Author Archives: Colin Woodcock

Expressive writing interventions for children and young people: a systematic review and exploration of the literature

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Assignment type: Thesis
Author: Jerricah Holder Spriggs
Submitted: June 2015

Abstract

Literature review: This systematic review explored the existing research literature concerning the effectiveness of expressive writing interventions for children and young people. The review found that the expressive writing intervention was associated with a range of psychological and health benefits for studies that involved participants of secondary-or college-age. However, the research regarding the effectiveness of expressive writing interventions with primary-aged participants was less consistent. Analysis of the key features of the studies included in the review revealed that the discrepancy in findings could be due to the age differences of participants and the ability of the child to create the type of narrative associated with the well-being outcomes (i.e. a coherent, cohesive and emotionally disclosing narrative; Reynolds, Brewin & Saxton, 2000). It was therefore suggested that younger children may be better supported through more guided expressive writing interventions, such as therapeutic story writing (Waters, 2004), in which the child receives support from an adult to create more causal-explanatory and emotionally disclosing narratives (Fivush & Sales, 2006).

Empirical paper: Researchers have suggested that anxious children may underperform at school because their worrisome thoughts reduce the capacity of their verbal working memory (Eysenck et al., 2007; Hadwin et al., 2005; Ng & Lee, 2010). It was therefore hypothesised that anxious children may benefit from interventions, such as therapeutic story writing (Waters, 2008), that provide the child with the opportunity to discuss their worries in a manner that reduces anxiety. A total of 26 participants, all experiencing anxious affect that was above the average range (T score > 50), took part in the study (7 females and 19 males, M= 10 years 2 months). A mixed measures design was conducted and the results suggested that the therapeutic story writing intervention was associated with a significant reduction in child-rated anxiety and a trend for an increase in verbal working memory capacity, but not an increase in reading or writing attainment when compared to the control group.

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The universal benefits of a sense of school belonging during adolescence: an exploration of the relationships between parental and peer attachment security, shame and pride

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Assignment type: Thesis
Author: Alicia Halton-Nathan
Submitted: June 2015

Abstract

A cross-sectional design was used to explore the associations between adolescent attachment relationships with parents, and peers and their sense of school belonging, on the role of self-conscious emotions (shame and pride), within a school context. An adolescent sample of 13-16 year olds (n=121) was recruited from two secondary schools in the South of England. Participants completed a daily online diary to measure shame and pride experiences. Results found that adolescents with insecure parental attachments experienced more shame on a daily basis than their securely attached peers; however, this relationship was significantly moderated by a sense of belonging in school. Adolescents with secure parental attachment experienced more pride on a daily basis. Sense of belonging in school was found to significantly moderate the positive relationship between secure parental attachment and pride. No significant relationships were found between peer attachment and shame and pride. Implications for Educational Psychologists and suggested directions for future research are also discussed.

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The Relationship Between Emotional Regulation, Language Skills, and Internalising and Externalising Difficulties in Adolescence

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Assignment type: Thesis
Author: Jessica Butcher
Submitted: June 2015

Abstract

Internalising and externalising difficulties are associated with negative outcomes for young people, such as school refusal, school exclusion, educational underachievement, and mental health problems in adulthood. It is therefore important to find ways to support young people with such difficulties. Difficulties in emotional regulation (ER) and language difficulties are reported to be associated with internalising and externalising difficulties in children and young people. However, there has only been a limited amount of research in this area and previous studies were subject to methodological limitations. This thesis had two aims: firstly, to explore the associations between ER strategies and adolescent mental health problems. This issue was examined in a systematic literature review which found that ER strategies were related to internalising and externalising difficulties in adolescents. However, the review highlighted the lack of research in this area, particularly in relation to externalising difficulties. Secondly, the empirical study described in this thesis explored the role of ER strategies and expressive language skills in young people and their associations with internalising and externalising difficulties. Fifty-five participants completed a range of measures exploring their expressive language abilities, use of ER strategies, and an experimental frustration task examining emotional reactivity, recovery and intensity. It was found that the language measures were not associated with internalising or externalising difficulties. However, there was a tentative suggestion that functional language skills may increase adaptive ER strategies and reduce non-adaptive ER strategies. Internalising difficulties were strongly associated with non-adaptive cognitive ER strategies following stress, whereas externalising difficulties were strongly associated with fewer adaptive ER strategies. Emotional intensity during frustration was related to both internalising and externalising difficulties. Conclusions and implications for educational practice are discussed.

