Author Archives: Colin Woodcock

The advantages and disadvantages of digital books to children’s emergent literacy.

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Assignment type: Essay
Author: Lawrence Taylor
Submitted: November 2019

The UK public and schools are spending millions of pounds on digital books every year. Touch screen devices and reading apps that host digital books might have been adopted by families without the parents necessarily considering the functional efficacy. This is potentially detrimental to children’s development of emergent literacy; especially considering that children who are in this stage are more vulnerable to possible negative features of digital books, compared to children who are proficient readers. Shared reading of digital books within parent-child dyads, has shown associations with: greater story content being recalled by children, increased operational and vocabulary-related discourse, but reduced dialogic reading when compared to print books. Some digital books now come with an array of multimedia and interactive features with varying effects on emergent literacy. The review of the literature highlighted that multimedia features that are congruent to the story carried additive benefits for children compared to digital books more broadly. Interactive features, however, are not currently associated with any benefits so should be excluded from digital books designed to foster emergent literacy. Due to the attention and engagement interactive features can afford, future research should aim to find beneficial interactive features.

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Fact sheet for schools: Autism (undergraduate assignment)

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This year, for the mid-term assignment of the undergraduate module in Educational Psychology at the University of Southampton, we asked our third year students to create information fact sheets for schools on the topic of either working memory or Autism.

We are delighted to present three of our favourites from the top scoring pieces of work on Autism here:

Sarah Bristow
Joshua Hyde
Gemma Tikkoo

Copyright note: we believe that images used in these leaflets – sourced by students on the web – constitute ‘fair use,’ since they are of reduced resolution, comprise only a small percentage of the overall work and are a used here non-commercially for educational purposes. If you wish to discuss this further, please email c.woodcock@soton.ac.uk. 

Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review (2019)

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Authors: Rosa Gibby-Leversuch, Brettany K. Hartwell and Sarah Wright
Published: 2019
Publication: Current Psychology

This systematic review investigates the links between literacy difficulties, dyslexia and the self-perceptions of children and young people (CYP). It builds on and updates Burden’s (2008) review and explores how the additional factors of attributional style and the dyslexia label may contribute to CYP’s self-perceptions. Nineteen papers are included and quality assessed. Quantitative papers measured the self-reported self-perceptions of CYP with literacy difficulties and/or dyslexia (LitD/D) and compared these with the CYP without LitD/D. Qualitative papers explored the lived experiences of CYP with LitD/D, including their self-views and how these were affected by receiving a dyslexia diagnosis. Results suggest that CYP with LitD/D may be at greater risk of developing negative self-perceptions of themselves as learners, but not of their overall self-worth. Factors found to be relevant in supporting positive self-perceptions include adaptive attributional styles, good relationships with peers and parents, and positive attitudes towards dyslexia and neurodiversity. In some cases, CYP with LitD/D felt that others perceived them as unintelligent or idle; for these CYP, a diagnosis led to more positive self-perceptions, as it provided an alternative picture of themselves. There is a need for further research to explore the impact of attributional style and the potential for intervention, as well as CYPs’ experiences of diagnosis and the associated advantages or disadvantages.

Gibby-Leversuch, R., Hartwell, B.K. & Wright, S. (2019) Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review. Current Psychology https://doi.org/10.1007/s12144-019-00444-1

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Creating a Culture of Kindness: How Might Schools Promote Children’s Prosocial Acts?

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Assignment type: Essay
Author: Sophie Smith
Submitted: March 2019

Children’s pro-social behaviour is related to their peer status. Peer acceptance is associated with wellbeing and achievement in school, yet evidence suggests that many children are not aware of this and may attribute peer status to more dominant or materialistic orientations. Therefore, it is important that schools not only promote children’s pro-sociality, but draw their attention to its value. Given that social and emotional learning (SEL) programs appear to facilitate more positive pupil outcomes than anti-bullying initiatives, positive psychology approaches which focus on building social and emotional skills can be considered useful. Encouraging children to perform kind acts for one another has recently gained research attention as a positive psychology intervention particularly beneficial for social relationships. Self-determination theory (SDT) suggests that enacting kindness may temper individuals’ psychological needs for competence, autonomy and relatedness. Currently however, there is little evidence-based guidance for schools on how to go about promoting children’s kindness. In this essay, relevant research is synthesised with the aim of bridging this gap. It is argued that adults can support children’s intrinsic motivation to enact kindness, in two key ways. One is by providing information about what kindness is and how it can be used. The other is by fostering experiences of the emotional motivations of gratitude and empathy. Methods to achieve this are described with consideration to the role of self-determination needs. Ideas for future research and the contribution of the educational psychologist are proposed.

