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Dynamic assessment represents an opportunity for educational psychologists to utilise a play-based approach for assessing the functional behaviour of children who struggle to perform in formal testing situations (Tzuriel, 2000; Hill, 2015). A systematic literature review aims to evaluate available empirical research on the use of dynamic assessment approaches within the early years to provide a clearer view of the evidence for their use and to support educational psychologists’ development of such approaches within their professional practice. The review of this evidence indicated mixed results for the usefulness of dynamic assessment in the early years phase and warranted closer inspection of the use of dynamic assessment by educational psychologists. In the empirical project, a purposive convenience sample was used. Two practising educational psychologists were interviewed using semi structured interview schedules and observed delivering dynamic assessment in the Early Years Foundation Stage. Interviews were analysed using thematic analysis and a content analysis was used to analyse the videoed observations. The findings of this empirical project highlight the type and level of mediation required for dynamic assessment of children in the Early Years Foundation Stage; how educational psychologists evaluate the usefulness of dynamic assessment for assessing and identifying the needs of children in the Early Years Foundation Stage; and the implications of dynamic assessment for intervention for children in the Early Years Foundation Stage. Implications are discussed for promoting the use of dynamic assessment among educational psychologists as a useful tool for assessment of children in the early years age phase.

The recent changes in legislation and codes of practice expand the role of the educational psychologist to a wider age range: 0-25. Moreover, surveys suggest an increasing number of children and young people experience difficulties with mental health, including depression. A systematic literature review of what narratives young people use to communicate depression was undertaken in the first paper. Despite an abundance of literature about depression in clinical settings, only eight studies met the inclusion criteria and were incorporated in the synthesis. A number of issues were identified including ways and methods of communicating depression and the impact of normative pressures and gendered experiences. Findings have implications for practitioners working with young people and have been used to develop a tentative framework for effective practice. The second paper reports on qualitative research, adapting a phenomenological approach. The self-selected participant sample (three university students, aged 19-21) had experiences of living with depression. Each participant was interviewed three times, using focused semi-structured interviews. The data were subsequently transcribed and analysed using a framework of Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). The themes were grouped into superordinate themes and interpreted in the light of researcher's own experiences and knowledge. Two reported themes 'the weariness of the world was upon me' and 'it all fell down to chance' discuss embodied experiences of living with depression and barriers and facilitators to accessing help, which was mostly coincidental. Finally, the third paper discusses evidence-based practice, ways of achieving impact in research, and dissemination of research at individual, organisational and academic level. Overall, the present research suggests that educational psychologists can play an important role in raising awareness of children and young people living with depression, as well as promoting mental health, wellbeing and resilience in a variety of educational settings and amongst practitioners working with children and young people.

The education of looked-after children (LAC) in the care of the Local Authority (LA) is supported by government initiatives to reduce the attainment gap that exists between LAC and their peers. Long-term outcomes for LAC pupils are poor (Sebba et al. 2015). The Virtual School (VS) has a statutory role in the education of LAC (DfE, 2014a) and aims to encourage stringent monitoring and intervention for LAC pupils, for example via a personalised education plan (PEP) outlining attainment, strategies intended to accelerate progress, and resources needed for doing so. The PEP process involves termly meetings between pupil, Social Worker and school’s designated teacher. The current study uses Actor-Network Theory (ANT) (Latour, 1999) as a lens through which to conceptualise change for LAC pupils during the PEP process. Data was collected from three PEP meetings and accompanying documentation in one LA setting, using ethnomethodology, in order to explore the human and non-human actors in the PEP network which are active in creating change for LAC. The analysis made visible the strong role of the PEP document in providing structure for the meeting, along with the instrumental role of the designated teacher and their knowledge of the pupil embodied in non-human entities such as resources, timetabling and grades. The Social Worker influence on the network was less visible. ANT is explored as a material semiotic tool for analysis through a conceptual review of current literature within educational research, with a focus on the construction of research questions. The review demonstrates that ANT can attempt to answer questions about ‘how’ things came to be and ‘who’ and ‘what’ they are composed of. The current research also incorporates an appraisal of evidence-based practice, and a consideration of the implications and dissemination of the findings of the study at LA level and beyond.

An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum DisorderBackground: Emotional regulation impairments are considered a key difficulty for children with ASD, and disrupted emotional regulation is likely to be a factor contributing to challenging behaviour that children with ASD often present with. There is a growing evidence base for using CBT with children with ASD. A gap in the literature highlights a need for research which explores the use of CBT with key stage two pupils with ASD, specifically to address emotional regulation difficulties. Participants: Three year 4 and 5 pupils with a diagnosis of ASD and identified difficulties with emotional regulation were recruited from two mainstream primary schools. The views of their parents and teachers were also gathered.Methods: An exploratory multiple-embedded case study design was employed involving three cases from two settings, using qualitative and quantitative data collection at three time intervals. The quantitative measures consisted of pupil, parent and teacher measures of pupil emotional regulation skills, and the qualitative measures took the form of semi-structured individual interviews with pupils and teachers. Analysis/ Findings: Data were analysed using thematic analysis and descriptive statistics. Each case was analysed individually followed by a cross-case analysis. Findings are discussed in relation to implications for the use of CBT with ASD for emotional regulation and the role of the EP. Conclusion/ Implications: The study extends understanding about utilising CBT to support the development of emotional regulation skills in children with ASD. It also adds to the literature on adaptations needed to enable children with ASD to access CBT. Suggestions are made for future research regarding supporting emotional regulation skills in children with ASD. An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum DisorderBackground: Emotional regulation impairments are considered a key difficulty for children with ASD, and disrupted emotional regulation is likely to be a factor contributing to challenging behaviour that children with ASD often present with. There is a growing evidence base for using CBT with children with ASD. A gap in the literature highlights a need for research which explores the use of CBT with key stage two pupils with ASD, specifically to address emotional regulation difficulties. Participants: Three year 4 and 5 pupils with a diagnosis of ASD and identified difficulties with emotional regulation were recruited from two mainstream primary schools. The views of their parents and teachers were also gathered.Methods: An exploratory multiple-embedded case study design was employed involving three cases from two settings, using qualitative and quantitative data collection at three time intervals. The quantitative measures consisted of pupil, parent and teacher measures of pupil emotional regulation skills, and the qualitative measures took the form of semi-structured individual interviews with pupils and teachers. Analysis/ Findings: Data were analysed using thematic analysis and descriptive statistics. Each case was analysed individually followed by a cross-case analysis. Findings are discussed in relation to implications for the use of CBT with ASD for emotional regulation and the role of the EP. Conclusion/ Implications: The study extends understanding about utilising CBT to support the development of emotional regulation skills in children with ASD. It also adds to the literature on adaptations needed to enable children with ASD to access CBT. Suggestions are made for future research regarding supporting emotional regulation skills in children with ASD.

