Author Archives: Colin Woodcock

What role should schools play in the prevention of disordered eating in children and young people? (2024)

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Authors: Emma Woozley and Cora Sargeant
Published: 2024
Publication: DECP Debate

Whilst clinical eating disorders are relatively uncommon in children and young people, a much larger proportion are thought to experience subclinical difficulties with eating, termed ‘disordered eating’. Given that the issue is so widespread and many young people experiencing disordered eating do not meet the criteria for specialist eating disorder services, schools have a responsibility to work systemically to reduce the prevalence of these difficulties. Educators may be able to use some of the risk factors for disordered eating, including body dissatisfaction, parental pressure to lose weight, peer influence and internalisation of food rules, to inform preventative strategies. These strategies may include, but not be limited to, implementing curriculum changes such as teaching about body image and nutrition education in developmentally appropriate ways, as well as considering whole-school policy changes such as specifying weight-related victimisation in the school’s anti-bullying policy and deliberating the school’s involvement in national child weighing schemes. Taken together, schools have the potential to play a critical role in reducing disordered eating in children and young people. Educational psychologists are well-positioned to raise educators’ awareness of disordered eating and support senior leadership teams implement these preventative strategies in an evidence-informed way as well as considering the role disordered eating might play in their own casework.

Woozley, E. & Sargent, C.. (2024). What role should schools play in the prevention of disordered eating in children and young people? DECP Debate, 188, 9-17. DOI: https://doi.org/10.53841/bpsdeb.2024.1.188.9

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“They’ll know loads more about me” – Facilitating self-expression through Digital Storytelling to support educational transitions (research poster)

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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

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View a recorded webinar about this research project here.

‘Boys would obviously start more fights’ – Using Personal Construct Psychology to Explore what Boys feel would make School Safe (research poster)

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Assignment type: Small Scale Research Project poster
Authors: Anna Burnett, Amy Brockwell, Alana Gallacher, Becca Stadames, Dawn Slattery and Sarah Wright
Submitted: June 2024

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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

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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).

TEP Talks episode 17: Dyslexia

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Trainee educational psychologists Jhora Sangha, Atalia Welch, Dan Hawkins, Hannah Forde, Maz Brown and Gemma Tugwell discuss dyslexia. In a role-played scenario, advice is given to a primary school SENCo wondering whether his school should introduce dyslexia screening for all children starting school.

Show notes:

TEP Talks ep 17 Handout
TEP Talks ep 17 References List

Browse all episodes of TEP Talks

What do measures of gender identity tell us about gender identity over time? (2024)

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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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‘Schools aren’t talking about it even though they should be’ – Using Personal Construct Psychology to explore what girls feel would make schools safe.

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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 girls’ 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 pupils’ 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 Moran’s (2001) Ideal School. Four themes were created using reflexive thematic analysis: (1) ‘Schools aren’t talking about it (violence) even though they should be’, (2) They’re ‘watching me’, (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.

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To cite this work, please use the following:

Craik, L., Brar, S., Crockett, I., Kemp, H., Mayfield, M., Sargeant, C., Slattery, D. & Wright, S.  (2024, 16 April). ‘Schools aren’t talking about it even though they should be’ – 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)

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Authors: Henry Wood-Downie, Verity Ward, Kathryn Ivil, Hanna Kovshoff and Sarah Parsons
Published: 2021
Publication: Educational and Child Psychology

Aims: ‘I am
’ 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, children’s body worn camera footage was included, enabling a perspective on their interactions and preferences that was closer to the child’s 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)

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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 (11–16-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, 301–334. https://doi.org/10.1007/s10648-021-09620-x

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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)

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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 (SMD = 0.21, 95% confidence interval (CI) [0.09, 0.33], p < .001) and restricted interests (SMD = 0.18, 95% CI [0.07, 0.29], p < .001) compared to autistic females. In contrast, there were no significant sex differences for sensory experiences (SMD = −0.09, 95% CI [−0.27, 0.09], p = .32) and insistence on sameness (SMD = 0.01, 95% CI [−0.03, 0.05], p = .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.

Edwards, H., Wright, S., Sargeant, C., 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

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Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences (2023)

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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 CYP’s 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.