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The Impact of Planning Alternative Tomorrows with Hope (PATH) for Children and Young People (2019)

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Authors: Henry Wood, Karen O’Farrell, Caroline Bjerk-Andersen, Cate Mullen, and Hanna Kovshoff
Published: 2019
Publication: Educational Psychology in Practice

This small-scale research project investigated the impact of a Person-Centred Planning (PCP) tool – Planning Alternative Tomorrows with Hope (PATH) – with children and young people (CYP) with Special Educational Needs and Disabilities in mainstream settings. Semi-structured interviews were used to explore the perceived impact of the PATH process for three secondary-aged male students, three parents and the member of school staff who conducted the students’ PATH. Thematic analysis was used to analyse the data, which resulted in four main themes: usefulness of the graphic, positive effects, child-centeredness, and possible barriers to successful implementation. PATH was described as having a variety of useful benefits, such as increasing CYP’s confidence and motivation. In addition, barriers to successful implementation of PATH were identified by participants, which in turn may limit its impact. In particular, families and children identified that they would benefit from receiving additional information and guidance about the process before the meeting to maximise its utility.

Wood, H., O’Farrell, K., Bjerk-Andersen, C., Mullen, C. & Kovshoff, H. (2019) The Impact of Planning Alternative Tomorrows with Hope (PATH) for Children and Young People. Educational Psychology in Practice, DOI: 10.1080/02667363.2019.1604323

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Print Concept Knowledge in Young Children with Autism: Why Should it be Impaired and What are the Implications for Intervention?

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Assignment type: Essay
Author: Sophie Smith
Submitted: November 2018

Emergent literacy skills are developmental precursors to formal literacy. They are predictive of later reading and writing ability. Identifying children with poor emergent literacy can increase the likelihood of timely intervention. Children with autism spectrum disorder (ASD) are a group at risk of poor reading comprehension. However, there is relatively little research into their emergent literacy. It is often cited that they show a pattern of strong code-related and poor meaning-focused skills. There is a problem with using these composites, as children with ASD show strengths and weaknesses within the code-related domain, where letter naming is good, but print concept knowledge (PCK) is impaired. PCK relates to knowledge of print function and conventions and the organisation of books. In this essay, reasons for this discrepancy are explored. It is argued that weak central coherence in children with ASD can account for their ability to process local features such as letters but not global book features such as the front cover. This is exacerbated by adults who may find it challenging to engage these children in literacy activities, and therefore show an instructional bias towards the skills they already show aptitude and interest in. Based on this explanation, possible interventions are considered. These include systematic, explicit instructional techniques such as print referencing and task analysis, as well as interest development strategies to encourage motivation for looking at books. It is concluded that educational psychologists (EPs) should play a role in evaluating and promoting these strategies to improve PCK in children with ASD.

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The Emotional Literacy Support Assistant (ELSA) Programme: Can you develop an evidence base for an adaptive intervention? (2019)

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Authors: Leanne Pickering, Joanne Lambeth and Colin Woodcock
Published: 2019
Publication: DECP Debate

This article considers different aspects of the Emotional Literacy Support Assistant Programme. Specifically, it critiques the evidence base for the intervention and discusses issues relating to the adaptability of the programme..

Pickering, L., Lambeth, J. & Woodcock, C. (2019) The Emotional Literacy Support Assistant (ELSA) Programme: Can you develop an evidence base for an adaptive intervention? DECP Debate, 170, 17-22.

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Exploring the Impact of Nurture Groups on Children’s Social Skills: A Mixed-Methods Approach. (2019)

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Authors: Larissa Cunningham, Brettany K Hartwell & Jana Kreppner
Published: 2019
Publication: Educational Psychology in Practice

Nurture Groups (NGs) are a short-term, psychotherapeutic intervention aiming to provide reparative attachment experiences for children within an educational setting (Boxall, 2002). The social skills of 16 children (aged between 6.0 and 9.75 years) were assessed through teacher ratings and children’s self-report to hypothetical and challenging social situations. Thematic analysis was also used to explore six children’s experiences and perceptions of NG intervention on their social skills. Over time, children attending NGs used significantly more socially appropriate responses. Teachers’ ratings of children’s social skills also improved, approaching statistical significance. In their interviews, children suggested that they enjoyed attending NGs and that this helped them improve their social skills. However, they reported challenges engaging with peers outside of the NG, particularly in the playground. Implications for practice include the need to identify how practitioners can help to facilitate the generalisation of children’s developing social skills beyond the NG context.