Following financial cuts introduced by the government in 2010, fewer funding and decision-making powers are held within local authorities, restricting their role as the provider of public services (Buser, 2013). As a result, the majority of local authority educational psychology teams have adopted a partially or fully-traded model of service delivery, with the aim of generating income to meet some or all service costs (Woods, 2014a). Educational psychologists have expressed concern about whether service commissioners value their distinctive contribution enough to purchase services (Fallon, Woods & Rooney, 2010). This study sought to investigate the response to trading and what impact this has had on the role of the educational psychologist, from the perspectives of service commissioners and educational psychologists. A multiple-case study design was implemented, following a mixed methods approach. Two partially-traded local authority educational psychology services were recruited. Participants from the emerging service included five educational psychologists and three small scale service commissioners. Participants from the established service included three educational psychologists, three small scale service commissioners and two large scale service commissioners. Focus groups, interviews and service brochures provided qualitative data, which were incorporated with quantitative service delivery data. All qualitative data were transcribed verbatim and analysed using thematic analysis. Findings were presented as thematic maps. Quantitative data were analysed using descriptive statistics to describe trends in service use. Findings show that the impact of trading on the role and contribution of the educational psychologist has been largely positive. Trading appears to have had a regenerating effect by creating the opportunity for an extension in the type and range of work now being completed. The findings are discussed in relation to current and future educational psychologist role and give an up-to-date insight into why the role exists, who may be willing to pay for the role and how this evolving role fits within the broader political contexts of education, special educational needs and disability.

The Children and Families Act 2014 (DfE, 2014) makes clear that local authorities (LAs) and schools must have regard to: the views, wishes and feelings of the child or young person (CYP) with special educational needs (SEN); and highlights the importance of CYP participating as fully as possible in decisions, and of being provided with the information and support necessary to enable participation in those decisions. CYP with SEN in the form of social, emotional and behavioural difficulties (SEBDs) continue to be an under researched and underrepresented voice. The views of girls with SEBDs are particularly diminished as, in addition to the barriers faced by CYP with SEBDs, they face further obstacles relating to gender and how this influences perceptions of SEBDs.This thesis aimed to engage with a Pupil Referral Unit (PRU) in action research to facilitate development into a special provision for girls with SEDBs by exploring the views of pupils, specifically girls, and staff working with them regarding how pupil participation in decision making and planning regarding their needs can best be facilitated. A single embedded case study design was used within an appreciative inquiry (AI) framework to explore the participation of girls with SEBDs in a PRU in decision making regarding their needs.Participants included five staff members from the PRU and four girls identified as having SEBDs. Data was collected through semi structured interviews, photographs and documentation and analysed using thematic and content analysis. The key themes identified were: Successful Participation Practices; The influence of gender; Pupil Voice; The influence of CYP's views; Understanding of the needs of CYP with SEBD; Relationships; Ethos of the setting and Moving participation forward. Furthermore, it was found that the needs of girls with SEBDs were perceived to be different within their gender group as well as between girls and boys with SEBDs. Findings were explored and future actions agreed and reviewed in workshops with key stakeholders and the researcher.The findings contribute to the knowledge base regarding how participation is conceptualised by girls with SEBDs and staff supporting them in one specialist provision. The knowledge contributed evidences that there is a role for Educational Psychologists (EPs) in the facilitation of pupil voice in order to identify how pupil participation in decision making and planning regarding their needs can be best accelerated in order to support their engagement. Additionally, AI appears to have been an effective method for this participatory research. Implications for EP practice and areas for future research are also considered.

Few studies have evaluated the impact of mindfulness programmes on aspects of positive functioning amongst mainstream children and problems in design, sample size, and measurement are commonplace. The present study sought to address this and rigorously evaluate the impact of a 6-hour manualised mindfulness programme called 'Paws .b' on mainstream Primary School aged pupils' suppressing and sustaining attention skills, and their academic proxy measures.Two classes of Year-4 pupils (n = 30), their class teachers (n = 3), and a mindfulnessteacher (n = 1) were recruited from a mixed comprehensive Primary School.A quasi-mixed methods Randomised Control Trial (RCT) design with a quasi-experimentalintervention cross-lag was used. There were four data collection time-points 6- to 8-weeks apart. Pupils and class teachers were randomly assigned to the experimental group or the waitlist control group. Experimental pupils received a 1-hour Paws .b lesson per week for 6-weeks between baseline and Time-1; waitlist control pupils received Paws .b between Time-1 and Time-2. The remaining time-points acted as the 6- to 8-week and 14-week follow-ups. Quantitative data were gathered using teacher-reported and standardised attention measures, and teacher-reported academic proxy measures. Qualitative data were gathered using post-intervention pupil focus groups (FGs) and teacher semi-structured interviews.Within-condition comparisons revealed several significant pre- vs. post-intervention effects within the attention measures, the majority of which were maintained at one or both of the follow-ups, whereby several large estimated effect sizes were noted. Between-condition comparisons revealed a number of significant partial condition × time-point interactions within the attention measures. However, no significant effects were noted within the academic proxy measures. Positive and critically constructive evaluative themes were identified within the qualitative data.Findings were discussed relative to mindfulness and attention literature, and further implications for school implementation and future research were outlined.

Teachers in classrooms use a vast of array of language to support children in their educational development. Previous research with teachers and children in secondary schools has identified that, when supporting children to prepare for important tests, teachers use supportive statements as well as statements stressing the negative outcomes associated with poor performance. However, in the primary school context, research has not identified the specific language that is being used by teachers for test preparation. In this explorative mixed methods study, eight teachers completed communication diaries and were interviewed to identify the types of communication they were using in the classroom towards children aged 6-11 in order to support their test preparations. Two focus groups were also held with children to determine their awareness of teachers’ communicative messages. The final phase of the study gathered data from a questionnaire distributed to a large sample of 112 primary school teachers allowing broader exploration of test-related language use in the classroom. Results identified various forms of communication being used by primary school teachers when preparing children for important tests, with children also aware of these statements. This included informative communication about test arrangements, outcome based statements, efficacious statements, reassuring and calming messages, language statements that related to the importance of tests, and test reminders. The findings further suggested that efficacious communication was the most frequent form of communication that was employed in primary classrooms, though use of language varied amongst teachers. Furthermore, the research identified that teachers were combining particular forms of communication, and it is likely that this communication fluctuated over the academic year. Teachers were also judicious in their use of communication towards children, where statements were chosen to have maximum effect on children based on teachers’ assessments of children’s characteristics. Additional factors such as teacher control, teacher philosophy, a view of children as dependent, views about testing, and teacher-held beliefs about particular forms of communication were also explored to judge their impact on the language used by teachers. The findings of this study provide a preliminary foundation for future research to explore teacher communication and its effects on children’s test preparations in primary schools.

Consideration of factors which disrupt or promote learning engagement and potential intervention arising from this are of particular interest for Educational Psychologist day-to-day practice. Skinner and in the “Handbook of Research on Student Engagement” (Christenson et. al. (eds.), 2012), regard “engagement” as having significant implications for long term achievement, social competency and emotional resilience. Three research papers which consider different impacts upon child learning engagement are presented – a literature review of early attentional ability; a study of parental involvement and transition and an evaluation of a social-emotional problem solving programme. The contextual background and rationale for each research paper and the research training associated will be discussed. The first paper findings point to specific risks at different ages associated with early attentional development and potential parental-focused prevention and intervention. The second paper indicates an association between parental involvement, transition support and child perception of parent engagement. Paper three isolates key context and mechanisms associated with programme facilitators and subsequent outcomes for children. The content of the papers will be critically analysed, with reference to feedback from examiners. Contribution to knowledge gained; research methodologies in educational psychology; limitations of each research paper and implications for further research will be discussed.