Jones, R., Kreppner, J., Marsh, F. & Hartwell, B. (2023) Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences, Emotional and Behavioural Difficulties, 28:2-3, 182-197, DOI: 10.1080/13632752.2023.2255403

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Exploring the impact of gender identity and stereotypes on secondary pupils’ computer science enrolment interest (2023)

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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 peoples’ identification with gender stereotypes predicts enrolment interest to some degree. We highlight the need to challenge persistent stereotypes regarding who best ‘fits’ computer science.

Beck, E., Sargeant, C. & Wright, S. (2023) Exploring the impact of gender identity and stereotypes on secondary pupils’ computer science enrolment interest (2023). International Journal of Gender, Science and Technology, 15(1), 48–71.

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“If You’re Not Yourself, Who are You Going to be?” an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review (2023)

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Authors: Cleo Timney, Sarah Wright, and Cora Sargeant
Published: 2023
Publication: Journal of Homosexuality

Like all young people (YP), those who are gender and sexuality diverse (GSD) spend their youth exploring and discovering their identities; but unlike their peers, they must consider whether, how, and when to disclose their GSD identity to others in a dynamic process of visibility management (VM). At school, GSD YP actively test social reactions, interpret attitudes, and assess safety, ultimately seeking belonging as their authentic selves. Our systematic review explored findings from 16 qualitative studies capturing GSD YPs experiences of managing visibility in schools internationally. Data were thematically synthesized, and seven themes were constructed. The process of visibility management is fluid, a negotiation with social norms that GSD YP’s very existence transgresses. YP search for, and through activism actively shape, accepting environments in which they can safely be their authentic selves. GSD YP are actively asking school staff for help in creating open communities where all YP can find a place to belong, to fight to be visible. We offer some suggestions for how we might begin.

Timney, C., Wright, S. & Sargeant, C. (2023) “If You’re Not Yourself, Who are You Going to be?” an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review (2023). Journal of Homosexuality, DOI: 10.1080/00918369.2023.2246616

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Precision Teaching for maths: An academic critique (2023)

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Authors: Nicole Harris and Sarah Wright
Published: 2023
Publication: DECP Debate

This critique briefly summarises the evolution of the Precision Teaching (PT) approach, exploring what PT is, who it can be used with and its theoretical underpinnings. The results of a systematic literature search exploring the question ‘Is Precision Teaching effective at improving maths skills in school aged children and
young people?’ are then discussed. Based on the five publications reviewed, the interventions that involved PT generally showed greater performance gains than the control or comparison group. Given the highly specific conditions of these interventions however, it is not possible to generalise the intervention effects beyond these studies. It must therefore be concluded that based on these five papers, it is not possible to say whether PT is an effective way to support maths skills. The implications for professional practice suggest a need to establish an evidence base, built around formalised and structured evaluations of PT, that use a control or comparison group. It is suggested that more teachers be involved in this process rather than it being the role of academics. This would enable teachers and Educational Psychologists to speak with more certainty of the efficacy of PT at improving maths skills in school aged children and young people.

This is a pre-publication version of the following article:

Harris, N. & Wright, S. (2023) Precision Teaching for maths: An academic critique (2023). DECP Debate, 186, 6-17. DOI: 10.53841/bpsdeb.2023.1.186.6

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How to tackle poor teacher wellbeing for primary school teachers in England? Strategies to enhance teacher wellbeing and work conditions in teaching practice. (2023)

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Authors: Sukhjagat Brar and Cora Sargeant
Published: 2023
Publication: DECP Debate

This paper draws on Positive Psychology (Seligman, 2010) and attention to the Finnish context to explore ways of improving teacher wellbeing among primary schools in England.

This is a pre-publication version of the following article:

Brar, S. & Sargeant, C. (2023) How to tackle poor teacher wellbeing for primary school teachers in England? Strategies to enhance teacher wellbeing and work conditions in teaching practice. DECP Debate, 185, 7-14. DOI: 10.53841/bpsdeb.2023.1.185.7

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Does Reading Aloud to a Dog Improve Children’s Reading Outcomes? An Academic Critique (2023)

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Authors: Jenny Gu and Sarah Wright
Published: 2023
Publication: DECP Debate

