The findings from the narrative synthesis were generally consistent with those from the meta-analyses and also found qualitative sex differences in the way RRBIs manifest. Conclusions: Our findings show significant differences in narrowly defined RRBIs in males and females. Practitioners need to be aware of such differences, which could be contributing to the under-recognition of autism in females and may not be captured by current diagnostic instruments.
Cortese, S. & Wood-Downie, H. (2023) Research Review: A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults. J Child Psychol Psychiatr, 65: 4-17. https://doi.org/10.1111/jcpp.13855
Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young peopleâs perceptions and experiences (2023)
Authors: Rebecca Jones, Jana Kreppner, Fiona Marsh and Brettany Hartwell
Published: 2023
Publication: Emotional and Behavioural Difficulties
Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYPâs thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.
& Hartwell, B. (2023) Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young peopleâs perceptions and experiences, Emotional and Behavioural Difficulties, 28:2-3, 182-197, DOI: 10.1080/13632752.2023.2255403
Exploring the impact of gender identity and stereotypes on secondary pupilsâ computer science enrolment interest (2023)
Authors: Eleanor Beck, Cora Sargeant and Sarah Wright
Published: 2023
Publication: International Journal of Gender, Science and Technology
There is an underrepresentation of women working in Science, Technology, Engineering and Mathematics (STEM) industries. Initiatives to encourage greater diversity in STEM have been less successful in computer science. This research investigates whether identification with gender stereotypes (defined as the extent to which one identifies with stereotypical masculine or feminine traits) and other factors predict enrolment interest in computer science and whether stereotypical cues impact on these relationships. British secondary school students were shown either a stereotypical or a non-stereotypical computer science classroom and completed measures assessing their identification with gender stereotypes, enrolment interest, belonging, stereotype threat, self-efficacy and utility value. Femininity significantly predicted lower enrolment interest and this relationship appeared to be mediated by stereotype threat. This study extends previous research by showing that young peoplesâ identification with gender stereotypes predicts enrolment interest to some degree. We highlight the need to challenge persistent stereotypes regarding who best âfitsâ computer science.
& Wright, S. (2023) Exploring the impact of gender identity and stereotypes on secondary pupilsâ computer science enrolment interest (2023). International Journal of Gender, Science and Technology, 15(1), 48â71.
Teachers’ beliefs: How they shape the support offered to trans-spectrum young people (2023)
Authors: Beckett Markland, Cora Sargeant and Sarah Wright
Published: 2023
Publication: Teaching and Teacher Education
Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitancy in teachers’ practice. However, teachers expressed a strong desire to develop their knowledge and through reflection within their focus group or interview, began to construct ideas of how to be inclusive in their work.
(2023) Teachers’ beliefs: How they shape the support offered to trans-spectrum young people. Teaching and Teacher Education, 124. DOI: https://doi.org/10.1016/j.tate.2023.104019
The Benefits of Childrenâs Gratitude: Identifying Mediators and Designing a New Measure
Assignment type: Thesis
Author: Sophie Smith
Submitted: October 2021
Abstract
School-based gratitude interventions show evidence of enhancing student well-being but there is limited research suggesting how gratitude increases well-being. There is also the need for a suitable tool to measure childrenâs gratitude and evaluate the impact of gratitude interventions. The researcher sought to address these literature gaps. A systematic literature review was used to address the question âwhich variables mediate the association between young peopleâs gratitude and well-being?â. Stronger evidence was found for cognitive and social resources as mediators, compared to mediators related to affect. A lack of experimental and longitudinal studies in the current evidence base was identified, highlighting avenues for future research.