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Understanding Adolescent Shame and Pride in a School Context: The Impact of Perceived Academic Competence and a Growth Mindset.

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Assignment type: Thesis
Author: Ellen Cook
Submitted: June 2015

Abstract

Shame has important implications in educational contexts for educators, children and young people. The first paper presented here is a review of the current literature on shame and explores the implications of this self-conscious achievement emotion within educational contexts. The systematic literature review demonstrated that shame experiences can have both a dysfunctional and functional role, are independent of acculturation status and are influenced by parental attitudes. Crucially, shame management can reduce bullying within schools. The review concludes by drawing attention to implications of these findings for educators and educational psychologists.

The second paper reports empirical research carried out in the field of self-conscious achievement emotions. This study investigated whether holding a growth (intelligence) mindset could reduce shame experiences and/or promote pride experiences, within a secondary school context. The study also focused on the role of perceived academic competence (i.e. the perception that one has sufficient skills and knowledge) on young people’s feelings of shame and pride. Secondary school students (N = 121, Mage = 14.3 years) completed the Scale of Personal Conceptions of Intelligence to measure their mindset, and then completed a 10-day online diary, to rate their daily shame and/or pride experiences. Participants also rated their daily perceptions of academic competence. Results revealed a negative relation between growth mindset and daily shame intensity, and a positive relation between growth mindset and daily pride intensity. Both associations were mediated by perceived academic competence. That is, a growth mindset predicted increased perceived academic competence, which, in turn, predicted reduced shame and increased pride. The findings have far-reaching implications for educators. This research also makes a novel connection between growth mindset, perceived academic competence and self-conscious emotions within a school setting.

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Effects of a positive psychology intervention on the subjective wellbeing and efficacy beliefs of teaching staff

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Assignment type: Thesis
Author: Francesca Nagle
Submitted: June 2015

Abstract

A variety of interventions have been developed based on the positive psychology principle of building positive emotion and subjective experience. Specifically, interventions designed to promote reflection on positive experiences have been cited as an effective way to increase one’s subjective wellbeing. A systematic review of the existing literature was conducted to examine the efficacy of such interventions within non-clinical populations. Findings demonstrated a range of positive outcomes, including increases in positive affect, decreases in negative affect and improved life satisfaction. However, the review identified a number of methodological limitations within the current evidence base, including variation in intervention methods and aspects of implementation, which make it difficult to draw firm conclusions regarding the efficacy of such interventions in improving wellbeing. Consideration was also given to a number of factors which may moderate intervention efficacy, including participant motivation, continued effort and preference for specific interventions. Research has also begun to identify a range of individual difference factors which may influence the effectiveness of such interventions. Directions for future research include improvements to existing methodologies, as well as a need for systematic exploration of how features of both the individual and intervention may interact to influence wellbeing outcomes.

The empirical paper evaluated the effects of a positive psychology intervention on the subjective wellbeing and efficacy beliefs of teaching staff. Primary and secondary teaching staff (N= 49) were assigned at the school level to a daily ‘Three Good Things’ intervention (Seligman et al., 2005) or a neutral events diary control condition. Components of subjective wellbeing (positive and negative affect, satisfaction with teaching), self-reported efficacy in teaching and work-related burnout were assessed at pre and post-intervention. Contrary to previous findings, no significant differences were
observed between the two intervention conditions in relation to the identified outcome measures, and results were not in the expected direction. Changes in positive affect were associated with changes in efficacy beliefs. Findings extend the evidence base regarding the application of positive psychology interventions in educational contexts and outcomes in relation to self-efficacy. Future research directions and relevant implications for practice are considered.