Research has consistently highlighted the short term and familial difficulties (Munn, 2000), long term difficulties (SEU 1998) and the financial costs to society (Parsons, 2011) resulting from the permanent exclusion of young people from education. Key legislative changes and government publications (DCSF 2004; 2005 & 2010) have repeatedly recommended the use of managed transfers as an alternative to permanent exclusion, yet there is very little research evidence to support this. National and local exclusions statistics suggest that the implementation of managed transfers has contributed to a reduction of the numbers of young people being permanently excluded from school, but does this statistical phenomenon equate to an increase in the inclusion of young people? This research aims to explore the experiences of young people, their families and professionals working within the managed transfer system, to address the research question What are different stakeholders’ experiences of the managed transfer process?Interpretative Phenomenological Analysis (IPA) was core to the design of the study and was used to analyse individual interviews from five young people and five parents, and focus group data from eight professionals working in mainstream settings, all of whom had experienced at least one managed transfer in the same local authority. Individual analysis of pupils’ experiences raised superordinate themes relating to relationships, control, identity, rejection and education. Individual analysis of parents’ experiences produced themes relating to relationships, agendas, control, pupil identity, flexibility, communication, acceptance, education and statementing. Analysis of focus group data relating to professionals’ experiences of managed transfers, produced themes around cognitive dissonance, relationships, agendas, exclusion/inclusion, motivation and feelings of failure. A deeper level of analysis, including all stakeholder experiences, produced two global superordinate themes; cognitive dissonance and relationships. The theme cognitive dissonance represented the behaviours that participants engaged in to reduce conflict, often between their own beliefs and the beliefs or actions relating to the managed transfer. Although this theme encompassed many of the earlier themes, the behaviours and mechanisms employed by different individuals to reduce dissonance differed, as did the cause of conflict causing the dissonance. Relationships were highlighted by nearly all of the participants, but different relationships were valued by different individuals and at different stages during the managed transfer process. Despite the initial similarities across the experiences, this research highlights the individuals’ sense making activities in relation to this complex social phenomenon and drew many parallels to research with young people and their families whom had experienced permanent exclusions from school. This research concludes with some overarching recommendations to improve the experiences of all stakeholders, not by applying a stringent set of rules or procedures, but through the development of a shared ethos and rationale, with greater inclusion of all stakeholders, allowing for processes to be flexibly applied and reasonable adjustments to be made in response to individual need, making inclusion central to the transfer rather than focusing on top down processes.

Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and accounting for individual level support for crisis management situations for children or young people, at immediate risk of school exclusion. The studies are limited in exploring effective strategies and methods employed by a Specialist Educational Psychologist (SEBD) and the distinctive contribution of Specialist Educational Psychologists’ (SEBD) support. In the present study, a Specialist Educational Psychologist (SEBD) from an Independent Educational Psychology Service was identified to take part in the study. The Participant Specialist Educational Psychologist1 identified two casework examples of positive practice, whereby her input led to positive outcomes for the children with SEBD, at risk of permanent school exclusion. An in-depth single case study design was utilised to explore the strategies and methods employed by the Participant Specialist Educational Psychologist and her unique contribution from the Participant Specialist Educational Psychologist’s perspective and from the perspectives of the school professionals and parents involved in the two caseworks. Semi-structured interviews were used as a data gathering method and were analysed using Braun and Clarke’s (2006) six phased model of thematic analysis. An Integrated Thematic Map was produced made up of Seven Organising Themes. A content analysis was completed on documentary evidence of the Participant Specialist Educational Psychologist’s action plans and was triangulated with aspects of the findings from the thematic analysis. The effective strategies and methods applied by the Participant Specialist Educational Psychologist and the distinctive contribution of her support are described. The study provides ‘new’ and ‘confirmed’ insights into effective practice that aims to contribute to the skill set and knowledge of practitioner educational psychologists and through which, strengthen the support provided to schools for children or young people with SEBD, at risk of permanent school exclusion. The findings also provide insight to the distinctive role of the educational psychologist in effective specialist support and the specialist role within the profession. The insight is considered important in light of the current changes occurring within the profession and the Special Educational Needs (SEN) Review (DfE, 2011a; DfE, 2012a).

The participation of children and young people (CYP) in decisions affecting them is high on the political agenda. CYP with special educational needs (SEN) in the form of social, emotional and behavioural difficulties (SEBD) continue to be under-represented in the literature with regard to participation and sharing their views. CYP with a statement of SEN must be formally reviewed on an annual basis, which is referred to as the annual statement review (ASR). The current research investigates how CYP with SEBD are presently participating in this formal and regular process that involves reviewing, decision-making and planning around their individual needs. A multiple case study was carried out, which involved two educational provisions, a resource based provision and a special provision, both for CYP with SEBD. Participants included the special educational needs coordinator (SENCo) in each provision, two CYP from the resource based provision, and one CYP from the special provision. Each of the three CYP were the focus of each individual case, with the two CYP from resource based provision being in Key Stage 2 and the individual CYP in special provision in Key Stage 4 of the National Curriculum. Main methods of data collection were semi-structured interview and observation throughout the ASR process. Data was analysed using thematic and content analysis. From a critical realist perspective, the investigation revealed that current practice to enable CYP with SEBD to participate in their ASR was found to be good, although it was proposed it could be better. This overall finding is based on the perspective that CYP should have the opportunity to make an impact on the ASR process as well as the outcome through decision-making, no matter how small the decision is that they are involved with. This was not always the case in the current practice examined in the study, more so with the younger CYP attending the resource based provision. The findings contribute to developing a good practice model for schools to support CYP with SEBD to effectively participate in review, decision-making and planning around their needs in statutory processes. A further research opportunity would be to investigate such practice in specialist provision for CYP with SEBD on a wider scale by using the survey design, to consider the current findings in a wider context.

A ‘sense of belonging’ has been found to have positive effects for all children in school. However, it may be difficult to promote with INA pupils who face cultural, language and systemic barriers. To date, there has been little attempt at investigating the factors in school that can promote a sense of belonging for these pupils. This research attempts to fill some of the gaps in the research that have been identified. Unlike the other research that does exist in this field, the current study focuses on the experience of secondary school aged pupils specifically in UK schools.Two secondary schools were identified to take part in the research through purposive sampling. One a mixed school and the other an all-boys school, both schools have experience of supporting INA pupils. Young people in Year 8-10 were selected as the focus of this research to avoid exam and transition periods. In total 5 INA pupils, 11 peers and 13 staff members contributed to the research. A case study design was used that involved 5 semi-structured interviews, 2 peer focus groups and 2 staff focus groups. The data were partially transcribed and thematic analysis was used to highlight key themes.The findings revealed that ‘belonging’ is a complex, dynamic construct which may also have different cultural connotations. There are many shared themes in relation to conceptualizing belonging and the strategies that are used by the two schools. These findings have wide implications for schools’ practice in relation to supporting INA pupils to foster a sense of belonging and acculturate to their new home. Encrypted data sticks