In an empirical study, the researcher designed and screened a new questionnaire of childrenâs gratitude, the Questionnaire of Appreciation in Youth (QUAY). Items were developed using the literature to identify a comprehensive definition of gratitude and its key features, and through discussion with the research supervisors who have extensive experience of studying gratitude. The initial items were screened in a focus group with three children aged eight to nine. Exploratory factor analysis was then conducted with responses from 107 children aged eight to 10. This led to the development of an 11-item scale with good reliability and convergent validity with an existing measure of gratitude, the GQ-6. A three-factor structure was retained, with subscales addressing gratitude, appreciation, and sense of privilege. Limitations include the lack of a more diverse sample, the absence of reverse-scored items, positive skew in responses, and the need to establish discriminant validity. Implications include new insights into the structure of childrenâs gratitude, providing a working tool which could be further developed in order to measure childrenâs gratitude more effectively.
Social Media Activity, Number of Friends, and Relationship Quality: The Effects on Young Peopleâs Sense of Belonging and Wellbeing
Assignment type: Thesis
Author: Lindsey Elder
Submitted: June 2021
Abstract
Positive relationships are essential in meeting the fundamental need to belong. In adolescence, peer relationships become increasingly important for belonging as the risk of experiencing loneliness increases. However, the rising popularity of social media has added to the complexity of adolescentsâ peer experiences, as it presents a number of interpersonal challenges and opportunities. In this thesis, I (1) introduce the thesis research and present a rationale for the chosen topic area, (2) explore the relationship between friendship quantity and quality and young peopleâs sense of belonging, and (3) consider how social media can be used to enhance wellbeing and belonging during adolescence.
The first chapter is an introduction to my thesis research. In this chapter, I summarise my thesis journey; I explain how my personal experiences inspired my chosen research area, what questions I wanted to answer, how I chose to answer them, and what I learned from the process. In the second chapter, I present the findings of a systematic literature review investigating the evidence for relationships between friendship quantity and quality and adolescentsâ sense of belonging over time. The results of the 13 reviewed studies suggest that having more friends indirectly reduces loneliness by giving teenagers more opportunities to develop high quality friendships. However, more rigorous longitudinal research needs to be conducted to make reliable conclusions about these complex associations. In the third chapter, I present the findings of my empirical research, where I investigated how social media can be used to promote adolescentsâ sense of belonging and wellbeing. In this research, 49 11- 18-year-olds took part in a randomised controlled study, where they were asked to either (1) interact on social media, (2) lurk passively without interacting on social media, or (3) interact face-to-face. The results show that changes in belonging and wellbeing did not differ significantly between the groups. However, the findings do suggest that using social media to maintain existing relationships positively predicts later belonging. Conversely, using social media to pass time predicts lower belonging and wellbeing. Overall, the study provides some preliminary evidence to suggest that using social media to interact with friends and family is more beneficial for adolescents than passive use. However, repeating the research after the coronavirus pandemic and with a larger sample size will be important to make more reliable conclusions and recommendations for practice.
How can schools support the education of children and young people experiencing chronic pain: Perspectives of teachers and other school staff.
Assignment type: Thesis
Author: Lauren Baggley
Submitted: June 2021
Abstract
Chronic pain (CP) is a prevalent health problem in school aged children and young people (CYP). A body of evidence suggests CP has a profound impact on many aspects of CYPâs lives including in an academic context. CP is associated with poor school attendance, poor academic performance and overall impairment in school functioning. Research commonly uses attendance to measure this impact however, school functioning is a multi-dimensional concept including social, cognitive and emotional aspects. There is also disparity in the measures used to determine school functioning. Given the wide ranging impact of CP, it is important that CYP experiencing CP are well supported in school by adults who feel competent supporting their needs. However, to date there has been limited research eliciting school staffâs perspectives on managing CP in school. In this thesis, I sought to address the gaps in the literature through two studies. In a systematic literature review I explored the assessment and measurement of the impact of CP on the school functioning of school aged CYP. Overall, CP was found to negatively impact numerous aspects of school functioning including attendance, performance, academic self-efficacy, limiting physical activities, emotional and social functioning and overall school functioning. Wide and varied outcome measures were used to determine the impact of CP. In an empirical study, I conducted semi structured interviews with 12 members of school staff in various roles about their experiences supporting children and young people with CP at school. Through thematic analysis, four themes were developed concerning staffâs perceived misunderstanding of chronic pain as a biopsychosocial phenomenon, the wide ranging impact of chronic pain, lessons learned from the Covid-19 pandemic and managing chronic pain in a school setting. Promising implications were identified for supporting students with CP with greater flexibility and a blended learning approach in future.
