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Within this paper, we provide an expert opinion on five evidence-based psychological strategies that could help endurance participants overcome slowing down and stopping during performance: goal setting, motivational self-talk, relaxation, distraction, and pacing. We argue that these strategies are well-suited for delivery as brief-contact, educational interventions that could be accessible to large numbers of participants who do not have access to a sport and exercise psychologist. These interventions could be delivered using websites, online videos, workshops, or magazine articles. We propose a novel use for implementation intentions (i.e. if-then planning) to develop endurance participants’ conditional knowledge of when to use specific strategies. In addition, although research evidence suggests that these psychological strategies may be efficacious for overcoming thoughts of slowing down or stopping, there are important limitations in the research evidence. In particular, there is a dearth of ecologically valid, field-based effectiveness studies. Finally, we consider situations where attempts to resist slowing down or stopping during endurance activity may not be advisable. Scenarios include when there is an increased likelihood of injury, or when environmental conditions increase the risk of life-threatening events. [ABSTRACT FROM AUTHOR]

Embedding employability in higher education is a key Teaching Excellence Framework requirement, and psychology departments across the UK recognise that this is indeed important for students' employability prospects. The Final Year Research Project is the most important independent piece of work that psychology undergraduate students undertake, contributing considerably to the overall degree classification. Therefore, it can provide a fertile ground for embedding employability and allows for innovation in teaching and supervision of projects. Yet, based on our extensive Final Year Research Project supervision and coordination experience, this opportunity tends to be overlooked by psychology departments, project coordinators and supervisors; often resulting in projects being given insufficient attention in students' job and further study applications and interviews. In this practice exchange paper, we first detail how employability is built into Years One and Two of our undergraduate degree, before outlining how it is integrated in Year Three within Final Year Research Projects. We then describe and discuss several initiatives that we developed and implemented to embed employability in Final Year Research Projects. We developed the 3R approach to helping students Recognise and Reflect on their skill development and Relate them to the next step in their career. [ABSTRACT FROM AUTHOR]

Aims: This position paper illustrates how Educational Psychological Services (EPSs) have been instrumental through ever more systemic and universal ways of working to identify links between the needs within Scottish schools and targeted and universal nurturing approaches. Method: This paper will initially demonstrate the appropriateness of a nurturing approach within a Scottish context, as a response to issues related both to mental health and to poverty. It will then continue by exploring how at both local and national levels, nurture-based practices have been embedded into policies and practice due to the influence of EPSs. It will demonstrate this through reference to the national context and the local authority (LA) level, using North Ayrshire Council (NAC) as an exemplar of how this can be achieved. Findings: This paper will state that, while national and local policy have influenced the focus of EPSs' priorities, so too has EPSs' knowledge of psychology influenced national and local policy regarding nurturing approaches. Limitations: This position paper is drawn from the Scottish education system and may not be fully representative of other contexts. Conclusion: There is an ongoing cycle of mutual influence, enabling the continual development of good practice within schools. This can offer a template of systemic working for the future development of the profession of the educational or 'school psychologist' on a wider scale. [ABSTRACT FROM AUTHOR]

A review of several papers of interest to psychology teachers is presented, including "The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course: A Quasi-Experimental Study," by D. J. Peterson, "The Purpose of Tutorial Groups: Social Influence and the Group As Means and Objective," by M. Rosander and E. H. Chiriac, and "Exploring the Effects of Project-Based Learning in Secondary Mathematic Education" by V. L. Holmes and Y. Hwang.

Previous research indicates that imagining contact with someone who is an immigrant can reduce prejudice and promote positive friendship intentions. Much less is known about the optimal ways of effecting imagined contact. The reported research used an experimental design, where the status of a target-child toy puppet (immigrant versus refugee versus control) and the type of imagined contact (2D or 3D figures) was changed. Children aged 4--10 years, were tested for their responses towards immigrants and refugees, before and after a three-minute interactive play session with 2D or 3D toy puppet figures. Children were asked to show in the session how they would 'have a really good time' with the target-child toy puppet. Measures of children's direct contact with immigrants were also taken. The results suggest that 3D figures have a similar positive impact as 2-D figures on friendship intentions following imagined play. It was in the 2D experimental conditions only that children's friendship intentions were more positive with greater anxiety reduction. [ABSTRACT FROM AUTHOR]