The University of ManchesterEsther NelsonDoctorate in Educational and Child Psychology Exploring professional action around sexually inappropriate behaviour and children in schools2013Background: Sexually inappropriate behaviour (SIB) displayed by children and young people often results in pupil school exclusions and, at present, a national intervention pathway is not available (DfE, 2010). School staff feel ill equipped to recognise and respond to SIB (Flanagan, 2010), and within the present research context, they may be placed in ‘out of city’ specialist settings, with attendant social, emotional and financial implications. Participants: From Local Authority (LA) with local SIB pathway: 2 Educational Psychologists (EPs). From non-pathway LA: 2 EPs and 6 school professional participants with SIB case experience.Methods: A qualitative mixed methods investigation, consisting of surveys, semi-structured interviews and a focus group. A documentary analysis of the existing regional LA policies and pathways was completed. Semi-structured interviews were completed with EPs; a focus group with professionals with experience of children displaying SIB to discuss the knowledge, thoughts and feelings of these staff members in relation SIB, and the current processes and pathways in use within the school and the LA. Analysis/ Findings: Content analysis of the existing policies reveals much variation between LAs in how incidents of SIB are managed in schools. Thematic analysis of interview data with EPs reveals both facilitators and potential barriers for managing incidents of SIB. Thematic analysis of interview data with school staff reveals practical approaches and strategies which if included in a pathway would be beneficial in dealing with incidents of SIB.Conclusion/ Implications: Procedures for managing incidents of SIB vary widely within LAs in the region. Pathways and procedures should include practical advice for managing these incidents and would benefit from being designed through a bottom up approach, focusing on the approaches and strategies that teaching staff at the front line would find beneficial. The University of ManchesterEsther NelsonDoctorate in Educational and Child Psychology Exploring professional action around sexually inappropriate behaviour and children in schools2013Background: Sexually inappropriate behaviour (SIB) displayed by children and young people often results in pupil school exclusions and, at present, a national intervention pathway is not available (DfE, 2010). School staff feel ill equipped to recognise and respond to SIB (Flanagan, 2010), and within the present research context, they may be placed in ‘out of city’ specialist settings, with attendant social, emotional and financial implications. Participants: From Local Authority (LA) with local SIB pathway: 2 Educational Psychologists (EPs). From non-pathway LA: 2 EPs and 6 school professional participants with SIB case experience.Methods: A qualitative mixed methods investigation, consisting of surveys, semi-structured interviews and a focus group. A documentary analysis of the existing regional LA policies and pathways was completed. Semi-structured interviews were completed with EPs; a focus group with professionals with experience of children displaying SIB to discuss the knowledge, thoughts and feelings of these staff members in relation SIB, and the current processes and pathways in use within the school and the LA. Analysis/ Findings: Content analysis of the existing policies reveals much variation between LAs in how incidents of SIB are managed in schools. Thematic analysis of interview data with EPs reveals both facilitators and potential barriers for managing incidents of SIB. Thematic analysis of interview data with school staff reveals practical approaches and strategies which if included in a pathway would be beneficial in dealing with incidents of SIB.Conclusion/ Implications: Procedures for managing incidents of SIB vary widely within LAs in the region. Pathways and procedures should include practical advice for managing these incidents and would benefit from being designed through a bottom up approach, focusing on the approaches and strategies that teaching staff at the front line would find beneficial.

Solution Focused Brief Therapy (SFBT) has been applied in various settings in different countries for several years. Recent research suggests that a factor that appeals to the professional user is the creative application of the approach, exemplified in the wide and varied use in Educational Psychology (EP) practice. Despite this growth in the variety of applications there are limited examples of the use of SFBT with groups of parents in a context where a number of more structuralist approaches to parenting work are currently being offered by Local Authority and EP services. Applying a social constructionist approach to parenting work through a workshop model based on SFBT was therefore thought to be a useful development for practitioners who favour working within this paradigm.Drawing from the constructivist paradigm the aim of this study was to understand the experiences of parents and professionals of attending workshops that had been developed based on the principles of Solution Focused Brief Therapy (SFBT). The research takes the form of case study in the sense that the ‘Case’ that is being studied is the workshops themselves and the process of their delivery to a group of parents. Data was gathered from co-deliverers of the workshops as well as the parents themselves through a series of semi-structured interviews and focus groups. This was analysed using thematic analysis.The findings indicated that a number of elements of the workshops were important, including: questions as to why people had been asked to attend and how they became engaged in the approach on initially attending; the importance of feeling comfortable and socially at ease; some specifics regarding the nature of the SFBT approach; the changes in thoughts and behaviour that had taken place between the start of the process up to the three month follow-up period. Each parent reported degrees of positive change and the story regarding these changes is explored, along with reflections by the researcher. The extent to which SFBT contributed to engagement and outcomes is discussed along with the future possibilities for this way of working with parents.

The mental health of children and young people is a significant concern and recent research points to the key role that schools can play in supporting this area. There is a growing interest in school based mental health interventions and at the time of embarking on this study the Targeted Mental Health in Schools (TaMHS) project was a new three year pilot project which aimed to assist Local Authorities (LAs) to develop their own innovative models of mental health support in schools for pupils at risk of, or experiencing mental health problems. The LA in which the study took place was one of 25 wave one ‘pathfinders’. The key aim of the TaMHS project in this LA was to improve emotional well-being in nine project schools. The local model sought to achieve this through building capacity at school level via both the provision of a universal / whole school approach and by incorporating targeted interventions for young people who were at risk of, or experiencing mental health problems.The importance of involving young people in the evaluation of mental health services is an increasingly accepted phenomenon and there are a number of benefits of including children in shaping their own mental health provision. This thesis is an evaluative study of practice in the real world which explores young peoples’ perceptions of TaMHS after one year of the project being operational within one LA. The study obtains the views of targeted young people in order to investigate some of the perceived successful and unsuccessful factors associated with the project’s implementation and to appraise the initial impact of the project. It also examines targeted young people’s perspectives with regard to the future development of the project and reviews the utility of pupil voice in helping to improve school based mental health provision. Qualitative data was obtained from 45 targeted young people who had some involvement with TaMHS using nine focus groups which took place in each project school. Thematic analysis was used to enable the predominant key themes to be reported. The findings serve to highlight that the voice of the child can be used to increase understanding of the initial impact of the TaMHS project in one LA, as well as illustrating positive and negative aspects which in turn can lead to suggestions for improvements to school based mental health provision. Predominant areas that young people felt that the project had impacted on included social skills; interpersonal skills; relationships; behaviour; emotional well-being; and access to activities. Key themes which highlight factors that young people viewed as good about TaMHS incorporated learning; behaviour; interpersonal skills; emotional well-being; enjoyment; and activities. Examples of key themes which reflect how young people felt the project could be improved included environment; extending the project; more of the same; and activities. In light of the findings, recommendations for the development of TaMHS and for school based mental health provision in general are offered.