The Use of Social Media in Identity Development for LGBTQI+ Individuals and the Factors That Shape Young Peopleâs Attitudes Towards the Transgender Population
Assignment type: Thesis
Author: Kirsty Russell
Submitted: June 2021
Abstract
Despite the legislative progress and increased visibility of LGBTQI+ individuals in society, research continues to highlight the prejudice and victimisation that this population can face. According to the minority stress model, sexual minorities can face hostile stigma-related stressors which can compromise the mental health of LGBTQI+ individuals. Additionally, LGBTQI+ individuals face a distinct path of navigating identity development compared to nonLGBTQI+ peers. Chapter one begins by outlining the context, rationale, and scope for this research. As identity development takes place in a contemporary world of widespread social media use, chapter two presents the systematic literature review conducted to answer âhow do LGBTQI+ individuals use social media as part of their identity development?â The review included 16 studies and adopted a thematic synthesis methodology. LGBTQI+ individuals used social media for: gaining a sense of belonging, developing my identity, managing my identity, and broadcasting my identity. Furthermore, understanding the mechanisms which underly transprejudice has implications for the outcomes and mental health of transgender individuals. Consequently, chapter three presents the findings from an online survey with 129 young people, to investigate the factors which predict young peopleâs attitudes towards transgender individuals. A multiple regression analysis revealed that several previously identified factors from the adult literature formed a comprehensive model in explaining a large amount of variance in young peopleâs attitudes. The importance of discomfort felt with violations of heteronormativity, hostile sexism, and gender were emphasised. Implications to inform support across different ecological and contextual systems and scope for further research is discussed.
The Voice of Service Children: A Systematic Review of Service Childrenâs Experiences and a Study Exploring School Belonging in Children of Service Personnel
Assignment type: Thesis
Author: Kirsty Daniels
Submitted: June 2021
Abstract
Chapter 1 provides an account of the research background and how understanding the needs of UK service children sits within the national context and personal position of the researcher. Chapter 2 presents a systematic review of existing research that gathered the voices of service children in the UK. Searches for this review identified six research papers that were critically appraised in order to better understand the experiences of service children in the UK. A number of common themes emerged relating to the highs and lows of service life, recognising both the challenges and positive outcomes being a service child can bring. These themes were referenced in relation to parental deployment and mobility, and key findings emphasised the importance of social relations as both a risk and protective factor for these individuals. The findings highlighted the need to examine the impact of parental deployment and school transition on the relational needs of service children. Chapter 3 presents a qualitative study that explores school belonging in children of service personnel. Interpretative phenomenological analysis (IPA) was used to explore the lived experiences of six service children and their sense of school belonging. IPA was viewed through a critical realism lens. Five main themes developed from the analysis: defining school belonging; fostering connections and improving communications (at the individual and systemic level); school support: positive attitudes and understanding of the issues facing service children; transition; and impact on childâs phenomenon. From these findings a number of practical suggestions were identified.