Cunningham, L., Hartwell, B. K. & Kreppner, J. (2019) Exploring the Impact of Nurture Groups on Children’s Social Skills: A Mixed-Methods Approach. Educational Psychology in Practice, DOI: 10.1080/02667363.2019.1615868

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Can Interactive Media Replace the Parent as the ‘More Knowledgeable Other’ in Early Language Development?

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Assignment type: Essay
Author: Kirsty Russell
Submitted: November 2018

Society is currently living in a screen age. Interactive media devices are increasingly being used by young children, often independently, without the presence of a parent. Parental reasons for this focus on educational, entertainment and babysitting purposes. Building on behaviourist and socio-constructivist understandings of young children’s language development, this is problematic for two important reasons. Firstly, it reduces the amount of parental linguistic input that a child receives in their early years, that is essential for language development. Secondly, features of parent-child interactions that drive language development cannot be replicated by interactive media use when children are alone (including scaffolding techniques, promoting joint attention, providing gestural clues and providing a familiar voice). Ultimately, interactive media cannot replace the parent as the More Knowledgeable Other in young children’s language development. Parents need to apply what is known about language development and be aware of their important role as the More Knowledgeable Other in interactive learning experiences before it is too late. Parents should engage in learning activities that revolve around parent-child interactions, before passing the responsibility of children’s language learning to interactive media becomes normalised. Implications for Educational Psychology practice and potential areas for further research are also discussed.

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Leaflets for schools and parents: Dyslexia and ADHD (undergraduate assignment).

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In 2018, a new, mid-term assignment has been introduced to the undergraduate module in Educational Psychology at the University of Southampton.  We asked our third year students to create information leaflets for schools and parents on the topic of either dyslexia or ADHD.

We are delighted to present the top three scoring pieces of work here:

Jemma Johnston (ADHD)
Amy Peters (Dyslexia)
Olivia Sutherland (Dyslexia)

 

Copyright note: we believe that images used in these leaflets – sourced by students on the web – constitute ‘fair use,’ since they are of reduced resolution, comprise only a small percentage of the overall work and are a used here non-commercially for educational purposes. If you wish to discuss this further, please email c.woodcock@soton.ac.uk. 

Could sharing gratitude on Facebook improve the well-being of young people?

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Assignment type: Thesis
Author: Rebecca Horner
Submitted: June 2016

Abstract

The first chapter presents a systematic review of the literature around expressing gratitude and Facebook use and the impact of these behaviours on the well-being of young people. Studies were included if they evaluated the effects of Facebook use, keeping a gratitude log or sharing gratitude (online or otherwise) on measures of well-being. The review searched three electronic databases for peer-reviewed journal articles from 1995 onwards. No reports were found concerning the specific intervention of sharing of gratitude on Facebook. A total of seven Facebook interventions and 14 gratitude interventions were included. The analysis of these 21 interventions showed that overall, Facebook usage appears to have a negative impact on participants’ well-being whilst gratitude interventions appear to have a positive impact on well-being. Based on these findings it is concluded that now is a good time to begin a new program of research exploring effect of sharing gratitude on Facebook.

The empirical paper examined the effectiveness of a Facebook based gratitude intervention to promote well-being in young people aged 16-18 (N = 70). Participants completed online questionnaire measures pre and post intervention as well as at a six-week follow up. Participants posted grateful or neutral learning status update to Facebook daily for ten consecutive college days. ANOVAs revealed no significant effect of condition. Moderation analysis found that the intervention has a positive impact on well-being but only for individuals who perceived peer reactions to be positive. This tentatively suggests that simply expressing gratefulness is not enough to boost well-being, expressed gratitude needs to be positively acknowledged by others. The findings extend the evidence base in the fields of post-16 well-being, Facebook use and gratitude sharing.

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

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Assignment type: Thesis
Author: Hayley Frisby
Submitted: June 2016