Aim: In this paper I start with the premise that democratic education (as a service to the future) is under threat. For educational psychologists to consider where they might stand in relation to their professional future, therefore, I set out to provide indications of psychological factors implicated in answering the question 'Can education in a troubled world help us become human and more inclusive?' Context: In the current socio-economic and political climate and the increasing commercialisation of schools, educationalists can find it hard to sustain a positive role and purpose. As teachers' identities and sense of efficacy are eroded, the recruitment of teachers is becoming increasingly problematic and attrition rates are rising. Simultaneously the rate of exclusion of young people from mainstream education is not decreasing and several subgroups are over-represented amongst those excluded. I argue that this has major implications for educational psychologists. Method: To provide a basis for a reformulation of psychologists' work I examine the philosophical and psychological basis of the professional identity of teachers and the effects of misunderstanding and mistreating teachers' beliefs in themselves. This requires consideration of inter- and intra-personal dialogues and, particularly for psychologists in their work with teachers, the nature of relationships with others. Findings: I argue that only by reaffirming teachers' sense of creativity, autonomy and agency can education cease to be a mechanistic exercise in social engineering with no fixed goals and rediscover the simpler and more profound purpose of helping people to be human. I conclude that there are ways that educational psychologists might seek to change in order to challenge the dehumanisation of education. [ABSTRACT FROM AUTHOR]

The article focuses on several papers selected from different periodicals by the journal on topics including teaching, learning, and writing. The article "Promoting research to the masses: Assessing the impact of a poster walk" deals with posters made by students on child development. The article "Retrieval-based learning: Active retrieval promotes meaningful learning" discusses retrieval learning helps in recalling, and the article "Innovating pedagogy" presents information on 10 innovations.

The article presents papers focusing on topics including students' academic writing, academic development, and assessment.

Who are the most prestigious authors cited in today's psychology textbooks and journals ? And where are (or where were) they based ? This short note reports on the ansivers gained to such questions by using the Web of Science Core Collection to find the authors of the most highly cited papers in psychology published between 1927 and 2012. The findings suggest that well-known historic figures of the past have now been replaced with tool makers. [ABSTRACT FROM AUTHOR]

A personal narrative is presented which explores the author's experience of publishing a paper in a mainstream psychology journal with a high impact factor.

This is a polemical paper rather than a 'scientific' paper. It focusses on how systemic changes to public services are impacting on children, families and communities. It is argued that the implementation of neoliberal ideology is rolling back the welfare state, undermining the social justice principles on which it was founded, having profound effects on the fabric of society and potentially making public services less effective in meeting the needs of vulnerable people. Psychologists have skills in working systemically and with individuals to alleviate suffering and improve life chances. It is argued that current policy of shrinking the welfare state and privatising public services is creating conditions which will increase social exclusion and have detrimental impacts on the health and well-being of many people. Economic and political policy has not been the usual territory of psychologists and there may be nervousness about straying out of our 'neutral' positions. However, it is proposed that psychology, in fostering universal psychology initiatives for the benefit of all, cannot afford to be apolitical as the values underlying our work are now under attack. It is suggested that we now need to act as a profession to challenge social injustice and lobby for social change. It is possible to do this without aligning to one political party, but from a values-based position. However, it is acknowledged that this is a complex position to maintain, given that some political movements are more aligned to neoliberal ideology than others. [ABSTRACT FROM AUTHOR]

Aim: Research suggests that autistic children and young people (CYP) are more likely to experience Emotionally Based School Non-Attendance (EBSNA) than their non-autistic peers. As such, this paper aims to explore factors associated with EBSNA behaviours in autistic children and CYP Method: The paper takes the form of a systematic literature review, in which quantitative research was examined. Eight papers were found that researched factors associated with EBSNA in autistic CYP. These were critically appraised using Cardiff University's SURE checklist prior to engaging in a narrative synthesis to critically review the findings. Findings: The literature synthesis identified overarching themes that grouped together potential factors associated with EBSNA in autistic CYP: child-based factors (age, social-emotional wellbeing and cognitive factors), family-based factors (parental mental wellbeing, parental employment and family illness) and school-based factors (bullying and transition). Limitations: There was methodological heterogeneity across the studies reviewed, and therefore meta statistical analyses were not performed. This impacts on our ability to make conclusions about the precise impact of the factors identified. Conclusions: A range of factors impact on autistic CYP EBSNA behaviours, and as such a holistic approach needs to be taken when providing support. [ABSTRACT FROM AUTHOR]