Exploring the importance of early care-giving experiences on childrenâs socio-emotional functioning: the role of empathy
Assignment type: Thesis
Author: Derek Hanley
Submitted: October 2021
Abstract
The parent-child relationship is considered a critical context for childrenâs socio-emotional development. While it is understood that this relationship is interactive and bi-directional in nature, parenting practices and behaviours, specifically, parental socialisation styles, have been consistently linked to childrenâs development, including emotional competence and social skills. Empathy, which describes an innate capacity to understand and resonate with othersâ emotional experiences, is regarded by some as being at the core of what it means to be fully human, as it is central to social interaction, lays a foundation for moral judgement, and acts as a precursor to prosocial behaviour. Evidence has shown that individual differences in child empathy are related to and affected by the socialisation practices of parents. Building upon this research, this thesis presents two related, but individual papers that aim to further our understanding of how early care-giving experiences influence childrenâs socio-emotional functioning, specifically empathy. Firstly, a systematic literature review was conducted to consider the association between the quality of the parent-child relationship, as defined by the indices of attachment security, parent warmth, and parental sensitivity, and the development of empathy in toddlers and pre-schoolers. 16 articles were included for review. Overall, the review highlights that the evidence-base exploring the association between child empathy and the quality of the parent-child relationship among toddlers and pre-schoolers is small and strikingly inconsistent. Put broadly, the most consistent associations were found in longitudinal studies with pre-schoolers where attachment security was linked with higher scores of empathy. Secondly, an empirical study was carried out to test a proposed mediational model, whereby lower empathy is a pathway between childhood maltreatment and peer relationship problems. Using a combination of parent-report, child-report measures, and behavioural measures, empathy and peer relations were assessed in a sample of maltreated (n = 29) and non-maltreated children (n = 82). Findings show that maltreated children scored significantly lower on parentreport measures of empathy and scored significantly higher on parent-report peer relationship problems than non-maltreated children. The behavioural data showed similar group level differences for child empathy, however, no differences were found for child-report peer relations. In terms of the proposed mediational model, empathy was found to mediate the relationship between maltreatment and poor peer relations. Taken together, both studies highlight the importance of early care-giving experiences on childrenâs socio-emotional functioning, specifically empathy. The implications of this are discussed broadly and within the context of educational psychology.
The Impact of Early Experiences on Empathy and Emotion Regulation Development: Markers of Vulnerability and Resilience
Assignment type: Thesis
Author: Amber Newell
Submitted: September 2021
Abstract
Experiencing maltreatment in childhood can have detrimental and long-term effects on a childâs development. Maltreatment is the main reason for children to be removed from their family settings and to be looked after by alternative caregivers. Research has demonstrated that even after removal from the maltreating context, many children continue to experience persistent socioemotional difficulties. Less is known about the impact of maltreatment on childrenâs development of empathy and emotion regulation (ER) specifically and the ways that alternative caregiving protects against negative effects of maltreatment. Empathy and ER are key competencies that underpin a wide variety of other socioemotional skills. This thesis presents two related studies. Firstly, a systematic literature review was conducted to consider the literature exploring the impact of alternative caregiving on ER development. Eight studies were included that compared ER between children with and without experiences of maltreatment and subsequent transition to alternative care arrangements. Half of the studies concluded that maltreatment is associated with significantly less ER and an additional two studies found similar, but non-significant results. There are very few studies that have this focus, highlighting a need for further research. Secondly, empathy was assessed in 27 school-age adopted children with a history of maltreatment and compared with empathy measured with 72 non-adopted, non-maltreated children who live with their biological parents. It was hypothesised that maltreatment would have a negative impact on empathy development resulting in the adopted children scoring lower on empathy measures. It was also hypothesised that caregiver and child empathy would be associated and that this relationship would be moderated by maltreatment (group) status. The findings were that adopted children scored lower on parent-report questionnaire and behavioural measures of empathy. There were significant associations between parent and child measures of empathy, but maltreatment status did not significantly moderate this association. Taken together, both studies identify difficulties maltreated children have even within a context of adoption and fostering with empathy and emotion regulation development. The implications of this are discussed broadly and more specifically related to an educational psychology context.
What can Teachers do to Embed LGBTQ+ Inclusive Practices in Schools?