Abstract

Over the past twenty years there has been a continuous and significant rise in the number of teaching assistants (TAs) working within English schools and they are increasingly taking on a more pedagogical role, often working with pupils with special educational needs(SEN). A systematic review of the international literature was conducted, exploring the impacts of TA support on pupils’ academic, social and emotional/behavioural outcomes(including 24 papers published between the years 2000 and 2015). Key stakeholders’ views about the impacts of TA support were found to be largely positive, as were evaluations of TA-led targeted academic interventions. A number of quantitative investigations of regular TA support for specific pupils indicated a negative relationship between TA support and pupils’ academic progress. Pupil perspectives regarding their TA support were rarely documented within the literature. A qualitative empirical study was conducted to contribute more of a pupil voice. Ten Year Six pupils with SEN took part in individual semi-structured interviews, discussing their one-to-one TA support. Props(such as a ‘Judge’ figurine)helped to set expectations and reassure participants, whilst a creative, visual activity supported their communication and engagement. Participants’ discussions highlighted that they were almost constantly accompanied by a TA and saw the TA as their ‘teacher’. There was a significant degree of separation from the class teacher and a perception that the TA knew participants better than the teacher did. Pupils had rarely been consulted about their TA support in school. However, great admiration was shown for TAs,who were often considered to epitomise their ideal TA. Participants’ discussions suggested that TAs advocated for pupils and possibly looked beyond theirlabels of SEN. They talked passionately about the emotional support provided by TAs (including building their sense of belonging with in school) and suggested that TAs support more positive interactions with peers.

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Supporting children with insecure attachment in school: the teacher-child relationship as a protective factor against the development of behavioural difficulties in middle childhood

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Assignment type: Thesis
Author: Beth Turner
Submitted: June 2016

Abstract

Internalising and externalising difficulties in childhood have been linked with negative outcomes in later life including criminal behaviour and mental health difficulties. Individuals who have insecure attachments to caregivers are at a heightened risk of developing such behaviours. A systematic literature search was conducted to investigate whether the teacher-child relationship could protect children with insecure attachments from developing into behaviour difficulties. A total of eleven studies were reviewed and nine indicate that the teacher-child relationship can protect students if they are at risk due to negative caregiving experiences or insecure attachments to caregivers. The methodological difficulties of multi-informant reports and low risk samples were explored. Evidence for a protective effect in early childhood was found in two studies however future research should explore whether this impact persists into middle childhood and adolescence and obtain the child’s perception of relationship quality. Thus the current empirical study investigated whether this protection continues into middle childhood. Participants included 163children (aged 7-12) and their teachers (N=41). Children completed measures of attachment security with a primary caregiver and relationship quality with their teacher. Teachers also reported on relationship quality and rated the children’s internalising and externalising behaviours in school. Results indicate that there is a significant correlation between attachment security and externalising behaviours but not internalising. There is also a significant correlation between teacher-child relationship quality and attachment security. Teacher perception of conflict is the biggest predictor of behavioural difficulties. There was no evidence that the teacher-child relationship moderates the relationship between attachment security and behaviour difficulties in middle childhood. Implications for educational psychology and future research are discussed.

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Exploring the experiences of typically developing siblings who have a brother or sister with Autism Spectrum Condition

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Assignment type: Thesis
Author: Kirsty Underwood
Submitted: June 2016

Abstract

This thesis explores the experiences of typically developing siblings (TD-Sibs) who have grown up with a brother or sister with Autism Spectrum Condition (ASC). The first chapter presents a systematic review of the literature, using an Interactive Factors Framework (IFF) approach (a framework that is used to guide Educational Psychology practice), to consider TD-Sibs’ experiences from a holistic perspective. A total of 22 studies were identified from the systematic search process. The review highlights many inconsistencies in findings, and methodological limitations. Within the sampled research, the quantitative studies tended to focus on potential behavioural, social and emotional difficulties for TD-Sibs, however, there is currently insufficient, consistent evidence to conclude that TD-Sibs, as a group, will experience difficulties in these areas. Through eliciting sibling voice directly, qualitative studies revealed positive aspects for TDSibs, as well as, previously unconsidered challenges. The review identifies gaps in the research base and concludes with an IFF diagram to visually represent and synthesise the positive and challenging experiences from the 22 studies as a whole.

The empirical paper explores the views of young adult siblings, who have grown up with a brother or sister with ASC, to gain a greater understanding of their lived experience and how this may interact with their education. Semi-structured interviews were conducted with six participants (aged 19 to 21), and analysed using Interpretative Phenomenological Analysis (IPA). Five super-ordinate themes were identified: Striving to do well; Sense of responsibility; Self-Management; Voice and Acceptance. These exploratory findings identified some positive aspects of being a TD-Sib, however participants predominantly recounted a number of struggles and hidden challenges, which influenced some aspects of their educational experiences. Practical implications and avenues for future research are discussed.

