Author Archives: Colin Woodcock

The Use of Social Media in Identity Development for LGBTQI+ Individuals and the Factors That Shape Young People’s Attitudes Towards the Transgender Population

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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 ‘how do LGBTQI+ individuals use social media as part of their identity development?’ 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 people’s 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 people’s 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.

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The Voice of Service Children: A Systematic Review of Service Children’s Experiences and a Study Exploring School Belonging in Children of Service Personnel

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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 child’s phenomenon. From these findings a number of practical suggestions were identified.

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Exploring the importance of early care-giving experiences on children’s socio-emotional functioning: the role of empathy

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Assignment type: Thesis
Author: Derek Hanley
Submitted: October 2021

Abstract

The parent-child relationship is considered a critical context for children’s 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 children’s development, including emotional competence and social skills. Empathy, which describes an innate capacity to understand and resonate with others’ 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 children’s 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 children’s socio-emotional functioning, specifically empathy. The implications of this are discussed broadly and within the context of educational psychology.

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The Impact of Early Experiences on Empathy and Emotion Regulation Development: Markers of Vulnerability and Resilience

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Assignment type: Thesis
Author: Amber Newell
Submitted: September 2021

Abstract

Experiencing maltreatment in childhood can have detrimental and long-term effects on a child’s 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 children’s 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.

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What can Teachers do to Embed LGBTQ+ Inclusive Practices in Schools?

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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 people’s social, emotional and academic outcomes. Indeed, teachers’ 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 teachers’ practice towards understandings of how they may be overcome. While the contexts and systemic constraints within teachers’ 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 teachers’ 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 teachers’ 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 peoples’ experiences differ from others in the LGBTQ+ community. Through the course of each research enquiry, implications for teachers’ 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.

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How the implementation of a secondary school nurture group relates to whole-school approaches and ethos: a case study (2022)

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Authors: Karen O’Farrell, Larissa Cunningham, Brettany Hartwell and Jana Kreppner
Published: 2022
Publication: The International Journal of Nurture in Education

Nurture Groups (NGs) have been widely implemented with vulnerable young people in mainstream primary schools to support the development of secure relationships and so promote a sense of wellbeing and readiness for learning. Success of the intervention within the primary school environment has led to increasing interest in the applicability of NGs to secondary schools. Within this single-school case study, the experiences and perceptions of NG and non-NG pupils and school staff were explored through individual semi-structured interviews and focus groups. Thematic analysis of the data produced three main themes and nine subthemes, developed across the three stakeholder groups. Findings suggested that the successful implementation of secondary NGs is related to whole-school approaches and ethos. Secondary NGs can provide extensive support for vulnerable pupils and support a positive approach to whole-school wellbeing. Recommendations for developing secondary NG practice include: embedding NG practice into whole-school culture, adopting a more flexible approach to how NGs are organised and how they operate, and considering the particular needs of Year 11 pupils

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

O’Farrell, K., Cunningham, L., Hartwell, B. & Kreppner, J. (2022) How the implementation of a secondary school nurture group relates to whole-school approaches and ethos: a case study. The International Journal of Nurture in Education, 8, 48-66.

Academic Critique of the ‘FUN FRIENDS’ programme

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Assignment type: Academic Critique
Author: Lauren Dobson
Submitted: April 2021

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Dobson, L.(2022, 29 September).Academic Critique of the ‘FUN FRIENDS’ programme. University of Southampton Educational Psychology research blog. http://blog.soton.ac.uk/edpsych/2022/09/29/academic-critique-of-the-fun-friends-programme

Silencing the stigma of hearing voices: Implications for Educational Psychology understanding and practice

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Assignment type: Essay
Author: Ffion Davies
Submitted: March 2021

There is a great deal of stigma surrounding the experience of hearing voices despite findings that it is common, especially among children and young people. In children it is often transient, possibly part of normal development, and can be a positive experience. The Hearing Voices Movement urges a move away from a medical model and towards understanding hearing voices as part of a meaningful human experience. Possible explanations as to why people hear voices include coping with trauma, to serve a social function, or part of normal development. Evidence suggests different underlying mechanisms for positive vs negative experiences. More research is needed on how best to support young people in school and it is important that young people are included in research. Educational Psychologists are in a unique position to provide support on several levels, including individual, school and societal with an emphasis on normalising the experience and removing stigma.