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Supporting the attachment needs of looked after children in education settings

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Assignment type: Thesis
Author: Kelly-Marie Underdown
Submitted: June 2015

Abstract

For decades, researchers have identified looked after children (LAC) as a particularly vulnerable group with regards to both their academic attainment and social, emotional and mental health outcomes (McAuley & Davis, 2009). This is often attributed to the impact of adverse early life experiences on their attachment relationships with primary caregivers. Given encouraging findings regarding the impact of teacher-student relationships on children’s learning and behavioural outcomes (see McGrath & Van Bergen, 2015), in chapter one the current researcher conducted a systematic approach to a literature review examining implications for education professionals in supporting the attachment needs of LAC. Eleven texts were identified which provided implications for staff in supporting students’ learning and behaviour. Furthermore, the texts suggested a possible lack of understanding of attachment theory among education staff; hence, providing a potential training role for Educational Psychologists (EPs). Given the lack of empirical studies identified there is a call for more robust research in this field.

Secondly, the empirical study (chapter two) explored one of the recommendations for supporting LAC in schools; namely, the practice of implementing staff as ‘key adults’ (who are intended to provide an additional attachment figure). As there is a lack of research in this field, the researcher explored the experiences of secondary school staff acting as key adults for LAC in one local authority in south-east England. Semi-structured interviews were conducted with seven participants. Thematic analysis of the interviews revealed a rich picture of experiences captured within five interrelated themes: professional responsibilities; approach to the role; personal perspective; knowledge/understanding of LAC; and the wider school context. The findings provided implications for education professionals (e.g. EPs) in supporting both the policy and practice of key adults working with LAC. Additionally, suggestions were made for researchers to further explore whether this relationship fulfils an attachment function (as intended theoretically).

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Phobic, fearful, or refusing? Exploring adult constructions of young people’s extended non-attendance and their impact on the young person’s lifeworld

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Assignment type: Thesis
Author: Matthew Baker
Submitted: June 2015

Abstract

Extended non-attendance (‘school phobia’ or ‘school refusal’) involving apparent fear of school was first documented and differentiated from truancy in the early 1900s. Despite subsequent research, few effective remedies have been found, and little is known regarding the relative efficacy of the various interventions trialled to date. Further, although the extant literature identifies the importance of aligning adult understandings and listening to the young person’s voice, little previous research has focused on these areas. Hence, the current study begins with a literature review focused on exploring the relative efficacy of the various psychosocial interventions trialled to date. This concludes that intervention type is less important than other factors, such as working closely with the young person and adults involved, exploring the function of the young person’s non-attendance, and intervening early. The subsequent research chapter responds to gaps identified in the evidence base by the literature review, utilising a discursive approach to explore adult understandings (parents, teachers, etc) of extended non-attendance, and an interpretative phenomenological approach to explore young people’s experiences of being situated within these understandings. In both instances, data was gathered via semi-structured interview. Findings suggest that adult understandings vary and are sometimes incompatible, that affected young people feel more judged than supported, and that support can be very slow and difficult to access; they further question whether current practice is informed by the evidence base. A variety of suggestions for practitioners are discussed.

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Neglected children: what does it mean to be not noticed in school?

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Assignment type: Thesis
Author: Jeremy Brown
Submitted: June 2015

Abstract

Sociometrically neglected children are not noticed by their peers in class. They have few nominations for being liked most or liked least by their classmates. Considerable research demonstrates the importance of peer relationships in child development and those who have abnormal relationships (such as not-noticed children) should be at risk for poorer adjustment. However, not-noticed children have not been identified as being at risk for maladaptation and show few differences in behaviour from average children. A systematic review of the literature since 1991 was conducted focusing on not-noticed children and their sociability with peers in school. Eighteen studies were identified that investigated their social interactions, social understanding and social characteristics. Findings indicated very few differences between not-noticed children and average children for all three areas of sociability. A mixed-methods study investigated 202 primary school children’s social lives outside school and their social competence in school as well as not-noticed children’s conceptualisation of friendship. There were no differences between not-noticed children and average children for social competence in school or loneliness and friendship outside school. Two case studies provided insight into not-noticed children’s experiences and potential explanations for their lack of difficulties. Future areas for exploration with not-noticed children are their motivation to interact and their social lives outside school. Implications for educational psychology are discussed.