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Does attachment influence learning? An investigation in to the associations between attachment, executive function and academic attainment

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Assignment type: Thesis
Author: Lindsey Foy
Submitted: June 2016

Abstract

In the field of psychology there is a growing interest in the relationship between early experiences and neurocognitive development (Schore & Schore, 2008). It has been suggested that early attachment experiences influence the development of a group of cognitive processes known as executive functions (e.g. Bernier, Carlson & Whipple, 2010). This thesis investigates the association between attachment styles and executive function in children and adolescents. Chapters one and two focus on different age groups. The literature review in chapter one explores the existing studies that consider this relationship in children aged 12 months to 11 years. A number of methodological issues in assessing the association between attachment and executive function are identified and discussed. The empirical paper in chapter two examines the associations between attachment, executive function and academic attainment in early adolescence aged 11 years to 14 years. Students (N=32) completed an attachment questionnaire, three executive function tasks and an IQ test. The results demonstrated an association between executive functions and academic attainment. However, the associations between attachment and executive functions did not reach significance and attachment was not found to influence academic attainment indirectly via executive function. The findings are discussed in terms of future research and implications for professional practice.

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The effects of the teacher-child relationship and caregiver attachment security on children’s self-concept in middle childhood

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Assignment type: Thesis
Author: Sarah Delo
Submitted: June 2016

Abstract

A positive self-concept is associated with a number of outcomes including school adjustment, academic attainment and mental health. Literature suggests individual differences in self-concept derive from children’s relationships with significant others such as parents and teachers. A systematic review of the literature exploring the relationship between teacher-child relationships and children’s self-concept found some associations, however, this was not always consistently found. Furthermore, a number of methodological limitations in the studies were noted. Implications for future research were reported and included using multi-faceted measures of self-concept and teacher-child relationships, as well as controlling for the effect of other social relationships (e.g. parents).

To address some of these limitations, this empirical paper examines whether teacher relationships (as characterised by closeness and conflict) are associated with children’s global, academic, behavioural and social self-concept, and whether teacher relationships may buffer children who are less securely attached to their caregivers against negative outcomes, such as low self-concept. 163 children (aged 7-11 years) and their class teachers participated. Questionnaires measured child reports of the teacher relationship, attachment security to their caregiver and self-concept as well as teacher reports of teacher relationship quality. Results found that although there was no evidence for a moderating effect of teacher relationships, attachment security was related to children’s global, academic, behavioural and social self-concept and positive teacher relationships further contributed to children’s behavioural and academic self-concept. Teacher relationships were found not to contribute to children’s global or social self-concept. Implications for future research and educational psychology practice are discussed.

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What is the relationship between self-determination and the process of managed moves?

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Assignment type: Thesis
Author: Patrick Mahon
Submitted: June 2016

Abstract

Managed moves were introduced by the DfE (1999) in an effort to lower the rising number of permanent exclusions in schools. Abdelnoor (2007) described a managed move as a process whereby a student, typically during a school year, moves from one school to another, or to an alternate education provision, to avoid being permanently excluded. This study follows on from a small scale research project by Trainee Educational Psychologists (Mahon, MacKenzie, Delo, & Foy, 2014), which found that self-determination, as defined by Deci and Ryan (1985), played an important role in students’ managed move success. Self-Determination Theory (SDT) identified that when a person’s innate needs of autonomy, competence and relatedness were satisfied they experienced intrinsic motivation, which is conducive to optimal learning in an educational setting (Niemiec & Ryan, 2009). The first chapter of this study begins with a literature review of the benefits of intrinsic/autonomous motivation in the classroom. The review confirmed that when a student’s needs for autonomy, competence and relatedness were satisfied in a classroom setting they experienced intrinsic or autonomous motivation. The four main benefits of student intrinsic/autonomous motivation in the classroom consistently found in the literature were willingness to engage, task persistence, increased student well-being and academic achievement. The review highlighted a lack of research on SDT and student exclusions and/or transition. The search was unable to find any studies on SDT and managed moves.

The second chapter responds to gaps identified by the literature review and used an Interpretative Phenomenological Analysis (IPA) approach to explore the students’ experience of self-determination in their managed move. Findings suggest that when students’ self determination needs are met they are more likely to result in a successful managed move, in terms of their increased engagement, both academically and socially in school, resulting in higher academic achievement, positive wellbeing and future aspirations.

