Author Archives: Colin Woodcock

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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Reading Schemes and Real Books: Implications for Skill Development and Motivation

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Assignment type: Essay
Author: Francesca Nagle
Submitted: December 2012

Reading schemes have been widely accepted as providing the most appropriate opportunities for the application of early reading skills. However the evidence informing this position has been largely based on research examining the cognitive abilities of proficient readers. Recent perspectives from instructional psychology have shifted the focus from an understanding of individual differences in cognitive development to examining the properties of the texts themselves, in order to determine which materials most effectively support the development of reading skills. This essay examines the finding that real books offer greater opportunities for children to develop phonic skills and sight vocabulary than books drawn from a reading scheme, and the implications of this for selecting appropriate materials for reading instruction. In addition, the impact of reading scheme texts on children’s attitudes towards reading and perceptions of the reading process are considered. The essay concludes that reading schemes, when used in isolation, do not provide greater opportunities for children to apply their reading skills than real books, and may even discourage some children from wider reading, through a negative impact on motivation. It is therefore argued that reading instruction is most effective where teaching makes use of a wide range of literature, and is supported by direct instruction and support for autonomy. Potential implications for Educational Psychologists (EPs) in relation to supporting reading development are highlighted.

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What constitutes being developmentally ready to begin school, and how can we support this process?

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Assignment type: Essay
Author: Matthew Baker
Submitted: December 2012

Readiness for school is an issue that has occupied numerous researchers, with evidence suggesting that a child’s initial readiness predicts lifelong academic and social outcomes (Duncan et al., 2007). Despite the fact that it can thus be viewed as one of the key issues in Educational Psychology, there remains a lack of clarity regarding what readiness is. This essay seeks to provide a definition that is both interactionist and systemic, incorporating pre-natal factors and consideration of curricular purpose alongside more commonly recognised environmental and developmental determinants. Readiness in this sense is seen as the result of biological and cognitive development, parental and broader social relationships, access to both social and material resources, and curricular expectations. This is framed in terms of a social constructivist and systemic ontology, which sees the child’s development as necessarily scaffolded by parent, carer and peer relationships within a complex social system. Consideration is given to the various means by which Educational Psychology can support the process at individual child, community and policy levels. Attention is drawn to gaps in the current evidence base and potential avenues for research, particularly with regard to cognitive development. Finally, the goodness-of-fit between this reading of developmental readiness and the Early Years Foundation Stage curriculum is considered.

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Traditional Bullying and Cyber-Bullying: The Protective Role of Peer Relations

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Assignment type: Essay
Author: Jerry Brown
Submitted: May 2013

Cyber-bullying has become recognised as a recent form of traditional bullying that uses electronic means. In traditional bullying the quantity and quality of someone’s social network has been shown to play a somewhat protective role in warding off victimisation, but the corresponding research in cyber-bullying is limited and more equivocal. Indications are that any protective factor is much reduced and may be absent. The reasons for this are unclear and may include the potential anonymity of the bully and the lack of face-to-face communication. There are also fundamental differences in the way that those involved conceptualise cyber-bullying from traditional bullying and these may manifest themselves in a belief that peer support can play little or no protective role. An alternative interpretation is provided of the lack of protection provided by peer support in the online environment that owes less to how the online environment may dilute any protective effect and more to the merging of online and offline friendships and the heightened vulnerability to cyber-bullying that this brings. Implications for EPs are tentative given the lack of research on peer relations in cyber-bullying, but they should guard against simply transferring solutions for traditional bullying into the cyber-context and seek more robust theoretically-based interventions that acknowledge how different traditional and cyber-bullying are.

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Why should low socioeconomic status be related to problems with language acquisition?

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Assignment type: Essay
Author: Lindsay Patterson
Submitted: December 2011

The relationship between low socioeconomic status and problems with language acquisition has been well researched, but is often attributed to a very wide array of factors. Researchers have predominantly investigated this relationship from a social interactionist perspective, considering the impact of factors such as maternal education levels, parental warmth and quality of paid care provision. Increasingly, there is also research being carried out by neuropsychologists who are investigating how prenatal factors such as maternal alcohol and nicotine consumption may impact the child’s developing brain.

This essay investigates a selection of the issues linked with socioeconomic status and considers how they could impact on a child’s language acquisition. The essay concludes that in this case socioeconomic status is essentially a redundant variable – there are such a high number of interacting influences which could impact on a child’s language acquisition that the label of low socioeconomic status has the potential to mask the real cause of language problems. With this in mind, the essay makes recommendations for interventions which an Educational Psychologist could put in place in order to try to address some of the causal variables associated with poor language acquisition.

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Encouraging Reading for Pleasure: Widening the support could narrow the gap.

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Assignment type: Essay
Author: Samantha Beasley
Submitted: December 2011

While phonics instruction is proven to improve certain elements of reading, it is not clear how this contributes to reading comprehension; a key skill found in children who read for pleasure.  Reading for pleasure is in decline despite its benefits to sociability, academic knowledge and reading achievement.  Children need to be motivated to read for pleasure, and parents play a vital role in this.  Interventions which involve parents such as Paired Reading can cause gains in reading achievement and strengthen the relationship between carer and child, but need to be properly implemented so that interactions use a dialogic style and create a positive climate around reading.  Some families already practice more promote positive reading behaviours than others, so recommending a parent-child reading intervention may continue to exclude those families who tend not to access such practices for reasons such as language and culture barriers, reading difficulties and negative attitude toward reading.  Parents could therefore benefit from literacy support too, developing their own skills alongside their children whilst learning how best to support their child, in the form of a family literacy programme.  The potential contribution of an Educational Psychologist (EP) is considered throughout.

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