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Looked After Children’s experience of a group intervention to promote resilience

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Assignment type: Research Project (Small Scale Research Project, Year 1)
Authors: Chantelle Zilli, Rebecca Neudegg, Eleanor Hayes, Ed Sayer and Hanna Kovshoff
Submitted: Spring 2017

The objective of this study was to understand children’s experience of a therapeutic programme designed to build resilience in Children Looked After (CLA), aged 8 to 12 years old. Researchers show that compared to the general population, CLA are at risk of poor outcomes such as mental health difficulties (McAuley & Davis, 2009), low academic achievement (O’Sullivan & Westerman, 2007) and youth offending behaviour (Jonson-Reid & Barth, 2000). This may be due to adverse experiences both pre-care and within the care system which are associated with poor social, emotional and educational development in CLA (Sempik, Ward, & Darker, 2008; Ward, 2009). It is therefore important to develop interventions which remediate these risks. Continue reading →

The effectiveness of a gratitude diary intervention on primary school children’s sense of school belonging

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Assignment type: Thesis
Author: Tara Diebel
Submitted: June 2014

Abstract

The review evaluated whether gratitude interventions can improve well-being among adults and children. A systematic search of the literature yielded 31 studies. The majority of studies used adult participants, with only four published studies using child or adolescent participants. It was found that gratitude interventions elicited desirable outcomes, such as increases in positive emotions, decreases in negative emotions and improvements in life satisfaction. The review highlights many methodological limitations within the literature, which makes it difficult to draw conclusions about the effectiveness of the intervention to promote well-being. Emerging evidence suggests that factors such as recruitment strategy, participant motivation and preference for intervention can influence the intervention’s effectiveness. Finally, the literature is starting to consider how participant characteristics can influence the efficacy of gratitude interventions.

The empirical paper has examined the effectiveness of a school-based gratitude diary intervention to promote school belonging for primary school aged children (M = 9.4, SD = 0.47). The intervention took place across three primary schools for two weeks and involved participants writing a diary about things that they were either grateful for in school that day or about neutral school events. Participants who completed the gratitude intervention demonstrated a trend towards an increased feeling of belonging towards school. Supplementary analysis provided a model, which aimed to increase understanding of the process that leads to changes in school belonging, as well as the boundary conditions that influenced this process. It was found that nostalgia proneness had a significant impact both at a direct level; influencing the intervention’s impact on sense of belonging, but also at an indirect level through changes in levels of felt gratitude towards school. There was no effect of baseline affective empathy at any stage of the analysis. The findings extend the evidence base concerning the use of gratitude interventions with children and the efficacy of these interventions to build social resources. It also makes a novel connection between nostalgia proneness and gratitude.

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Pillars of Parenting: Exploring Adoptive Parents’ Lived Experiences.

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Assignment type: Research Project (Small Scale Research Project, Year 1)
Authors: Alex Gregory, Nikki Samos, Leanne Curreli, Cath Lowther and Hanna Kovshoff
Submitted: Spring 2017

Flawed social, care and education systems have been linked to a high incidence of social, emotional and behavioural difficulties and lower educational attainment for children who have been looked after (Jackson & Martin, 2004). Rather than failing care and education systems, an alternative theoretical explanation for poorer outcomes observed in looked after children, Cameron and Maginn (2011) propose that these children experience “’rejection’ in general and ‘parental rejection’ in particular” (p. 46). This conclusion is based on Parental Acceptance-Rejection Theory (PA-RT), which highlights the need for children to receive positive acceptance from their parents to avoid negative impacts on mental health and well-being (Rohner, Khaleque & Cournonoyer, 2004). Continue reading →

Using Personal Construct Psychology to Explore Young Peoples’ Experiences of SEN Support in a Mainstream School

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Assignment type: Research Project (Small Scale Research Project, Year 1)
Authors: Kate Brant, Rosa Gibby-Leversuch, Catherine Goodchild, Cate Mullen and Hanna Kovshoff
Submitted: Spring 2017

The 2015 Special Educational Needs (SEN) Code of Practice mandates that pupils’ views on their educational experience should be sought and used to inform practice. Practitioners have responded to this recommendation by actively including pupils in planning meetings for statutory assessments and annual reviews. However, there is no clear process in place to capture the views of pupils with SEN who receive support at school but do not have an Education, Health and Care Plan (EHCP) or Statement of SEN. Continue reading →

Experiences of person-centred planning meetings as part of the education, health and care plan (EHCP) process: An IPA investigation.