The article presents abstracts on psychology teaching which include "Mining writeprints from anonymous e-mails for forensic investigation," by F. Iqbal and colleagues, "Teaching students to write book reviews," by P. A. Kindle, and "Law reviews' dirty game," by K. Levy.

In any industry it is vital to know the quality of goods before they leave the manufacturer. In many cases the decision as to whether an article is above or below the required standard falls to a certain group of employees, the process of inspection usually requiring good powers of sensory discrimination, rapidity of perception and judgment, the intelligence to appreciate the standard of inspection and, frequently, manual dexterity in the handling of objects inspected. These are all qualities which can be measured by means of tests. In the following article Mr. Hearnshaw, a member of the Institute's staff, describes an investigation into the use of selection tests for those engaged on inspection processes in a paper mill. [ABSTRACT FROM AUTHOR]

This paper examines the question of how counselling psychology might move forward into the future. It argues that, for many counselling psychologists, the defining feature of our profession lies in a humanistic value-base; and that, to move forward, we need to look at how that could be more fully actualised. The paper argues that this value-base is most succinctly expressed in Levinas's concept of 'Welcoming the Other,' and it proposes five ways in which this ethic might be taken forward: developing our capacity to see beyond diagnoses, enhancing our responsiveness, focusing more fully on our client's intelligibility, taking a lead in giving psychology away, and developing our evidence base. The paper concludes by suggesting that the key issue is not the survival of counselling psychology as a profession; but the survival, development and proliferation of this value-base. [ABSTRACT FROM AUTHOR]

In educational and psycho-diagnostic assessment procedures, computerised assessment is gradually replacing paper-based instruments. In computerised instruments, measuring reasoning skills, such as the ability to solve analogies, few differences are found with their paper-based counterparts; however young children may form an exception. Often in these comparisons of assessment mode, only accuracy is considered, whereas examining solution strategies and measuring learning over time are of particular interest to educational psychologists. The current study investigates whether the learning of analogical reasoning and progression of strategy change follow the same patterns in a computerised setting. The equivalence of paper-based and computerised versions of figural analogy puzzles were examined with regard to both accuracy and strategy change in 69 5-year old children (M=5.4 years). All children were asked to solve figural analogy matrices by constructing their answers from puzzle pieces. In the paper condition (N=33), the puzzle pieces could be grabbed and turned over by hand and then placed in the empty quadrant to solve the analogy. In the computer condition (N=36), the children used a computer mouse to carry out these manoeuvres. The assessment of children's solution strategy progression took place during weekly sessions over four consecutive weeks. Results indicate that the computerised figural analogy task is comparable to the original paper-based version with regard to both difficulty level and progression of strategy change. However, the computerised version took significantly less time to administer and analyse. Another advantage is that testing with computers allows for the registration of supplementary information that could prove useful for more individualised intervention. We conclude that computerised assessment is a sound method for educational psychologists to evaluate 5-year-olds' analogical reasoning ability and development. [ABSTRACT FROM AUTHOR]

This academic paper was written in 2007 as part of the submission requirements for the Qualification in Counselling Psychology. In the paper, I discuss my working context within the health service and reflect on the impact of change at the macro and micro levels of service provision. In particular I focused on my role in primary care. [ABSTRACT FROM AUTHOR]

This paper was written as part fulfilment of the qualification in Counselling Psychology (independent route), AU6 - Philosophical Paper. The paper attempts to critically examine the philosophical bases of counselling psychology, drawing from the historical development of Counselling Psychology as a profession and reflecting on the experience of the author in her personal development to become a counselling psychologist. The paper attempts to integrate concepts of philosophy and values with themes of identity, coherence and commitment, whilst considering key elements to the development of the profession, such as its stance in relation to the medical model, humanistic principles and the scientist-practitioner role. [ABSTRACT FROM AUTHOR]