Educators are increasingly seeking innovative interventions to improve children’s reading skills through enhancing their reading enjoyment, motivation, and frequency. One such approach is through canine-assisted reading interventions in schools, which involve children reading aloud to therapy dogs and their handlers. The popularity of this approach is growing, with the development and delivery of numerous programmes and organisations worldwide. Given increasing interest in canine-assisted reading programmes in schools, there is a need to subject these interventions to scientific scrutiny, to evaluate the extent to which they are grounded in psychological theory, determine their efficacy for improving reading outcomes, and inform their implementation. In this critique, an overview of the theoretical underpinnings of reading aloud to dogs is first presented. Intervention effects are explained in terms of attachment theory, attentional control theory, and self-determination theory. The current critique also includes the first systematic review examining the effects of school-based canine-assisted interventions, compared to control conditions, on children’s reading outcomes. Findings from nine controlled studies are discussed. Currently, there is mixed and limited evidence for the efficacy of school-based canine-assisted reading interventions, compared to control conditions, on children’s reading skills, attainment, and attitude. Implications for practice and intervention implementation are considered.

This is a pre-publication version of the following article:

Gu, J. & Wright, S. (2023) Does Reading Aloud to a Dog Improve Children’s Reading Outcomes? An Academic Critique DECP Debate, 185, 22-41. DOI: 10.53841/bpsdeb.2023.1.185.22

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How can we use an understanding of individual differences to support children with selective mutism?

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Assignment type: Essay
Author: Lauren Craik
Submitted: March 2022

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To cite this work, please use the following:

Craik, L. (2023, 23 January). How can we use an understanding of individual differences to support children with selective mutism? University of Southampton Educational Psychology research blog. http://blog.soton.ac.uk/edpsych/2023/01/23/how-can-we-use-an-understanding-of-individual-differences-to-support-children-with-selective-mutism

How Can We Best Promote a Culture of Compassion in Schools?

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Assignment type: Essay
Author: Jenny Gu
Submitted: March 2022

In recent decades, there have been increasing calls to cultivate compassionate cultures in school settings. Much of this is driven by the wealth of research linking greater compassion with a range of positive psychological outcomes in both children and adults, including improved wellbeing, mental health, and interpersonal relationships. However, relatively little attention has been paid to how we can best promote a culture of compassion in schools. The aims of the current essay are twofold. First, relevant psychological theory and research in the field of compassion are summarised. Specifically, key theoretical conceptualisations and definitions of compassion, normative developmental trajectories of core compassionate capacities, and individual differences in the development and expression of compassion are explored. Second, insights derived from compassion theory and research are used to present evidence-informed recommendations for how we might best promote a culture of compassion in schools. It is argued that efforts to build compassionate cultures should take a multifaceted, developmentally sensitive, and inclusive and systemic whole-school approach. Such an approach should embed principles and practices to develop both compassion for the self and for others throughout the school community and curriculum. Further research is needed to evaluate such an approach and to additionally clarify, strengthen, and extend the different strands of compassion theory and research which underpin this approach. The essay concludes with implications for educational psychologists.

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To cite this work, please use the following:

Gu, J. (2023, 23 January). How Can We Best Promote a Culture of Compassion in Schools? University of Southampton Educational Psychology research blog. http://blog.soton.ac.uk/edpsych/2023/01/23/how-can-we-best-promote-a-culture-of-compassion-in-schools

Teachers’ beliefs: How they shape the support offered to trans-spectrum young people (2023)

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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.

Click here to visit the web page from which this edition of the journal can be downloaded (open access).

Markland, B., Sargeant, C., & Wright, S. (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

What can Teachers do to Challenge Heteronormativity? A Systematic Literature Review (2022)

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Authors: : Beckett Markland, Cora Sargeant and Sarah Wright
Published: 2022
Publication: Psychology of Sexualities Review

Research indicates there is a gap between teachers’ positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel limited in their capacity to implement inclusive practices, constrained by dominant heteronormative narratives in schools. Through a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? The developed themes indicate that teachers can work strategically within their community context, integrate non-normative representations throughout the curriculum, role model inclusivity and acts of social justice, and facilitate a co-constructive learning environment. These themes are discussed in the context of facilitators and barriers around LGBTQ+ inclusive education, leading to a discussion of implications relevant to educators across a range of settings.

This is a pre-publication version of the following article:

Markland, B., Sargeant, C. & Wright, S. (2022) What can Teachers do to Challenge Heteronormativity? A Systematic Literature Review. Psychology of Sexualities Review, 13(1), 43-68.

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