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Assignment type: Research Project (Small Scale Research Project, Year 1)
Authors: Ashleigh Shuttleworth, Anna Doedens-Plant, Helen Jones and Hanna Kovshoff
Submitted: Spring 2017

Background: Eliciting pupil and parent views and encouraging their participation in planning is considered a vital tool in pursuit of a more inclusive culture in education (Mitler, 2000). A range of tools known as person-centred planning (PCP) tools have been designed to enable this. Educational psychologists (EPs) in a local authority in the South of England have developed a format for conducting Education, Health and Care Plan (EHCP) planning meetings inspired by an established PCP format (Promoting Alternative Tomorrows of Hope [PATH]; O’Brien, Pearpoint & Kahn, 2010). Continue reading →

Young people’s perceptions and experiences of bullying: A focus on journeys to and from school.

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Assignment type: Research Project (Small Scale Research Project, Year 1)
Authors: Katy Goymour, Emma Herring, Joanna Spragg, Claire Williams, Barbara Gessler, Andrea Marr and Hanna Kovshoff
Submitted: Spring 2016

PGR poster 1

The poster for this research study won first place at the 2016 Southampton School of Psychology Post Graduate Research Conference.

Research Summary:

Bullying appears to be an unpleasant but inevitable part of school for many pupils, and has been shown to impact on emotional well-being and academic achievement, both in the short and the long-term.

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Establishing the effectiveness of a gratitude diary intervention on children’s sense of school belonging (2016)

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Assignment type: Research Project (Applied Research Project, Year 1)
Authors: Tara Diebel, Colin Woodcock, Claire Cooper & Catherine Brignell
Submitted: 2011

Aim: The promotion of wellbeing in schools using evidence-based interventions from the field of Positive Psychology is a growing area of interest. These interventions are based on the principle that sustainable changes in wellbeing can be achieved through regularly engaging in simple and intentional activities. This study examines the effectiveness of a school-based gratitude diary intervention to promote school belonging for primary school aged pupils (age range 7-11 years). Continue reading →

Out of school: a phenomenological exploration of extended non-attendance (2015)

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Assignment type: Research Project (Applied Research Project, Year 2)
Authors: Matthew Baker & Felicity Bishop
Submitted: Summer 2014

The concept of ‘extended non-attendance’ (‘school phobia’ or ‘school refusal’) was distinguished from truancy by Broadwin (1932), and refers to children who fear school and avoid attending. Subsequent research has established that instances of extended non-attendance tend to be highly individual and multi-factorial in causation (Nuttall & Woods, 2013), but despite this improved understanding, outcomes for those affected are often poor and the child’s voice remains largely absent from the evidence base. The current study sought to address these shortcomings by examining the experiences of four children with extended attendance difficulties. Data consisted of semi-structured interviews conducted in the participants’ homes, and was analysed using Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). Emergent themes include being disbelieved, experiencing fragmented support, and feeling blamed and punished. Various implications for practitioners are discussed, among them the importance of early intervention and the need to consider the voice of the child.

This assignment has been revised and published as an article:

Baker, M. & Bishop, F. L. (2015) Out of school: a phenomenological exploration of extended non-attendance. Educational Psychology in Practice, 31(4), 354-368. DOI:10.1080/02667363.2015.1065473

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Maintaining an interactionist perspective of undesirable behaviour: What is the role of the Educational Psychologist? (2016)

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Assignment type: Essay
Author: Larissa Cunningham
Submitted: May 2015

Special Educational Needs (SEN) legislation has recently undergone the largest reform in over a decade. Whilst several key changes have been widely discussed, the shift in terminology to describe children’s behavioural difficulties has received less attention. A greater emphasis has been placed on encouraging school staff and professionals to see beyond the observable behaviour and to give consideration to possible underpinning factors. However, the explicit focus on identifying undiagnosed learning difficulties, speech and language difficulties or mental health issues may serve to encourage a paradigm shift towards a more ‘within-child’ rather than interactionist perspective of undesirable behaviour. This paper will discuss this possibility, and with specific reference to speech and language difficulties, it will consider how through their five core functions educational psychologists can seek to maintain an interactionist perspective of undesirable behaviour.