Corker (2003) describes counselling as a potentially oppressive process. Given the recent launch of the largescale voluntary sector-led Moving People Programme (MPP) which aims to reduce stigmatisation experienced by people with mental health difficulties (Mind, 2007), as well as the fact that the cost of stigmatisation is estimated to be vast (Mason et al., 2001), it seems timely to consider how mental health professionals might be contributing to the process of discrimination. In an attempt to address the marginalisation of people with a diagnosis of personality disorder, the Department of Health issued two specific documents in 2003: 'Personality disorder: No longer a diagnosis of exclusion', and 'The personality disorder capabilities framework - Breaking the cycle of rejection'. The former has meant increased numbers of people with personality disorder being seen within mental health services while the latter acknowledges that better understanding of personality disorder is required in order to interrupt the cycle of rejection often experienced by people with personality disorders due to negative attitudes and practices within agencies. My experience of working in the NHS is that the single most vilified population of service users are those with a diagnosis of Borderline Personality Disorder (BPD). This paper aims to consider how and why discrimination towards people with a diagnosis of BPD is so endemic and argues for the importance of the central humanist orientation of counselling psychology in ameliorating stigmatisation in practice. The paper concludes with some research implications and suggestions for potential ways forward. [ABSTRACT FROM AUTHOR]

The article presents abstracts of articles on topics related to the psychological aspects of learning, writing, and assessment, including reading comprehension in the Arabic language, the use of visual aids in medical communications, and computer-user interfaces.

The article discusses the report and research papers published by the Great Britain Royal Commission on Trade Unions and Employers' Associations, pertaining to industrial relations. The Commission was set up on April 8, 1965 and reported in June 1968. In addition to its report, it published between June 1966 and May 1968 thirteen substantial research papers. The report is closely argued and its recommendations proceed logically from the argument. It begins with certain assumptions. Those who hoped to see the Commission indict the unions and impose legal restraints upon them have been disappointed. The Report as a whole is thus a consistent, restrained, dignified document concerned equally with realities and civilized standards. Reading the Report and the research papers, one is struck by the concordance between the approaches of the researchers and that of the Commission. The first part of the paper is mainly cast in the form of a lecture to management. The studies of Employers' Associations make one wonder why they were included in the terms of reference of the Commission. For occupational psychologists it could be the practical introduction to all those aspects of industry, which are left outside their syllabus.

The article is an editorial from the Clinical Psychology Forum, discussing various papers that have been published in the edition. The papers cover a range of topics, including the role of psychologists in police work, the impact of service level agreements in child and family psychological services, the experiences of psychologists working with clients with acquired brain injuries, and the evaluation of specialist sleep assessment and intervention services for children. The editorial also highlights papers on trauma-informed care, psychological support for NHS staff, mentoring schemes for aspiring clinical psychologists from racialized backgrounds, and the challenges faced by psychologists in clinical training who have migrated to the UK. The edition concludes with letters responding to a previous article on transgender and gender expansive health, raising ethical issues in health and mental health. [Extracted from the article]

Aims: This systematic analysis aims to address the research question - do whole-school nurturing approaches show any impact in the short or long term on (1) emotional/behavioural, (2) cognitive/educational or (3) teacher/school variables? Rationale: Trauma or Adverse Childhood Experiences can have long-term consequences though causing problems in attachment, which nurturing approaches seek to ameliorate. Whilst there is a good deal of international research evidence on the impact of Nurture Groups in schools, less is known about the impact of whole school nurturing approaches on pupils and schools. This paper aims to address that gap. Findings: A total of 146 papers were retrieved from four databases and 13 from other sources. After excluding 61 duplicate papers, 98 papers were screened in relation to inclusion and exclusion criteria, and only 13 papers were finally selected. Results suggest that nurturing approaches can have a positive impact on pupils' social, emotional and behavioural needs, academic progress, other pupils in the mainstream class/school, parents and home life, and the whole school. Additionally, the length of time a nurturing approach is in place in a school contributes to its effectiveness. Limitations: Limitations include the quality of research available, lack of papers focusing on universal whole-school nurturing approaches and lack of international studies. Conclusions: The paper highlights the need for more robust research focusing on universal whole-school nurturing approaches to be carried out. [ABSTRACT FROM AUTHOR]