Assignment type: Thesis
Author: Beckett Markland
Submitted: June 2021
Abstract
Teachers are well positioned to positively influence the school experiences of the young people they work with, which has known connotations for young peopleâs social, emotional and academic outcomes. Indeed, teachersâ direct interactions with pupils, the formal and informal learning opportunities they provide, and the classroom climate they create culminate to influence the school experiences of their pupils. How teachers navigate their practice may be of particular value to lesbian, gay, bisexual, transgender, queer and other sexual and gender diverse identified (LGBTQ+) young people whose school experiences are known to be challenging relative to their peers, and who often experience adverse outcomes related to these experiences. However, research shows that teachers do not regularly practice in ways which make LGBTQ+ young people feel supported or included in the school environment. Teachers are not always aware of their own capacity to facilitate LGBTQ+ inclusive practice and may feel limited in doing so, constrained by restrictive school systems, wider community resistance, and limitations in guidance as well as their own confidence in adopting such practices. The aim of this thesis was to shift the focus away from barriers that restrict teachersâ practice towards understandings of how they may be overcome. While the contexts and systemic constraints within teachersâ schools cannot be disregarded, the individual teacher has the potential to positively influence the young people they directly work with and it was the aim of this thesis to explore how this may be done.
With this endeavour in mind, two research enquiries were undertaken. Using a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? This placed the emphasis on teachersâ position to de-construct dominant discourses within the school environment that typically position heterosexuality and binary models of gender as the norm. Alongside this, an empirical research project was undertaken to explore teachersâ beliefs regarding gender identity, their beliefs about their own abilities to support trans- spectrum young people, and additional supports and barriers that influence their practice. The targeted focus on gender identity was chosen due to a notable gap in the research base, in which LGBTQ+ identities are often amalgamated, despite evidence that trans-spectrum young peoplesâ experiences differ from others in the LGBTQ+ community. Through the course of each research enquiry, implications for teachersâ practice were developed with consideration to the relative facilitators and barriers that might exist in different schools. This included suggestions for teachers to integrate non-normative representations throughout the curriculum, role model inclusivity and acts of social justice, and facilitate co-constructive learning environments with pupils. It was also suggested that teachers can work strategically in their schools, engaging in relational work with parents to co-create possibilities for LGBTQ+ inclusive practices. To support teachers in their own professional learning journeys, possibilities for training and reflection are also suggested. Strengths and limitations of each research enquiry are discussed.
First prize research poster: Investigating equitable access of minoritised groups to EP services
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Assignment: Small Scale Research Project Poster, presented at the 2022 Southampton Psychology Post Graduate Research Conference
Authors: Selma Vieira, Sophie-Jane Stanwyck, Ffion Davies, Cora Sargeant
Submitted: June 2022
There is limited research into equity of access to Educational Psychology Services (EPS) for marginalised groups. The academic outcomes of some minoritised groups can be lower than the average student e.g. Looked After Children (LAC), Pupil Premium (PP), Free School Meals (FSM) and some ethnically minoritised groups. Therefore, this study aimed to address the following research questions: How do minoritised group referral rates to the EPS compare to the local community population data? Is there any under or over representation in those accessing the traded EPS?
To cite this work, please use the following:
Vieira, S., Stanwyck, S., Davies, F. & Sargeant, C. (2020, June 23-24). Investigating equitable access of minoritised groups to EP services: A comparative analysis of county wide and service user data. [Poster presentation]. University of Southampton Post Graduate Research Conference (Psychology), Southampton, UK. https://bit.ly/3z9sy0z
https://twitter.com/SUEdPsy/status/1539990731833630720?ref_src=twsrc%5Etfw%7Ctwcamp%5Eembeddedtimeline%7Ctwterm%5Eprofile%3ASUEdPsy%7Ctwgr%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%7Ctwcon%5Etimelinechrome&ref_url=http%3A%2F%2Fblog.soton.ac.uk%2Fedpsych%2Fcategory%2Fpersonal-construct-psychology%2F
Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People (2021)
Authors: Rosa Gibby-Leversuch, Brettany K. Hartwell and Sarah Wright
Published: 2021
Publication: Educational Psychology Research and Practice
This study explores the views of young people (YP), with and without self-reported dyslexia or literacy difficulties, focussing on the impact of labels. Qualitative data were gathered through an online survey and individual interviews. The study highlights how the presence or absence of a label can impact peopleâs perceptions. Dyslexia was perceived as biological in origin; therefore, YP with the label were seen as not to blame for their difficulties. However, more negative judgements were made about YP without the label but with the same difficulties. Participants viewed the label as important for gaining support, yet highlighted the potential for discrimination in terms of access to diagnosis and resources. What was important to participants with dyslexia was not necessarily the label but the support that they received and how they were viewed by others. Implications for school professionals are discussed in terms of ensuring that YP feel empowered by the way they are described.