This assignment has been revised and published as an open access (free to download for all) article:

Cunningham, L. (2016). Maintaining an interactionist perspective of undesirable behaviour: What is the role of the Educational Psychologist? Educational Psychology Research and Practice, 2(1), 49–58.

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The Co-morbidity of Autism Spectrum Condition and Oppositional Defiant Disorder. So What?

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Assignment type: Essay
Author: Joanna Spragg
Submitted: May 2015

There is considerable research attention given to psychiatric comorbidity in children and adolescents with a diagnosis of autism spectrum conditions (ASC). This essay aims to consider one such comorbid diagnosis, that of oppositional defiant disorder (ODD) and question its value as an explanation of the behaviour of children and young people on the autism spectrum. Much of the existing research exploring the comorbidity of ASC and ODD comes from a neuropsychological perspective and is focused on validity and accurate measures. The research supports the diagnostic validity of ODD, however this essay will take a different perspective and consider the usefulness of a comorbid diagnosis of ODD for a child or young person with ASC and those supporting them. This argument will be placed in the context of some of the recognised core cognitive differences that are associated with a diagnosis of ASC, as well as potential wider contributing factors. Potential implications for educational psychologists will be considered throughout.

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What is the Role of Schools and Colleges in Supporting Adolescents who Self-Harm?

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Assignment type: Essay
Author: Leanne Pickering
Submitted: May 2015

Self-harm is a widespread issue amongst adolescents, which is often kept hidden from adults. When a young person is identified as self-harming, education professionals often refer them to Child and Adolescent Mental Health Services for an assessment. This may be due to the prevailing perception of self-harm as a mental health problem that requires clinical treatment and management. However, as the majority of self-harm behaviour is kept hidden, this essay will argue that a reactive response is unlikely to be adequate in supporting adolescents who self-harm. Instead, it will be argued that self-harm may be better perceived as an emotional and behavioural difficulty that can be effectively supported by education professionals working in schools and colleges. Rather than perceiving self-harm as a mental health problem, and the responsibility of clinicians, self-harm needs to be understood as an adaptive strategy that enables adolescents to regulate their emotions and cope with the stress of everyday life. This essay will demonstrate that adolescents who self-harm have fewer functional coping strategies and engage in self-harm as a way to alleviate negative emotions. It will be argued that education professionals are better placed to support children’s development through the implementation of whole school approaches designed to develop young people’s emotional intelligence and problem solving skills. By providing young people with culturally acceptable coping strategies, we may be able to help reduce the occurrence of self-harm behaviour.

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What should schools do to promote the successful inclusion of pupils with social, emotional and behavioural difficulties?

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Assignment type: Essay
Author: Emma Fitzgerald
Submitted: May 2015

Inclusion policy and practice to date has been driven by the view that wherever possible, children with special educational needs (SEN) should have access to mainstream schooling and the opportunities it provides to participate in wider society (Frederickson & Cline, 2009). This is particularly pertinent for children with social, emotional and behavioural difficulties (SEBD) as they have been identified as being the most difficult to include within mainstream settings. Over the past forty years there has been a shift in the discourse surrounding inclusion, however the shift in terminology has not necessarily been reflected in changes in practice. Research into successful inclusion to date has been driven by attempts to change the ethos of schools, however practical strategies have been found wanting. There is an argument that rather than systemic changes, schools should be focussing on teacher level changes as they are the biggest source of influence on a child’s outcomes (Reynolds, 2010). This essay explores research into teacher attitudes and beliefs, relationships with pupils and self-efficacy and the impact this can have on the outcomes of pupils with SEBD. It appears that Educational Psychologists (EPs) are ideally placed to support changes at this level through consultation, promoting pupil voice and training. While teachers have a huge impact on the inclusion of pupils with SEBD the research into parental or pupil attitudes is sadly lacking in this area.