Description Within the current climate of health care pressures, services are exploring ways in which to use resources to the best of their ability to ensure service users have timely, safe, and effective care as well as having positive outcomes and good experiences of the care they receive. The current paper explores a service level agreement between the private sector and a child and family service within the HSC. Within this agreement, has been the development of a pathway through which families on a psychological service waiting list, could be triaged, and allocated to a private clinic within which, psychological care could be provided from assessment through to discharge. The subjective experiences and initial outcomes of those involved have been largely positive. The paper describes, explores, and reflects on the process of collaborative practice. Terminology HSC – Health & Social Care. In England, Scotland and Wales, the National Health Service (NHS) provides health care services while local councils provide social care services. In Northern Ireland these services are combined under what is known as Health and Social Care (HSC) [ABSTRACT FROM AUTHOR]

Wellbeing plays a key role in economic psychology, illustrating how psychological mechanisms impact on economic factors. Wellbeing is vital for occupational psychologists as it allows for the development of interventions to protect and improve workers health. The contribution of economic psychology has received little attention within occupational psychology to improve the measurements of individual wellbeing. The aim of this commentary paper was to bring forward a call to action of two methods that have been used in economic psychology that occupational psychologists can adopt to better measure wellbeing. This commentary paper is based on the insights of Kirchler and Hoelzl (2018) and both time-sample diaries and day reconstruction methods. The analysis showed that by using time-sample diaries, occupational psychologists could better understand the current mood, current mental state and objective characteristics of worker situations. This commentary article identified that by using day reconstruction method, occupational psychologists can have a better insight into employee experiences and feelings in a timely manner. This commentary article recommends that by using insights from economic psychology, occupational psychologists can better measure the wellbeing of workers using time-sample diaries and day reconstruction methods. The paper should, therefore, be of value to scholars and practitioners wishing to improve wellbeing. [ABSTRACT FROM AUTHOR]

The article offers information on the "International Coaching Psychology Review" (ICPR) Research Paper of the Year award from the Special Group in Coaching Psychology (SGCP). The award aims to honor researchers actively involved in research. Also cited are the prizes for the winner like a complimentary place at the 2019 SGCP Coaching Psychology Conference.

This paper sheds light on the substantial challenges faced by schools today in the UK, especially in the aftermath of a negative school inspection report. Stigmatised and labelled as 'faliing' and with limited support, staff within these schools are often emotionally exhausted and professionally traumatised (Jeffrey & Woods, 1996), when they begin the arduous journey towards school improvement. A longitudinal study, implemented within a secondary school located in an economically and socially disadvantaged region of Wales, focuses on the outcomes of a school-wide talent development program, with a strong emphasis on coaching, made available to staff in all roles, from caretaking to leadership. Through the adoption of a data-driven, strategy-aligned, professional development programme, this paper describes how the internal talent of the whole school was harnessed and directed towards a transformative shift: one that took the school from an initial inspection assessment of 'in significant need of improvement' to a more favourable 'satisfactory' rating and beyond. Central to this programme was a coaching initiative aimed at bolstering staff self-efficacy, which over time resulted in significant improvements in staff wellbeing, team resilience and overall performance, benefiting both staff and students across the school. This study highlights the efficacy of an inclusive, school-wide approach to staff development, with coaching playing a pivotal role in driving positive change. [ABSTRACT FROM AUTHOR]

We argue in this paper that counselling psychologists have been championing human rights and social justice in different ways and since the Division was first being considered. We draw on counselling psychology historical literature, and from responses from our colleagues within the profession. As part of our preparation for this paper we put out a call to counselling psychologists through the Division of Counselling Psychology to invite our colleagues to share with us the work they are engaged in relating to Human Rights and Social Justice. In this paper we share themes from the responses we received on the various areas covering human rights aspects of counselling psychology and social justice, for example championing climate justice, equality, diversity, and inclusion. Our call was operationalised through a Questback survey which comprised of 10 questions. These included demographic questions, questions which enquired about areas of respondent’s work which covered human rights aspects of psychology and social justice. The responses for example included mental health work with refugees, asylum seekers, trafficked people, torture survivors; Black and Minoritised Ethnic adults aged 18+; people from what one respondent noted as ‘the profoundly deaf community’ who use BSL (British Sign Language) as their first language; and other aspects of equality, diversity, and inclusion. Furthermore, we enquired whether our counselling psychology respondents had faced experiences in which they have wanted to engage with human rights-based/ focused work but had been prevented from doing this. These questions could be responded to through qualitative responses, and we offer example of quotes from respondents throughout different sections of this paper. The respondents also replied at a specific time period and the issues raised might differ if the questionnaire was answered at an earlier or later time period. [ABSTRACT FROM AUTHOR]