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Exploring the roles of anxiety, sleep and sense of belonging in school attendance and school refusal behaviour

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Assignment type: Thesis
Author: Sharon McKenzie
Submitted: June 2016

Abstract

Reductions in school refusal behaviour (SRB), defined as a general difficulty with attending or remaining in school, have been a longstanding strategic priority for schools, local authorities and central government. Research into risk factors associated with SRB is vital for the development of effective assessment and intervention practices to address the problem. A systematic literature review, embedded within a theoretical framework of risk and resilience, was conducted to appraise the research evidence into anxiety as a risk factor for SRB. Twenty-one studies were reviewed, spanning the past three decades. Support was gained for anxiety as a significant risk factor for SRB in some cases, but not as an overall or central explanation for the problem. The need was highlighted in future research for collective commitment towards addressing a range of terminological, methodological and reporting issues in order to improve comparability between studies, and increase the generalisability of findings. The incorporation of physiological measures of anxiety in conjunction with self-report measures was proposed as a potentially fruitful extension for future investigations.

The empirical paper presented a pilot study which extended previous research comparing anxious high-attenders with anxious low-attenders. The sample comprised 13 girls in Year 8 (n=9) and Year 9 (n=4) attending an average-sized mainstream secondary school, who reported elevated anxiety. The girls were grouped by attendance: high (n=7, M=99.7%, SD=0.63) and low (n=6, M=92.2%, SD=1.58). Physiological measures of psychological stress (i.e. heart rate variability: HRV) and sleep, assessed using electrocardiogram and wrist actigraphy respectively, were incorporated within an exploration of anxiety, sleep and sense of belonging as factors that may differentiate between the two groups. The groups did not differ on sense of belonging or any indices of psychopathology by self-report, nor on any physiological measures of sleep or psychological stress at the beginning of the week. However, the high attendance group showed non-significant trends towards poorer sleep quality and lower HRV, at the end of the week. The findings tentatively challenge the assumption that anxious students who sustain high attendance in school are demonstrating psychological resilience. Implications for Educational Psychology practice and future research are discussed.

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Encouraging ‘pupil participation’; exploring school practices, benefits and challenges

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Assignment type: Essay
Author: Abi Sharpe
Submitted: November 2017

The requirement for schools to listen to pupils’ views on their education is now endorsed in both government policy and law. Researchers have found that young people have useful things to say about their education, and yet pupil participatory practices are not embedded in schools. Throughout this essay, Hart’s (1992) ladder of participation is used as a framework to consider the different levels of effective participation. School councils are a popular participatory practice in schools but are not always seen as an effective method of eliciting pupils’ views. Studies suggest that appropriate planning and a change of school ethos is key to their success. Research has also been conducted into how teachers engage pupils in giving feedback on teaching and learning. Findings indicate that individual differences amongst teachers can impact on their engagement in participation, and resulting practices can vary in the degree to which they would be considered participatory. The limited research into democratic schools highlights promising outcomes for their pupils but the prospect of similar approaches working in mainstream schools raises a number of challenges. This essay concludes that engaging in effective pupil participatory practices in schools has the potential to result in a range of positive outcomes. Policy makers and schools need to consider the degree of decision-making or influence they want to give to pupils. They may also require more training and guidance to make participatory practices effective. Educational Psychologists are well placed to support this process both at a whole school and policy level.

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The hypothesised female ASC phenotype: Implications for research and practice (2017)

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Authors: Henry Wood & Bonnie Wong
Published: 2017
Publication: Educational Psychology Research and Practice

There is a growing body of evidence suggesting that the behavioural manifestation of autism spectrum condition (ASC) differs between males and females, and there may be a female-specific phenotype of the condition (Lai, Lombardo, Auyeung, Chakrabarti, & Baron-Cohen, 2015). However, current conceptualisations of ASC have been developed predominately from samples of males, meaning our understanding of the condition may be male-biased (Kirkovski, Enticott, & Fitzgerald, 2013). Consequently, ASC in females may be under-diagnosed because current assessments are based on a male-specific manifestation of the condition (Mandy et al., 2012). This paper begins with a review of qualitative literature exploring the experiences of females with ASC. Building upon identified themes, quantitative research is reviewed to ascertain whether there are sex/gender differences in four areas of the hypothesised ASC female phenotype. Preliminary evidence suggests there may be sex/gender differences in ASC, but more research is needed to fully substantiate this conclusion.