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Davies, F. (2022, 1 August). Silencing the stigma of hearing voices: Implications for Educational Psychology understanding and practice. University of Southampton Educational Psychology research blog. http://blog.soton.ac.uk/edpsych/2022/08/01/silencing-the-stigma-of-hearing-voices-implications-for-educational-psychology-understanding-and-practice/

Flipped learning in secondary school mathematics- is it worth the flip? (2021)

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Authors: Hannah Edwards and Sarah Wright
Published: 2021
Publication: DECP Debate

There is a growing argument that the traditional method of teaching maths is ineffective at developing fluent and adaptive mathematical skills (Boaler et al., 2015; Weiss & Pasley, 2004), resulting in disengaged and dissatisfied students (Boaler et al., 2015; Brown et al., 2008; Clark, 2015; Nardi & Steward, 2003). Flipped learning provides an alternative pedagogy, whereby digital instructional content is digested by students before lessons, freeing-up in-class time for more engagement with teachers and peers on real-life maths problems, promoting higher-level thinking skills (Bergmann & Sams, 2012). In this critique, theories underpinning flipped learning are described and a systematic search of the evidence-base exploring the effectiveness of flipped learning as a maths pedagogy for students aged 11-16 years is conducted and reviewed. Implications for using flipped learning in educational practice are discussed, including implications following the COVID-19 pandemic. With education experiencing unprecedented challenges since 2020 due to national lockdowns, increased student and teacher self-isolation, and reduced time in the classroom, the potential of flipped learning is considered as an alternative or additional supplement to traditional maths teaching.

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

Edwards, H. & Wright, S. (2021) Flipped learning in secondary school mathematics- is it worth the flip? DECP Debate, 179, 7-15.

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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?

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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

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Should Parents be Discouraged from Raising Their Autistic Children to Be Bilingual?

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Assignment type: Essay
Author: Elizabeth Atkinson
Submitted: November 2020

Due to increased diversity in British classrooms there is an upsurge of parents struggling to decide whether to speak one or two languages with their autistic children. Some practitioners advise parents to limit language use to English, even if this is not their first language. Even when practitioners advise that dual-language exposure is not problematic, some parents feel there is not enough information and are worried about the implications of their choice.

Parents have reported concerns that dual-language exposure will further delay language development or would be too confusing for their autistic child. This essay evaluates the growing body of research in the area in relation to these concerns. The essay concludes that the current evidence-base suggests that being bilingual, is at the very least, not harmful for most autistic children. This essay also discusses possible social and cultural implications of limiting language exposure. It is argued that parents should not be discouraged from raising their autistic child bilingual, rather educational psychologists (EPs) should provide a clear synopsis of the research so that parents can make an informed decision. Possible explanations for the discrepancy between the literature and practitioner advice are explored, as are recommendations for future research and how EPs can support families making the complex and personal decision.

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Tree of Life: A Tool for Therapeutic Growth? (2021)

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Author: Husna Kasmani
Published: 2021
Publication: Educational Psychology Research and Practice

This paper presents a review of the Tree of Life (ToL) — a strengths-based tool rooted in narrative therapy — as an intervention for children and young people (CYP). Originally developed to support vulnerable young people in Zimbabwe, ToL is now used to support children and adults in many countries and contexts across the world. This paper discusses key aspects of the tool, evaluates the evidence base of ToL with young people, shares the views of CYP and parents, and suggests implications for schools and educational psychology practice in the UK.