A certain degree of anxiety amongst children and young people is common given the pressures that children and young people face but it becomes problematic when it starts to affect children’s emotional well being and willingness to go to school. Interventions to support school refusal behaviours have reported success with some individuals, however there are many individuals for whom these interventions are unsuccessful (Lauchlan, 2003). Whilst individualised intervention programmes may be important, the factors associated with successful involvement in cases of school refusal behaviour are unclear.The present study explored factors associated with successful involvement through completing an exploratory case study looking at two successful cases of school refusal behaviour retrospectively. The research sought the perceptions of the young person, their parent, school staff and professionals from health and education to identify what they perceived to be effective, how they understood these factors to be effective and what might have led to more success and why in semi structured interviews. Thematic analysis was completed to identify emerging themes to provide a dynamic and triangulated view about factors which were associated with success.A number of common themes emerged between the two cases and in both cases there were a number of interacting factors which appeared to be associated with successful involvement. These factors have been represented in the ecological model of successful reintegration. This model illustrates the role of psychological factors at the level of the child, factors supporting the psychological factors at the level of the child, factors supporting the family and the role of professionals and systems. In addition, the model recognises the influence of context and how the factors associated with success need to be understood within context. The model is discussed along with the implications of the findings for practice and future research with reflections on the research process made.

In 2005, twenty four Lindale schools implemented the DCSF (Department for Children, Schools and Families) framework “Social and Emotional Aspects of Learning” (SEAL). The framework was initially introduced for primary aged children with the aim of developing their social and emotional skills, through the domains of self awareness, managing feelings, motivation, empathy and social skills. However, research around the development of children’s social and emotional skills had also suggested that this could improve attainments, attendance and reduce exclusions. This research explores the impact of the DCSF SEAL curriculum on the distal measures of Key Stage 2 SATs (Standardised Attainments Test) results, attendance, exclusions and pupil referrals for social, emotional and behavioural outreach support. It is longitudinal and compares the data for Lindale primary schools implementing SEAL with those who were not implementing the framework. The impact is measured between 2005, when SEAL was first delivered in twenty four Lindale primary schools, to 2009 when all primary schools had received training in this area. In 2007, semi structured interviews were carried out with a sample of the 2005 cohort of schools. Responses are presented from head teachers, SENCos (Special Educational Needs Coordinators), children and other colleagues in the authority regarding the impact of SEAL in these schools. The study also considers, in more detail, the impact of SEAL on five schools from the original cohort, who were considered to be examples of “Best Practice” in this area. The research indicates no association between the implementation of SEAL and improvements in Key Stage 2 SATs results, attendance or exclusions. These findings were replicated in the more in depth consideration of five schools. However, there has been a gradual decrease, year on year, in the number of pupils referred for social, emotional and behavioural outreach support as an increasing number of schools have implemented SEAL. The views of professionals and children, involved in the original cohort of schools implementing SEAL, are positive about the framework’s impact, particularly in terms of pupils’ behaviour.

There is a recognition that services for people with autism and their families need to improve. Although a number of good practice documents and clinical guidance have been published there is continued concern that services are still not providing optimum support. Despite many of the documents focussing upon the diagnostic procedures there is little information available on the quality of the diagnostic process from the parents’ perspective.This qualitative study aims to explore parents’ perceptions of a diagnostic pathway for pre-school children, with autism, in a Local Authority in the North West of England. It considers the factors which, parents perceive, contribute to the success of the local pathway and aims to identify any areas of unmet need for the parents and their families. It also investigates what, if any, feelings of grief and loss are experienced by the parents when their children are diagnosed with autism. It seeks to determine whether the existing pathway supports parents through feelings of grief and loss which may accompany a diagnosis. An interpretivist paradigm was adopted. Eight semi structured interviews were conducted with an opportunity sample of parents drawn from the Multi Agency Autism Team’s database. The interviews were recorded and transcribed and a thematic analysis was made of the data.Two core themes, Knowledge and Loss, emerged from the data which conceptualised the parent’s perception of the diagnostic process. Both of the themes contained sub themes: Knowledge - acquisition of knowledge: communication of knowledge: and quality of knowledge Loss - feelings of grief and loss: being supported through loss: and loss of normal familyThe results of the research are discussed within the context of the existing literature and illustrated with pertinent quotations made by the parents. The findings are supportive of previous research that the diagnosis of autism is a complex and emotionally challenging experience. The results suggest that communication with professionals, the manner in which the diagnosis is disclosed and the support available to families, are pivotal factors in the local pathway. The personal attributes of the professionals who support families, for example, ability to be flexible and have empathy, were more important to the sample than their knowledge of autism. Parents identified areas of unmet need in the existing pathway including having a clear understanding of the possible outcome of their child’s assessment, being provided with information about autism and access to post diagnostic support. The entire sample reported feelings of grief and loss when their child was diagnosed with autism. Their descriptions of these feelings suggest that they experience an ambiguous loss. The implications of the findings for practice are discussed and areas for future research are suggested in response to the findings.

The most thoroughly researched topic in relation to Autism Spectrum Disorders (ASD) is the evaluation of interventions. Despite there being systematic literature reviews identifying evidence-based interventions (EBIs) for students with ASD, it is not clear to what extent educational psychologists (EPs) are using EBIs in their practice. The first paper in this thesis is a systematic literature review exploring which school-based interventions are reported in educational and school psychology journals and highlights the challenges of applying research data to idiographic individual casework. The second paper in this thesis is an empirical study investigating the extent to which EPs are using EBIs in their practice and the factors which influence EPs’ decision-making when planning interventions for students with ASD. The survey findings indicate that EPs are using many EBIs for ASD; however, there are many they are unfamiliar with. The most salient factors influencing EPs’ decision-making when planning interventions for students with ASD include the student’s individual needs and factors related to the school context. The third paper in this study discusses the dissemination of evidence to professional practice and looks at the implications of this research for individual EP roles, Educational Psychology Services and future research. Finally, a strategy for disseminating the findings will be outlined alongside a strategy for evaluating the impact of the dissemination.

As the prevalence of Autism Spectrum Disorder (ASD) increases, School Psychologists (SPs) and Educational Psychologists (EPs) have an increasing role in assessing children with ASD. The systematic literature review aimed to provide an overview of the tools and processes EPs and SPs are using to assess children with ASD or possible ASD. Studies published between 1996-2016 were identified from four databases. Eight studies met the inclusion criteria, and were analysed using quality and relevance frameworks. Six studies were included in the final review. Commonly used tools are identified and discussed. The SLR drew some tentative conclusions around the range of tools used by SPs in the US. The small and dated UK sample means that limited conclusions can be drawn about current EP practice. Due to the gap in current knowledge around how EPs assess children with ASD or possible ASD, a questionnaire was developed and distributed to EP professionals in the UK and Ireland in order to gain an up to date picture. Data from 161 participants were used in the analysis. Analysis of the quantitative data involved descriptive statistics and content analysis was used to analyse the qualitative responses. Frequently used tools and the factors that seem to influence decision making around the choice of assessment are discussed. Implications for EPs' assessment practices and directions for future research are discussed. Having considered evidence based practice and practice based evidence, the final paper discusses dissemination of evidence to professional practice. A strategy for disseminating the findings of the empirical study to the profession is outlined.