Wood, H., & Wong, B. (2017). The hypothesised female ASC phenotype: Implications for research and practice. Educational Psychology Research and Practice, 3(2), 50–58. Available at: https://www.uel.ac.uk/schools/psychology/research/educational-psychology-research-and-practice/volume-3-no-2-2017

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Objective structured professional assessments for trainee educational psychologists: an evaluation (2017)

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Authors: Sandra Dunsmuir, Cathy Atkinson, Jane Lang, Amy Warhurst & Sarah Wright
Published: 2017
Publication: Educational Psychology in Practice

Objective Structured Professional Assessments (OSPAs) were developed and evaluated at three universities in the United Kingdom, to supplement supervisor assessments of trainee educational psychologists’ placement practice. Participating second year students on three educational psychology doctoral programmes (n = 31) and tutors (n = 12) were surveyed. Scenarios, developed with experienced practitioners, were considered authentic and relevant. Tutor feedback indicated that the marking scheme was a good basis for judgements, but required further calibration and standardisation. Strengths and limitations relating to authenticity of scenarios and practical arrangements were identified. Students considered OSPAs to be a valid assessment of communication and perspective-taking skills, although some found them to be anxiety provoking. Levels of authenticity and complexity were deemed appropriate, although there were concerns over time allowed and how the assessment criteria were interpreted. The discussion highlights how OSPAs address issues relating to assessment reliability by improving objectivity, reducing bias and providing uniformity to student assessment experiences.

Dunsmuir, S., Atkinson, C., Lang, J., Warhurst, A. & Wright, S. (2017) Objective structured professional assessments for trainee educational psychologists: an evaluation. Educational Psychology in Practice, 33(4), 418-434, DOI: 10.1080/02667363.2017.1352490

Reinforce, reframe or remove? What should psychologists do with diagnostic labels? (2017)

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Author: Klair Norman
Published: 2017
Publication: Assessment and Development Matters

Over the past 50 years, the range of diagnostic labels has relentlessly expanded, through iterations of psychiatric diagnostic systems like DSM and ICD, underpinned by a massive medicalisation engine, criticised for overpowering alternative interpretations and discourses (Solvag, 2007). As a result, there has been a startling increase in the number of individuals labelled as having a disorder or disability (Frances & Batstra, 2013). This has led to much debate over the utility and validity of diagnostic labels. For some, labels are seen as desirable commodities, enabling more timely and effective services. Others argue that labels work against the inclusion agenda by positioning the problem ‘within-person’, stigmatising diversity and further marginalising those with difficulties. Surrounded by this controversy, psychologists are faced with the dilemma of deciding how to shape their own professional choices and actions. This article considers arguments for three possible options.

Norman, K (2017) What should psychologists do with diagnostic labels? Assessment and Development Matters. 9(4), 7-10.

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Social Information Processing: A Useful Framework for Educational Psychology (2017)

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Author: Tim Cooke
Published: 2017
Publication: Educational Psychology Research and Practice

The Social Information Processing (SIP) model (Crick & Dodge, 1994; Dodge, 1986; Lemerise & Arsenio, 2000) offers a detailed framework for understanding the way that a child makes sense of and acts in social situations. When applied in the context of a wider biopsychosocial conceptualisation (Dodge & Pettit, 2003), it offers a comprehensive model that is in accordance with current ways of thinking about human behaviour. This article reviews the history of the SIP model and considers the evidence for each step of the SIP model. In the light of these findings, the article considers possible reasons for the relative oversight of this model by the educational psychology profession. After presenting some reasons why it is still of contemporary relevance, this article sets out the ways that an SIP-informed approach offers a range of questions for assessment and intervention.

Cooke, C. (2017). Social Information Processing: A Useful Framework for Educational Psychology. Educational Psychology Research and Practice, 3(1), 50–69. Available at https://www.uel.ac.uk/schools/psychology/research/educational-psychology-research-and-practice/volume-3-no-1-2017

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How does teacher well-being affect student learning?

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Assignment type: Essay
Author: Fiona Marsh
Submitted: November 2017

Teacher well-being is predominantly explored in terms of its deficits, due to reports of stress and burnout being highly prevalent across the teaching workforce. Teacher well-being (and lack of) is considered to have a small influence on student learning and achievement. The research on mechanisms which underlie this influence mostly report indirect links, through teacher engagement, teacher student relationships (TSRs) and teacher quality. However, there are massive gaps in the literature, and concerns over methodology (especially causality and generalisability), defining constructs (teacher quality) and weak links to student learning (teacher engagement). Currently TSRs appear to be the most plausible mediator between well-being and student learning. EPs are in a good position to support teacher well-being and facilitate positive effects on student learning. Helping to foster positive TSRs and school climates, promoting the use of supervision, and delivering stress management programmes may be particularly useful. Future research should focus on how teacher well-being can positively influence student learning. By knowing what works, this may then aid interventions to help stressed teachers and develop positive environments for learning.