Gibby-Leversuch, R., Hartwell, B. K. and Wright, S. 2021. Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People. Educational Psychology Research and Practice. 7 (1), pp. 1-15. https://doi.org/10.15123/uel.899yq
Educational psychologistsâ involvement in critical incidents: self-efficacy and influencing factors (2021)
Authors: Joanne Bennett, Hannah Edwards, Charlotte Finnegan, Rebecca Jones, Caroline Carpenter and Cora Sargeant
Published: 2021
Publication: Educational Psychology in Practice
Supporting school communities following a critical incident (CI) is a stressful, yet established, part of an educational psychologistâs (EP’s) role. The authors aim to explore whether emotional intelligence (EI), the number of CIs worked, and coping strategies predict EPsâ CI self-efficacy, and to gather EPsâ views on CI training. Ninety-five EPs working for UK local authorities completed an online survey that measured their self-efficacy towards CIs, their EI, and coping strategies. Information about how CIs are allocated, supervision, training received, and suggestions for future training were obtained. EI, approach coping strategies, and avoidant coping strategies were all predictors of CI self-efficacy. Results showed that 76.5% of EPs considered they needed more CI training and expressed they would benefit from knowledge- and experiential-based training. Implications are discussed, using a training framework informed by sources of self-efficacy, emphasising the need to be consciously aware of the EI and coping strategies that EPs already possess.
Bennett, J., Edwards, H., Finnegan, C., Jones, R., Carpenter, C. & Sargeant, C. (2021) Educational psychologistsâ involvement in critical incidents: self-efficacy and influencing factors. Educational Psychology in Practice, DOI: 10.1080/02667363.2021.2000371
The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support (2021)
Author: Hayley Pinkard
Published: 2021
Publication: European Journal of Special Educational Needs
This paper reports a small-scale qualitative research project, carried out in the south of England. Ten children (aged ten-eleven) with a range of SEN, from mainstream primary schools, took part in individual semi-structured interviews about their TA support. Child-friendly interviews utilised toy props and a creative âIdeal TAâ activity to aid communication and engagement. Data were analysed using thematic analysis. Participantsâ perspectives highlighted the ways in which their TAs had been deployed, which they perceived to enable helpful scaffolding of learning, but also caused a significant degree of separation from teachers. The nurturing characteristics of TAs were appreciated, and the positive impacts of TA support on pupilsâ social inclusion and emotional well-being were emphasised.
This is an Accepted Manuscript of an article published by Taylor & Francis in the European Journal of Special Educational Needs on 20/04/21, available online:
Pinkard, H. (2021) The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support. European Journal of Special Educational Needs, 36(2), 248-264. https://doi.org/10.1080/08856257.2021.1901375
Mental health beyond the school gate: Young peopleâs perspectives of mental health support online, and in home, school and community contexts (2020)
Authors: Natalie Jago, Sarah Wright, Brettany K. Hartwell and Rachel Green
Published: 2020
Publication: Educational and Child Psychology
Aims: This study sought to develop a greater understanding of what young people identify as essential components of mental health support.
Rationale: Children and young peopleâs mental health has been identified as an area of concern and highlighted by the government as a priority area for improvement. In the United Kingdom (UK), increased importance has been placed on capturing their views. However, research suggests this group is not always asked for their views by decision-makers leading to a discrepancy between what is provided and what children and young people want from support. Incorporating the views and perspectives of children and young people in the design of appropriate support approaches is an important way to give them a voice in issues that affect them, as well as ensuring provision is suitable.