Kasmani, H. 2021. Tree of Life: A Tool for Therapeutic Growth? Educational Psychology Research and Practice. 7 (1), pp. 1-9. https://doi.org/10.15123/uel.899yx

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Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People (2021)

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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 people’s 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

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Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors (2021)

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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 psychologist’s (EP’s) role. The authors aim to explore whether emotional intelligence (EI), the number of CIs worked, and coping strategies predict EPs’ CI self-efficacy, and to gather EPs’ 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 psychologists’ involvement in critical incidents: self-efficacy and influencing factors. Educational Psychology in Practice, DOI: 10.1080/02667363.2021.2000371

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The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support (2021)

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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 ‘Ideal TA’ activity to aid communication and engagement. Data were analysed using thematic analysis. Participants’ 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 pupils’ 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 

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Is there a relationship between Adverse Childhood Experiences and Reading Comprehension Difficulties mediated by Executive Function?

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Assignment type: Essay
Author: Rosalind Keefe
Submitted: October 2020

Research has shown that children affected by adverse childhood experiences (ACEs) are more likely to have difficulties with executive function. Research has also highlighted that reading comprehension is a complex process that is supported by executive functions including working memory, inhibition, shifting, planning and metacognition. In this essay I propose that ACE exposure may increase reading comprehension difficulties mediated by poorer executive functioning. ACE exposure is known to predict poorer academic outcomes, including reading ability but, at present, limited research has attempted to investigate specific factors underpinning this relationship.

In this essay, I outline research that has explored the relationship between executive function and ACEs and also executive function and reading comprehension. I will then bring these topics together to consider what the evidence is to directly support the essay question.

Overall, there is a lack of research in this area and this prevents firm conclusions from being drawn, at present. However, I argue that despite this, the current research suggests this is an important area for future research. I highlight a number of challenges within this topic including; the challenges with defining and measuring executive function, a lack of research within the topic of ACEs, as a whole, and variation in developmental outcomes depending on the ACE. These are important considerations for future research in this topic. In the final section, I highlight some potential implications for educational psychologists and teachers.

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Which Language-Learning Environment is the Most Advantageous for Deaf Children with Cochlear Implants?

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Assignment type: Essay
Author: Lynn De La Fosse
Submitted: November 2018

The use of paediatric cochlear implants has increased significantly over the last decade. The outcomes of deaf children with cochlear implants tend to surpass the outcomes of non-implanted deaf peers; however, they remain highly variable, and may be influenced by a number of different factors. One factor is the language-learning environment children are exposed to post-implantation. The evidence into which environment is most advantageous for children’s outcomes is mixed, with different studies recommending either spoken language-only, bimodal bilingual, or simultaneous communication models. In this essay, recent research comparing the outcomes of children from different language-learning environments is presented and discussed. There is strong evidence that bimodal bilingualism has a number of advantages for linguistic, cognitive, and social-emotional outcomes. However, there are significant barriers to its development in all children. This essay concludes that use of simultaneous communication in schools and at home is a viable alternative, but that further research within the UK context is needed. The wider implications of this approach are discussed.

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Mental health beyond the school gate: Young people’s perspectives of mental health support online, and in home, school and community contexts (2020)

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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 people’s 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 people’s 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 People’s Perspectives of Mental Health Support Online, and in Home, School and Community Contexts. Educational and Child Psychology, 37(3), 69-85.

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A systematic review and meta‐analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents (2020)

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Authors: Henry Wood-Downie, Bonnie Wong, Hanna Kovshoff, Samuele Cortese and Julie Hadwin
Published: 2020
Publication: Child Psychology and Psychiatry