The dissertation and a peer reviewed journal article are rather different entities, and although there are similarities, each has their own requirements and audiences. This paper provides guidelines to assist a doctoral candidate to write up and publish journal articles based on their doctoral dissertation. The task of doing so requires thought and structured preparation to ensure that the draft article is in the appropriate format and is ready to be considered for publication in a peer reviewed journal. There are multiple benefits for publishing peer reviewed journal articles. Apart from making a scholarly contribution to the collective body of knowledge, it represents the possibility of making public and celebrating the voice of the research participants and/or service users, and so influencing practice and, potentially, affecting service provision. In addition, within a highly competitive job market, there may be potential employability advantages of having evidence of your work contributing to theory development or to practice in your chosen profession or specialism. A range of recommendations and suggestions are offered here to assist with the transition from an academic thesis to a journal ready, publishable paper. These relate to the preparation required in advance of writing the journal paper (an area which is often ignored), as well as issues relating to selecting an appropriate journal, decisions about which parts of the thesis may constitute the paper, and a variety of other issues associated with the writing up and the publication processes. [ABSTRACT FROM AUTHOR]

The dissertation and a peer reviewed journal article are rather different entities, and although there are similarities, each has their own requirements and audiences. This paper provides guidelines to assist a doctoral candidate in educational psychology to write up and publish journal articles based on their doctoral dissertation. The task of doing so requires thought and structured preparation to ensure that the draft article is in the appropriate format and is ready to be considered for publication in a peer reviewed journal. There are multiple benefits for publishing peer reviewed journal articles. Apart from making a scholarly contribution to the collective body of knowledge, it represents the possibility of making public and celebrating the voice of the research participants and/or service users, and so influencing practice and, potentially, affecting service provision. In addition, within a highly competitive job market, there may be potential employability advantages for psychology of education graduates in having evidence of your work contributing to theory development or to practice in your chosen profession or specialism. A range of recommendations and suggestions are offered here to assist with the transition from an academic thesis to a journal ready, publishable paper. These relate to the preparation required in advance of writing the journal paper (an area which is often ignored), as well as issues relating to selecting an appropriate journal, decisions about which parts of the thesis may constitute the paper, and a variety of other issues associated with the writing up and the publication processes. [ABSTRACT FROM AUTHOR]

Non-shared environmental influences are non-genetic influences that are uncorrelated in family members. Monozygotic twins have the same genes and shared environment. Any differences in the behaviour of monozygotic twins can be attributed to non-shared environmental influences. Qualitative methods can help study in depth the non-shared environmental influences causing discordance among monozygotic twins. I conducted a literature review, as part of my KURF Project, evaluating how qualitative methods can be utilised to study non-shared environmental influences causing discordance among monozygotic twins. This essay summarises and reflects on the journey of taking on a research project, the challenges of working in an independent environment and the skills acquired by the end of the project. [ABSTRACT FROM AUTHOR]

Aim(s): This systematic review aims to provide an overview of evidence regarding the link between offending and mental health difficulties, before focusing upon young people's (YP's), parents' and professionals' experiences of mental health provision. Method/Rationale: Within the literature there is a wealth of quantitative research focused upon the needs of young offenders (YOs); however, less weighting is given to individuals' perspectives. Consequently, this paper aims to explore how mental health provision is experienced by those in the system. Four databases were included in the systematic search (PsychINFO (1806 to present), EBSCO, ERIC, and ProQuest) and seven papers were selected, published between 2004 and 2016. Findings: Findings indicate that barriers to help-seeking include: stigma, self-reliance, lack of trust, poor relationships, perceived lack of control and poor emotional literacy. Accessibility of social support was identified as a facilitating factor, alongside non-judgemental, trustworthy professionals with sound knowledge of YP's developmental and mental health needs. Limitations: This paper outlines a small-scale systematic literature review including seven qualitative papers; therefore, findings cannot be generalised to the wider population of YOs. Conclusions: Results support a contextualised understanding of YOs' experience of mental health provision. Findings are expected to support the development of effective mental health strategies for young offenders in the future. Implications for professional practice are considered alongside recommendations for the role of Educational Psychologists (EPs). [ABSTRACT FROM AUTHOR]