A systematic review of the literature that explored the processes and perceived effectiveness of qualitative methods used to elicit the views of young people with autism spectrum disorders (ASD) about their educational experiences was conducted. Studies that were identified and screened using a trialled evaluation checklist and synthesised using the PRISMA guidelines identified data collection methods that were perceived to be useful. Limitations such as the over-representation of participants who were able to engage in verbal discussion and the lack of detailed description and evaluation of data collection methods were also identified. A multiple case study research was then conducted to explore two special schools' processes of eliciting the views of secondary school-aged pupils with ASD about their transition to adulthood and its perceived effectiveness. Qualitative data from semi-structured interviews with the school's staff and an observation of a transition meeting were gathered and thematically analysed individually, then compared and contrasted within school level. The findings revealed that both schools' processes of eliciting young people with ASD's views about transition to adulthood is a long process which involves three phases and is underpinned by a person-centred ethos. Perceived strengths and limitations of the process were also identified. Dissemination of the study's findings will include presentations and consultations with key stakeholders such as mainstream and specialist secondary schools and local authority post-16 steering group to explore the utility of the findings in different contexts. Collaboration with other educational psychologists (EPs) will also be conducted to explore this study's implications in the way they support schools in eliciting the views of young people with ASD.

This thesis explores the relationship between motor difficulties and wider educational, social and emotional outcomes. The first two sections have been prepared in accordance with author guidelines of the journals proposed for submission. The first paper presents a systematic review of the literature examining the effects of poor motor skills on self-esteem (global and/or domain specific) in children and adolescents. Four databases were searched for articles focusing on motor skills and self-esteem in children and adolescents. 26 potentially relevant studies were identified and from the 26, eight studies met the inclusion criteria. A synthesis of the studies reveals that there appears to be a relationship between motor skills and self-esteem, however this relationship is complex and likely to vary depending on age, gender and co-morbidity. Implications for EP practice are discussed. The second paper is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore outcomes for four KS2 children with motor skills difficulties who participated in the MMSP. The children’s motor skills, social skills, academic outcomes and self-esteem were assessed using standardized measures pre and post intervention and at follow up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated improvements in some motor skill domains which were sustained at follow up. Qualitative data highlights perceived improvement in children’s social skills, confidence, and use of meta-cognitive strategies. Further research is needed into outcomes of the MMSP on children’s social skills and self-esteem. The third paper discusses the dissemination of the research, providing a summary of the research development implications from the research at, the research site and at a wider Local Authority level. A strategy for promoting the dissemination and impact of the research will be discussed.

There is increasing interest in the role of peers in facilitating the social interaction of pupils with ASD through Peer-mediated Interventions (PMI). A systematic literature review was conducted to provide an overview of methods used to evaluate the impact of PMI and provide examples of innovative practice. Four databases were searched. Following application of inclusion and exclusion criteria and coding of studies, 10 were included in the final review. The review found that measuring the outcome of PMI at the level of target pupils has been a focus, with less attention given to exploring experiences of participants; impact on peers and implementation of PMI within an educational context.An innovative PMI was implemented within a mainstream primary school to promote the social inclusion of a Year 3 male pupil with ASD, with his class and five peers. Key elements of the PMI included development of the programme with school staff, whole class awareness raising and a small group peer network. The intervention was evaluated through structured playground observations of pupil-peer interaction, interviews with the target pupil and school staff and a peer focus group. Findings indicated that this small-scale PMI had a positive impact at the level of the target pupil and peers. Key factors facilitating the implementation of this intervention within a school context were also identified. A structured dissemination strategy that involved consultation activities with key stakeholders explored the refinement of an ecologically valid and feasible model for delivery in mainstream schools. Future considerations in developing the intervention framework include; refining elements of the programme based on feedback from key stakeholders and trialling the delivery of the intervention by school staff trained in the programme. Implications for Educational Psychologists (EPs) in the development and delivery of the intervention are discussed. n/a n/a

The majority of children with ASC are educated within a mainstream secondarysetting. The challenges within the new environment may lead to some childrenexperiencing a breakdown in provision resulting in temporary or permanentexclusions. A gap in the literature highlights a need for research which seeks tounderstand the views and experiences of year 7 children with ASCs about theirtransition to mainstream secondary school.The research involved four year 7 children with ASC, from across three settings, whohad recently transitioned from a mainstream primary school to a mainstreamsecondary school (without resource based provision). The views of their parents andteachers were also sought.A multiple-embedded case study design was employed involving four cases fromacross three school settings. This involved utilising a transition Q-sort and a semistructuredinterview with four children and semi-structured interviews with sixparents and three teachers. The data was analysed using content analysis andthematic analysis (Braun & Clarke, 2006).The findings highlight a need for individualised transition planning for the child withASC; consideration of co-occurring difficulties and the importance of including theviews of the child and parents in transition planning. The findings are discussed inrelation to psychological theories and existing literature. The implications for futureresearch; local authority policy; school staff; parents and educational psychologistsare considered.

Background: Present literature highlights early years as an important phase of child development. Whilst Educational Psychologists have a role within early years, there is little research to state what this looks like and how it is conducted in practice. Therefore, this research considers the role an Educational Psychologist could take within an early years setting and explores the variety of work they could conduct. Participants: One early years setting from the researcher’s current Local Authority was used for this research. A total of 33 participants were involved including 11 early years staff, eight Educational Psychologists, 13 parents/carers and a Health Visitor. Methods: This study describes an academic year long Action Research (Tripp, 2003) project with the use of a Research and Development in Organisations framework (Timmins, Shepherd & Kelly, 2003). This included pre-model questionnaires, interviews with early years staff, a focus group with Educational Psychologists and a further focus group with early years staff in order to develop an initial model of educational psychology practice. Work was then completed by the researcher as part of the model of practice. Discrete pieces of work were evaluated via questionnaires, while the project as a whole was evaluated via post-model questionnaires, focus group, interview and researcher diary. Analysis / Findings: Quantitative data were summarised using descriptive statistics and qualitative data were transcribed and a thematic analysis applied. Within this study, the researcher developed a model of practice based on the needs of the setting that included being more frequently involved with casework and conducting work specifically aimed at supporting staff and parents/carers. Additionally, there were discrepancies found in the value placed by participants upon the different pieces of the work as well as the overall approach taken. Conclusion / Implications: This research suggests that there is a greater role for Educational Psychologists within early years, involving more than conducting casework but through providing a more holistic and intensive approach to supporting staff and parents/carers. This supports the existing limited literature as well as advocating a more extensive role for them within early intervention services.

Background: Research and professional experience suggest that young people with autism spectrum conditions (ASC) often find secondary school more difficult than primary school. Expert advice suggests that Local Authorities should offer a ‘continuum of provision’ to meet the diverse needs associated with ASC, but the high number of tribunals within England relating to provision for young people with ASC suggests that pupils’ needs are not always being catered for appropriately. This project aimed to explore the range of secondary provision available to young people with ASC within one local authority and the decision-making processes used by parents and professionals to determine which provision is most appropriate for which pupils.Participants: Four Special Educational Needs Coordinators (SENCOs) and four parents of pupils with ASC were recruited from four different types of schools catering for secondary-aged pupils with ASC, along with two officers from the local authority involved with school placement decisions for children with ASC.Methods: This study used an embedded multiple case study design, with each school forming a case within the local authority system. Individual semi-structured interviews were carried out with each participant; these were audio-recorded and transcribed. Documents were gathered relating to school placement decisions and provision.Analysis/ Findings: Data were analysed using thematic analysis and content analysis. The findings were presented as thematic maps for each individual school followed by a local authority-wide cross-case synthesis. The findings relating to decision-making processes were analysed and presented separately.Conclusion/ Implications: The study extends understanding about the range of educational provision for secondary-aged students with ASC and how placement decisions are made within one local authority. Suggestions are made for further research.