Background: Evidence increasingly suggests that ASD manifests differently in females than males. Previous reviews investigating sex/gender differences in social interaction and social communication have focused at the level of broad constructs (e.g. comparing algorithm scores from pre‐existing diagnostic instruments) and have typically reported no significant differences between males and females. However, a number of individual studies have found sex/gender differences in narrow construct domains.
Method: We conducted a systematic review and random effects model meta‐analyses (in January 2019 and updated January 2020) that investigated sex/gender differences in narrow construct measures of social communication and interaction in autistic and nonautistic children and adolescents, and adults. Study quality was appraised using the Appraisal Tool for Cross‐Sectional Studies (AXIS, BMJ Open, 6, 2016, 1).
Results: Across 16 studies (including 2,730 participants), the analysis found that female (vs. male) individuals with ASD had significantly better social interaction and social communication skills (SMD = 0.39, p < .001), which was reflective of a similar sex/gender profile in nonautistic individuals (SMD = 0.35, p < .001). Nonautistic males had significantly better social interaction and communication than males with ASD (SMD = 0.77, p < .001). Nonautistic females also had significantly better social interaction and communication than females with ASD (SMD = 0.72, p <.001). Nonautistic males had better social interaction and communication than females with ASD, though this difference was not significant (SMD = 0.30, p = .07).
Conclusions: This systematic review and meta‐analysis highlighted important sex/gender differences in social interaction and communication for individuals with ASD, likely not captured by pre‐existing diagnostic instruments, which potentially contribute to the under recognition of autism in females, and may need to be reflected in the diagnostic process.

Wood-Downie, H., Wong, B., Kovshoff, H., Cortese, S. & Hadwin, J. A. (2020) Research Review: A systematic review and meta‐analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents. Journal of Child Psychology and Psychiatry. DOI: 10.1111/jcpp.13337

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The Children’s Exploratory Drawings

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The Children’s Exploratory Drawings (CEDs) are a series of simple drawings of common school scenes that can be used during assessment to elicit a child or young person’s views about themselves and the world around them. They are available free for professionals to use flexibly, both in-person and virtually. As a visual resource we hope that they can be used with young people of a wide range of ages and communication abilities. We hope this resource may be added to the catalogue of existing Personal Construct resources that we have enjoyed using. 

The creation of the CEDs was driven by conversations, input, and guided practice with a number of inspiring individuals that we have met so far on the Educational Psychology Doctorate at Southampton. We are particularly thankful to Dr Tim Cooke and Sarah Wright for supervising the work and sharing their wisdom, to Dr Bee Hartwell for introducing us to Personal Construct Psychology and to Dr Ed Sayer, who challenged us to reflect on our assessment practice as we ventured forth into assessment work on our first placement.  

You can access the resource and our guidance document here. We hope that you enjoy using the Children’s Exploratory Drawings. We look forward to hearing your experiences of using the CEDs. If you use the resource, we ask that you leave some feedback for up via the survey link: CEDs Feedback (click here)

 Children’s Exploratory Drawings (Timney & Cohman, 2020)

The Children’s Exploratory Drawings, by Cleo Timney and Abigail Cohman, is a resource for free use, licensed under the Creative Commons Attribution-NonCommercial-NoDerivs (CC BY-NC-ND) license.

An exploration of the support schools can provide to students with non-suicidal self-injury behaviour.

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Assignment type: Essay
Author: Lloyd Chilcott
Submitted: March 2020

Non-suicidal self-injury (NSSI) is a behaviour enacted by a significant proportion of children and young people in the UK. Many individuals turn to the behaviour as a coping mechanism and, unfortunately, many schools do not have the guidance or understanding to support these students. Furthermore, many support measures lack sufficient evidence with an NSSI population. In this essay, I will explore NSSI in relation to children and young people, how schools can provide support and the barriers to implementation, to contribute to the NSSI literature supporting education systems, and to demonstrate the need for further research. The first section explores the need to help those at risk of NSSI, the groups at the most significant risk and the aforementioned view of NSSI as a coping mechanism. There is then an examination of four prevention and intervention measures available to schools: adapting the school curriculum; developing school belonging; providing a school policy; and utilising school counsellors. Each is shown to be evidence-based and potentially simple to implement, however, each is insufficient in its evidence of application within an NSSI population. In the final section, there are considerations towards the potential barriers preventing the discussed measures at the individual, school and systemic levels. As a result of these explorations, it is argued that there is an urgent need for greater NSSI research to provide evidence-informed practice.

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An intervention to raise a sense of belonging and associated outcomes for secondary aged pupils with low socioeconomic status

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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.

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Looking ahead rather than behind: exploring the future perspectives and resilience of adolescents who have experience of parental imprisonment

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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. Participants’ 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 ‘silent victims’ 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 ‘life path’ 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.

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