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The importance of forgiveness: How can psychological research inform educational practice?

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Assignment type: Essay
Author: Tara Diebel
Submitted: May 2012

Forgiveness is a process of cognitive, behavioural and emotional change towards a transgression. It can be seen as a positive psychological resource to interpersonal harm. This essay examines the importance of forgiveness by examining why it is related to increased wellbeing and positive relationships. It then examines how the research on forgiveness can be related to children and adolescents. There has been much investigation on forgiveness and forgiveness interventions with adults, however the research on forgiveness with children and adolescents is still an emerging area. In order for schools to effectively promote forgiveness, an understanding of the developmental prerequisites of forgiveness and how children understand the construct of forgiveness is essential. There is currently limited research on the effectiveness of forgiveness education and intervention in schools. This essay will examine how schools can promote forgiveness at three different levels: a whole school preventative approach, targeted interventions and informal responses to transgressions. Future research is needed to determine the most effective method of fostering forgiveness in a school setting. Implications for Educational Psychologists are discussed.

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Can neurological research increase our understanding of Attachment Theory and improve school interventions for adolescents?

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Assignment type: Essay
Author: Lindsey Foy
Submitted: May 2014

Originally introduced by John Bowlby, Attachment Theory proposes that an infant forms an attachment with their primary caregiver during a sensitive period of development and uses this individual as a secure base from which to explore the world (Bowlby, 1979; Bowlby 2008). The attachment relationship that develops forms a template that the infant uses as a reference for future relationships with other individuals. If a child does not form the appropriate bond with their caregiver they are likely to develop an insecure attachment style. According to a recent publication, forty percent of children in the United Kingdom show signs of insecure attachment (Moullin, Waldfogel & Washbrook, 2014). Insecure attachment has been shown to affect cognitive functioning (e.g. Bernier, Carlson, DeschĂȘnes & Matte‐GagnĂ©, 2012) and behaviour (Fearon, Bakermans‐Kranenburg, IJzendoorn, Lapsley & Roisman, 2010). Despite the growth of preventative intervention programmes (Moullin, Waldfogel & Washbrook, 2014) research on supporting children who have already developed an insecure attachment is limited. Bowlby’s work does not consider whether attachment style can be altered once an infant has left their sensitive period of development (Mercer, 2011). This assignment proposes that neurological research within this field of psychology increases our understanding of Attachment Theory when incorporated into a biopsychosocial model of attachment. The assignment aims to explore the contribution that neurological research has to the development of intervention programmes for adolescents with insecure attachment. The findings from this developing area of research will be explored cautiously and the implications for Educational Psychologists will be discussed.

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Attachment in the Classroom: How does a secure teacher-child relationship compensate for the negative impacts of an insecure parent-child attachment?

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Assignment type: Essay
Author: Hayley Frisby
Submitted: May 2014

It is largely accepted that insecure parental attachments are likely to impact negatively upon children’s social, emotional, cognitive and behavioural development. It is now thought that a warm and nurturing relationship with a teacher can help to compensate for some of these detrimental impacts. This essay examines the extent to which a teacher-child attachment can buffer for poor attachment histories and how this effect might take place, with consideration of these four areas of development. The applications for an Educational Psychologist, in terms of encouraging and promoting secure teacher-child relationships are considered throughout. The essay concludes that in consideration of the evidence, educational professionals need to increase their awareness of attachment theory and of the nature and impact of the teacher-child relationship, as this is likely to help them to better understand and support the behaviour and needs of children coming from less secure attachment backgrounds. Despite large increases in the research base supporting the influence of teacher-child attachment, many adults working with these vulnerable children in schools remain unfortunately unaware of the power of relationships and of the importance of identifying and intervening with these pupils. Given that roughly four out of ten children are thought to have insecure attachments with their main caregiver (Moullin, Waldfogel & Washbrook, 2014), the significance of these insights and interventions that attachment theory and the surrounding research can provide is clear.

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