Method: A two-round Delphi method was used whereby a panel of young people aged 16-25 who had previously experienced a mental health difficulty rated a series of statements. A consensus level of 75% across the panel was set to include/exclude statements in a final framework of recommendations. To gain feedback on the feasibility and utility of the framework, interviews with adult stakeholders were carried out.
Findings: The competencies identified were used to form a framework of recommendations for practice. The importance of relationships, the need for trust and confidentiality, and the need for further mental health awareness and training were key themes identified.
Conclusions: This study provides a helpful insight into what young people value from mental health support. Implications of the research include a need for further awareness raising of children and young peopleâs views regarding mental health and larger scale participatory research to expand upon the findings of the current study.
Jago, N., Wright, S., Hartwell, B. K. & Green, R. (2020) Mental Health Beyond the School Gate: Young Peopleâs Perspectives of Mental Health Support Online, and in Home, School and Community Contexts. Educational and Child Psychology, 37(3), 69-85.
University of Southampton Psychology Post Graduate Research Conference â presentations
The Southampton PGR conference recently concluded – 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 two great examples of the Ed Psych thesis presentations, presented by Caroline Bird, Jesvir Dhillon, and Annie McGowan:
Caroline Bird: Attributions of Challenging Behaviour from Looked After Children
Jesvir Dhillon A qualitative exploration of facilitators and adolescents experiences of a school-based iCBT
Annie McGowan: Exploration of the Views and Experiences of Transgender Youth in Secondary Education
An intervention to raise a sense of belonging and associated outcomes for secondary aged pupils with low socioeconomic status
Assignment type: Thesis
Author: Joanne Lambeth
Submitted: June 2017
Abstract
The first chapter of this document outlines a systematic literature review regarding the relationship between belonging and academic achievement, specifically in relation to adolescents. Three databases were systematically searched following a clear search strategy and inclusion criteria. Nineteen articles were identified and critically appraised in order to understand the current picture of the research. On balance, the review highlights that belonging is significantly related to academic achievement. This relationship was found across gender and different cultures. In addition, within the concept of belonging, some factors seem to influence achievement more than others, e.g., relatedness to teachers. However taken together, it indicates that relationships in general are important to support achievement. This review also highlights factors that contribute to differences in belonging and achievement such as gender (with girls achieving higher levels of both) and marginalisation by ethnicity and socioeconomic status. In addition, the articles indentified a range of variables that help to explain the relationship including academic emotions, engagement, behaviour conduct, educational efficacy and purpose. Despite the findings reported in the literature, there is a lack of experimental research regarding this relationship and the conclusion remains correlational. Following this review a gap in the literature appears regarding how to increase belonging and consequently achievement, using an experimental design. In addition, it highlights to educational professionals that relationships are important in supporting achievement and should be adequately supported in educational settings.
The second chapter of this document reports on experimental research conducted on the topic of belonging and associated outcomes for young adolescents. Previous research demonstrated that a brief psychological intervention increased belonging and attainment for a marginalised population (individuals from African American backgrounds) upon transition to a new environment (college) (Walton & Cohen, 2011). The current research adapted and used this intervention with a different population, i.e., young adolescents who may experience marginalisation due to low socioeconomic status (SES), upon transition to secondary school. The aim of the intervention is to target individuals who may worry about belonging and implicitly change their attributions about negative experiences, i.e., that perceptions of social adversity are common and time limited, not due to the individual themselves. Three schools based in low SES areas agreed to take part. Year 7 pupils (N = 62) were allocated to either an intervention group (n = 25) or active control group (n = 37). Measures of anxiety about belonging and SES were taken pre-intervention. Measures of belonging, attainment and attendance were taken across a period of six months. Correlational analysis found that SES was significantly related to anxiety about belonging, i.e., those with low SES had higher levels of anxiety. Multiple regression analysis also found that SES significantly predicted attainment. T-tests were used to analyse the difference between the intervention and control conditions in regards to belonging, attainment and attendance. However, no differences were found between the intervention and control groups. Future directions regarding the development of this intervention are discussed.