This concise opinion/reflective piece presents a framework and its development that examines teacher wellbeing through a holistic lens. The key areas of focus in this paper include an exploration of the concept of teacher wellbeing, the different dimensions and factors that influence it, and a proposed theoretical framework for teacher wellbeing. In the initial stages of investigation, it became evident that teacher wellbeing is a highly complex and vague concept, particularly concerning its dimensions and aspects; therefore a new model was conceptualised. This model has three distinct ways of conceptualising teacher wellbeing: conceptualisation of teacher wellbeing as professionalism, conceptualisation of teacher wellbeing as positivity/ flourishing, and conceptualisation of teacher wellbeing as negativity/ deficiency. This paper aims to introduce the development of the framework and its potential to enhance our understanding. Furthermore, it provides an illustrative example from a systematic literature review on teacher wellbeing to demonstrate its application. [ABSTRACT FROM AUTHOR]

Aim: This aggregative systematic literature review aims to explore available research evidence published between 2000 and 2018 on what educational psychologists (EPs) offer to schools and pupils following a critical incident (CI) and the reported efficacy of such services. Rationale: CIs are sudden and unexpected, impacting upon all areas of life, including school communities. Since the 1990s, CI response has become part of what many educational psychology services across the UK and USA offer (Posada, 2006). The North West Association of Principal EPs commissioned this research as a way of gaining greater insight into CI response. Methods: Two research databases and Google Scholar were searched and a total of 77 papers was found, 11 of which met the inclusion criteria; ten of these were evaluated as being of at least 'medium' level methodological quality. Findings: A synthesis of the research revealed a range of practice within three main areas: strategies and actions, models to frame response, and psychological intervention. Despite similarities, differences of approaches between services were highlighted, particularly around engagement with direct work. Implications: EP services should ensure that CI response is comprehensive, sensitive and co-produced with service users. The EP role in responding to a CI needs to be clearly communicated with others. Limitations: Limitations are discussed including the dearth of evidence from 2015 onwards and the limited 'objective' evidence summarising the impact of the effectiveness of EP CI response. Conclusions: Some educational psychologists may engage in direct work following a critical incident, whilst others focus intervention on supporting school capacity to support school recovery. [ABSTRACT FROM AUTHOR]

What: Regarding education, disability inequality is arguably a structural and systemic issue. The social model of disability, enshrined in teacher education programs in the UK, espouses the ways in which school environments, rather than disabled children themselves, need to adapt and change. However, the role of psychology in addressing disability-related systemic injustice is less clear. The aim of this paper is to consider the potential role of the psychology of education in working towards disability justice in schools. Why? Many inclusive teacher-education programmes set out the ways in which environments may be created to include disabled children. Psychologists have focused on disabled children's needs to access and participate in the classroom, but often do not consider their exclusion in social model terms, from curriculum materials, classroom displays, or material culture more generally. Favazza and colleagues (e.g. 2017) now offer a sizeable body of research showing that disability representation in school classrooms is negligible. This lack of representation is reflected among the staff in the teaching profession, where the 2016 census suggests that 0.5% of English teaching staff declared a disability (DfE, 2017), and more recent census data show that disability data were not collected (DfE, 2023a). It is this lack of representation of disabled people and its possible psychological underpinnings that this paper addresses. How? This paper uses social and affirmative model lenses to (a) explore the ways in which disability may be seen as a structural inequality in contemporary UK education and (b) suggest ways in which researchers and practitioners in the Psychology of Education may work towards disability justice. This may be achieved by considering extant research practice and through research focusing on the perceptions of and attitudes towards disability, alongside existing psychological work that focuses on disabled children's individual needs. [ABSTRACT FROM AUTHOR]