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Exploring the interrelationship between anxiety, interpretation bias and parenting factors in military families

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Assignment type: Thesis
Author: Sarah Owen
Submitted: June 2015

Abstract

Theoretical frameworks suggest that increased anxiety symptoms are associated with a cognitive interpretation bias; anxious individuals are more likely to interpret ambiguous information as threatening and dangerous. Several models have considered the role of parents and parenting in the aetiology of cognitive biases that place children at increased risk for the development of anxiety. For example, parenting characterised by overprotection/emotional overinvolvement and over control has been associated with anxiety disorders in children. The present research explored the association between parent and child anxiety, interpretation biases and parent-child relationships within military families, a population at greater risk of experiencing enduring anxiety.

Twenty children aged 8-11 years and their mothers reported their anxiety symptoms and completed a homophone task. Words could be interpreted as either threatening or non-threatening and were categorised into separation and general threat themes. Parents also completed the Five Minute Speech Sample, where they expressed thoughts and feelings about their child. Results revealed that parent and child anxiety was significantly positively correlated as expected. Children’s anxious cognitions were significantly positively correlated to self-reported and maternal anxiety (ps<.05). In contrast to the expected hypothesis, children and parent interpretation biases were not significantly correlated. Although the research set out to examine the extent to which interpretation biases could act as a mediator between parenting and child anxiety, evidence for a mediated pathway could not be established within the present research. The impact of these findings are discussed with particular reference to the importance of understanding the aetiology of anxiety and exploring the role of the intergenerational transmission of anxiety.

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What factors influence the use of a controlling motivational style in the classroom?

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Assignment type: Thesis
Author: Chantelle Nattrass
Submitted: June 2015

Abstract

Research has suggested that controlling motivational styles in teachers are related to poorer outcomes for pupils (Assor, Kaplan, Kanat-Maymon, & Roth, 2005). It has been suggested that teachers behave in more controlling ways due to ‘pressure from above’ (e.g. from school performance standards), ‘pressure from below’ (e.g. from limited pupil engagement), and ‘pressure from within’ (e.g. from the teachers’ personality traits; Reeve, 2009). The present systematic review analysed 26 papers and confirmed the relevance of these three categories. It was also highlighted that research into pressures from within was inconsistent and largely unreplicated, with the exception of research suggesting that limited self-efficacy was related to increased teacher control.

Whilst a considerable amount of research has been dedicated to control in teachers there has been an absence of literature related the teaching styles utilised by Teaching Assistants (TAs). Recent research into the role of TAs has suggested that pupils can become dependent on the high level of support that TAs provide (Blatchford et al., 2009), and the present study aimed to explore whether such dependency could be due to TAs using a controlling motivational style. The study also investigated whether levels of control were related to self-efficacy as well as anxiety. Participants were established dyads of TAs and pupils with learning difficulties who took part in an etch-a-sketch activity in order to examine their interactions, alongside completing measures of negative affect and self-efficacy. The findings suggested that increased TA control was related to diminished pupil academic self-efficacy, which reinforces the impact the pressures from below can have on teaching style. However teacher self-efficacy and child negative affect were not found to impact on TA control. In addition a relationship was identified between TA autonomy supportive behaviours and the child initiating more problem solving behaviour. This further highlights the importance of supporting TAs to use less controlling teaching approaches in order to improve the outcomes for children with learning difficulties.

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Using Facebook to self-enhance: narcissism and psychological outcomes

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Assignment type: Thesis
Author: Camellia Kojouri
Submitted: June 2015

Abstract

This thesis explores adolescents’ use of social networking sites and associated psychological outcomes. A systematic review of the literature in the field revealed some positive, and some negative relations between online social networking and indicators of psychological wellbeing. Research into motives underpinning Facebook use is in its infancy, however, emergent findings suggest that motives for using social networking sites may influence psychological wellbeing more than the specific online behaviours themselves. This chapter is supplemented with a narrative overview of the literature exploring consequences of Facebook use on academic outcomes.

The empirical study explores the relationship between narcissism, Facebook use, motives for Facebook use, and psychological indicators among a sample of adolescents in the UK. A sample of 218 adolescents, aged 13-18 years, completed an online survey and the data were analysed using a correlational design. The findings show that narcissism was positively related to Facebook use. Different motives for using Facebook were also related to narcissism, such that narcissists used Facebook to fulfil self-enhancement, as opposed to affiliative motives. Moreover, these self-enhancement motives mediated the relationship between narcissism and indicators of wellbeing; high narcissists were more likely to pursue self-enhancement goals, leading to reduced satisfaction with life, less positive relations with others, and higher levels of depression. Implications are discussed, particularly in relation to the importance of exploring motives for online behaviours.

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