Looking ahead rather than behind: exploring the future perspectives and resilience of adolescents who have experience of parental imprisonment
Assignment type: Thesis
Author: Catherine Goodchild
Submitted: June 2018
Abstract
Adolescence is a period of development when young people begin to prepare for transition from childhood into adulthood creating an increased focus on future potential and aspirations. A systematic review of the international literature was conducted, exploring the relationship between adolescent outcomes and two key areas of future perception studies, future orientation and possible selves. 18 articles were identified and subsequently organised by grouping in relation to school, home and personal factors. Research was conducted cross-culturally and often focussed on at-risk populations related to ethnicity, however only two studies extended to the UK population. A number of quantitative studies suggest a relationship exists between adolescent future orientation and a variety of positive outcomes, as well as acting as a protective factor against negative outcomes, e.g. risk-taking behaviours. Participantsâ perspectives were rarely explored through qualitative research, with only two papers included. Limitations include methodological design, leading to calls for more robust research in this area.
The empirical paper (Chapter 2) adopted a qualitative design and explored the future perceptions of children of imprisoned parents. This population have been referred to as âsilent victimsâ in the literature and are suggested to be at risk of multiple negative outcomes, including disruption to relationships, stigmatisation and increased risk of engaging in socially undesirable behaviours. The current study gathered the future perspectives of children of imprisoned parents, as well as their resilience factors including sources of strength and support from their past and present experiences. Five participants, aged 9-12 years were interviewed using semi-structured interviews and a âlife pathâ drawing activity. Deductive thematic analysis identified six overall themes: experience of having a parent in prison, social support, individual coping strategies, beliefs about the future, strategies to reach future goals and potential barriers to reaching future goals. Implications for practice were discussed in light of the heterogeneous nature of the findings and concluded that professionals should consider a bespoke approach to intervention, ensuring children are kept at the forefront of decision-making. Calls for future research included further qualitative studies to explore how children of imprisoned parents construct their own identities, which could be triangulated with data such as the voice of siblings and wider family members.
Understanding the school outcomes for, and experiences of, siblings of children with autism
Assignment type: Thesis
Author: Alexandra Gregory
Submitted: June 2018
Abstract
A systematic literature review was conducted to explore the educational outcomes for, and experiences of, siblings of children on the autism spectrum (autism siblings). Whilst there is a growing body of research on the psychological outcomes for autism siblings, few studies have considered how this might influence the school context. Findings were linked to the Siblings Embedded Systems Framework; school factors, psychological internal challenges and resources, peers and other formal and informal social systems, and personal interpretation of events. Overall, school outcomes and experiences showed large variation, suggesting that some autism siblings are at increased risk of difficulties in the school context, but that autism siblings do not automatically experience challenges in school. Nevertheless, the review highlighted a number of methodological limitations of the evidence-base in this area, including the small body of literature, particularly in the UK, studies of low methodological rigour, such as those employing small sample sizes, and reliance on solely parent-reported outcomes. This limits the conclusions that can be drawn.
The empirical study extended the current literature to explore two school-related outcomes; sense of school belonging and academic self-concept. Using online questionnaires, autism siblings and siblings of typically developing children without autism (typical siblings) aged 11 to 16 years in secondary schools across the UK took part.
Data on sibling wellbeing were also triangulated via self-, parent/carer- and teacher reports. Relative to typical siblings, autism siblings self-reported significantly lower school belonging and academic self-concept, in addition to significantly lower self, parent- and teacher-reported wellbeing outcomes. Regression models established that sibling-reported internalising and externalising behaviours significantly predicted both school-related outcomes. Sibling group was also a significant predictor in all models, demonstrating that even once demographic variables and sibling wellbeing were controlled, robust sibling group differences were still present. Despite these findings, there was a greater variation in autism siblingsâ school outcomes compared to typical siblings. Therefore, this study highlights the importance of taking an individualised and person-centred approach to understanding the varying needs of, and providing support to, siblings of children on the autism spectrum.