Research has shown that social interaction and the development of friendships is important in promoting academic, personal and emotional development. Social interaction is a core difficulty for children and young people with Autism Spectrum Disorder (ASD). An increasing number of pupils with ASD are being educated within mainstream school where it is hoped that they will benefit from social opportunities with their peers and that the professionals working with them will be confident to support them (Keen and Ward, 2004). There is however growing evidence that school staff do not feel confident in supporting these pupils (House of Commons Education and Skills Committee, 2006; Robertson, Chamberlain and Kasari, 2003) and that this population of children are vulnerable to experiencing significantly poorer academic and social and emotional outcomes than their peers (Department for Education, 2012a; Humphrey and Lewis, 2008; Howlin and Goode, 1998). Teaching assistants (TAs) are often employed by schools to support pupils with ASD however research has suggested that the deployment of TAs might actually compound social interaction difficulties (Humphrey and Symes, 2011; Blatchford et al., 2009). TAs are in a unique position to support the social interaction of the pupils they work with however there is limited research into how TAs can be best utilised to facilitate social interaction between pupils with ASD and their typically developing peers within the classroom.This study piloted a researcher developed intervention, Better Together and conducted a process and outcome evaluation in order to investigate potential outcomes for TAs and pupils and examine systemic factors which might support or impede the intervention’s implementation and sustainability. The Better Together intervention aimed to train TAs to facilitate social interaction between pupils with ASD and their mainstream peers. The study involved three TA: pupil pairings within a single mainstream primary school and a single project coordinator.An evaluation of the ‘Better Together’ intervention package was undertaking using a fully mixed, sequential, dominant status design. Information pertaining to TA confidence levels was gathered pre and post intervention through semi-structured questionnaires. Structured observations were undertaken pre and post intervention and after a school term to gather information about the rate, range, maintenance and success of facilitative strategies used by the TAs. Semi-structured interviews with the TAs and project coordinator were carried out in order to obtain information about the implementation and outcomes of the intervention. The Social Inclusion Survey was administered at three time points to ascertain whether any changes in the social inclusion of target pupils had occurred.13Data were analysed using descriptive statistics and thematic analysis. The findings from this small scale study suggest that the TAs had an increased rate and range of facilitative behaviours following the intervention and that there was a simultaneous increase in student interactions between pupils with ASD and their peers. These gains were sustained over time. The intervention was valued by staff and plans were made to extend the principles to other schools within the area through the establishment of a TA network of support. Core facilitators and barriers to the implementation of the intervention were explored and discussed and implications for future research and the role of the Educational Psychologist (EP) are considered. USB stick

Background: Working memory (WM) refers to a system responsible for temporarily storing and manipulating information. It is recognised as having a key role in supporting children’s learning. Research has suggested that targeted interventions can lead to improvements in children’s WM capacity or strategies to increase its efficiency. Some interventions, largely computer-based but also practical, claim to address the needs of whole classes. There is relatively little research concerned with the implementation of such programmes as whole class interventions.Participants: Two Year 5 classes from separate schools received two WM interventions, MeeMo and Memory Booster. Six students from each class were selected to create two focus groups. Both class teachers also participated in the research.Methods: A mixed methods design was utilised, with an emphasis on qualitative data. Each class received a randomly allocated six week intervention implemented by the class teacher. Fidelity and dosage were monitored through the use of structured observations and an implementation diary completed by the class teachers. Two student focus groups and two semi-structured teacher interviews were conducted. The in-built monitoring provisions of each intervention were also investigated.Analysis/Findings: All qualitative data were transcribed verbatim and analysed using thematic analysis. Findings were presented as thematic maps, exploring the facilitators and barriers for implementation of each intervention. Quantitative data gathered through each interventions monitoring provision were analysed using descriptive statistics to inform discussion around the perceived outcomes.Conclusion/Implications: The study extends understanding of the context-specific implementation factors involved in using MeeMo and Memory Booster as whole class interventions and explores the utility of the monitoring provision of each intervention. A framework for effective implementation was developed and specific recommendations for both programme developers and school staff are provided.

Mindfulness has been defined as having three core aspects: active attention which leads to awareness, a regard for the present rather than the future or the past and an approach that is non-judgemental and accepting (Hooker and Fodor, 2008). Mindfulness has been used to treat adults and children in a clinical setting with presenting issues such as anxiety and difficulties related to poor self-regulation. The current research aimed to explore the effect of mindfulness on self-regulation and the feasibility of using mindfulness in a mainstream primary setting as a preventative, universal measure.The research used an exploratory, mixed methods design and included a comparison group. The intervention was developed collaboratively by the researcher and class teacher and included mindfulness activities taken from Mindfulness for Schools (Cattley and Lavelle, 2009). The children in the intervention group took part in a mindfulness activity 3-4 times a week for 8 weeks, in 10 – 15 minute sessions, straight after lunch.The qualitative data was obtained using semi-structured interviews and researcher observations. The semi-structured interviews, which were transcribed and analysed using thematic analysis, provided information on the pupils’ and teacher’s perceptions of the intervention. Meanwhile, the researcher observations triangulated data on participant engagement as well as providing information on the fidelity of the intervention and formative feedback for the teacher. Observations and semi-structured interviews were also completed with the comparison class to establish the comparability of the two classes. Quantitative data was gathered using a self-regulation measure developed from questionnaires cited in Bandy and Moore (2010). The questionnaire was administered to both classes before and after the 8 week intervention to explore changes in self-regulation within and between groups. The data is reported using descriptive statistics and inferential parametric statistics.Both teacher and pupil interviews highlighted increased feelings of calm and levels of attention immediately following mindfulness activities. Data from the pupil interview suggested that the children involved in the intervention enjoyed many of the activities and were able to suggest times when they might find mindfulness activities useful. Information gathered from the interviews with the class teacher suggested that the development and delivery of mindfulness activities was appropriate and feasible in a mainstream, primary setting. While changes on the self-regulation scale could be considered positive, in that there was an overall decrease in mean scores in the intervention group, the decrease was not significant and so likely to be due to chance. In summary, the qualitative data indicated that mindfulness activities had a small but positive impact on the emotional, behavioural and cognitive awareness in a group of year 3 children in a mainstream primary setting. However, adapting mindfulness activities to make delivery feasible for a teacher in a mainstream primary setting may reduce the effectiveness of the intervention. Recommendations for EPs and future research are discussed. Encrypted data sticks Transcripts of interviews and anonymous questionnaires

This research focuses on the role of Educational Psychologists (EPs) in supporting looked after children in a residential home (LACRH). This population can be considered vulnerable in that they are likely to achieve poorer outcomes compared to their non-LAC peers (Jackson & McParlin, 2006). Children in residential care are considered the most vulnerable subsection of the LAC population (Rutter, 2000), and therefore the Educational Psychology Service (EPS) has commissioned a pilot model of service delivery for the children’s residential care provision within the local authority (LA). Three EPs who were already established providers of EP services to children’s residential care homes were interviewed. This information was used to inform a model of service delivery generated by a team of 11 EPs in the commissioning LA. This model was presented to 13 staff in a children’s home, which hosted the pilot. An action research (AR) method was used (Reason & Bradbury, 2001). This model was presented to staff in the selected children’s home and pre-measures were taken via questionnaire. Staff from the home refined the model and subsequently commissioned work from the EP team in light of their needs. The model of service delivery was evaluated by home staff via post- measure questionnaires. EPs in the commissioning LA and home staff also participated in evaluative focus groups. Data was subject to content and thematic analysis. Pre and post measure data was compared to track changes in opinion. The model was highly valued by EPs and home staff. Home staff valued the knowledge and support offered to them via the model of service delivery. The findings support the contention that EPs have a distinct role in supporting the residential setting to meet the needs of LAC Encrypted data stick

The educational achievement and well-being of looked after children are a priority nationally and locally. The majority of looked after children enter the care system due to abuse and neglect and foster care is the most common placement type (DfE, 2012). Early experience of abuse and neglect is associated with changes to development in the frontal brain regions resulting in executive function difficulty. Executive functions are a collection of interrelated but distinct functions with responsibility for purposeful, goal-directed, problem-solving behaviour (Gioia, Isquith, Guy, & Kenworthy, 2000). Evidence of neural plasticity in the prefrontal cortex suggests executive function development can be supported. The two main methods of support are computer based training, such as in working memory training which yields immediate gains but may not be sustained or generalised (Melby-Lervåg & Hulme, 2013) and ecological executive function interventions, which are promising but are mainly used with pre-school samples (Bryck & Fisher, 2012).Parental involvement in children’s education is promoted nationally (DCSF, 2008) and valued by carers (Cooper & Johnson, 2007). Consultations between carers and professionals can indirectly support fostered children (Osborne & Alfano, 2011) but few studies have evaluated the use of consultation to support executive function development in fostered children (Lansdown, Burnell, & Allen, 2007). A multiple case-study design, with embedded units of analysis, was adopted to qualitatively explore the implementation processes and outcomes of a school-based intervention that adapted conjoint behavioural consultation (CBC) (Sheridan & Kratochwill, 2007) to support executive function development of children in foster care. Both cases consisted of a school-aged fostered child, living in the north west of England, with prior experience of abuse and/or neglect. The participants across cases were two educators and three carers and data gathering consisted of semi-structured interviews and participant-observation. Data analysis utilised thematic analysis (Braun & Clarke, 2006) and a cross-case analysis (Yin, 2009) identified common themes alongside themes pertinent to each case. The findings indicate that an adapted CBC retains the relational objectives which are received positively by participants but outcome objectives are more variable. The limitations of the study and the implications for educational psychologists, stakeholders, and future research are highlighted.

The transition from primary to secondary school is considered to be a challenging process for all pupils, but particularly difficult for those with social and emotional difficulties. Nurture groups aim to develop social and emotional skills and are seen to correspond closely with the recommendations made in transition literature. It is therefore proposed that nurture provision could be an effective means of supporting socially and emotionally vulnerable pupils in the transition. Previous literature adds support to this view, but no study as yet has focused specifically upon this topic.A small-scale case study design was used to explore the ways in which one secondary school applied nurture principles to support vulnerable pupils through the transition process. The research followed an embedded, single case design incorporating contextual and interview data regarding the school's nurture provision. Contextual information was gathered through the research diary and analysed in relation to the identified propositions. In addition, four illustrative case examples surveyed the views of the nurture facilitator and three pupils who received different levels of nurture support: these interviews were analysed using thematic analysis. An integrated case description combines the findings from all data sources and offers a coherent account of the provision.The findings support the proposition that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school. In line with nurture literature, the findings suggest that secondary schools need to adapt the primary nurture model to ensure provision meets the needs of their setting and cohort. While this promotes flexibility, secondary schools still need to adhere to a number of core principles to ensure they are delivering a true nurturing approach. A tentative model is presented, which proposes that secondary school nurture provision should aim to support social and emotional development through a range of provision that is firmly grounded in psychological theory. Provision should adhere closely to the six nurture principles, with effective identification of needs informing a personalised approach that is tailored to each individual pupil. The importance of relationships for learning and development is emphasised. The thesis concludes by suggesting that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school, providing a number of core elements are in place. N/A N/A

The University of ManchesterMichael Lewis Humphreys Doctorate in Educational and Child PsychologyAn Exploration into Children’s Experiences of Pupil Mobility2012Pupil mobility, defined as “a child joining or leaving a school at a point other than at the normal age at which children start or finish their education at that school” (Dobson & Henthorne, 1999 p. vi), is a complex phenomenon that is linked to the academic, social and emotional outcomes of children and young people (Gagnon & Malmgren, 2005; Mehana & Reynolds, 2004; South & Haynie, 2004). There is limited published research that has illuminated pupil mobility through eliciting the views of the pupils, their families and class teachers. This qualitative study explored how children experienced pupil mobility when it was combined with a residential move and the factors that were perceived to affect the experience. A multiple case study design with embedded (multiple) units of analysis was adopted (Yin, 2009). Each case study consisted of a Key Stage 2 aged child who had moved into a northern coastal Local Authority within six months of the data collection. The data was gathered through semi-structured interviews in two primary schools. Four children, five parents and five class teachers took part in the study.The interviews were audio recorded and transcribed before being analysed through thematic analysis (Braun & Clarke, 2006). The analysis identified key themes raised in the interviews in relation to how the children experienced pupil mobility and the factors that were perceived to have impacted upon this experience. The findings of this study highlight that pupil mobility is a challenging experience for children that elicits a contrasting range of emotions which are affected by a series of interactions between the children and the systems around them. The findings are discussed in relation to psychological theories and previous research. Implications are considered for the practice of Local Authority personnel, school staff, parents and educational psychologists and suggestions for future research are highlighted.

The University of ManchesterEinir Wyn PetersDoctorate in Educational and Child Psychology‘Time to Talk’: Using the Research and Development in Organisations framework to implement and evaluate an educational psychology drop-in service for pupils over 16 years of age2012It is estimated that as many as 20% of children and young people experience psychological problems at any one time (The Mental Health Foundation, 1999), and research suggests that young people have many concerns that may go unnoticed by the adults around them (Cheminais, 2008). Pupils’ interest in direct access to psychological services in the form of ‘drop-in’ opportunities has previously been highlighted (Nichtern, 1978; Woolfson and Harker, 2002; Woolfson et al., 2008; Weerasinghe, 2009). Wider evidence suggests that ‘drop-in’ services may be an age-appropriate method for older adolescents to seek emotional health support. There is some research evidence to support the use of Educational Psychology ‘drop-in’ services for parents, however, there is little evidence to date regarding the use of such services with pupils, and no evidence to support the use of Educational Psychology drop-in services for a post-16 population. This thesis describes an Action Research project that was run in one secondary school in North Wales. A Trainee Educational Psychologist worked alongside a stakeholder group of school staff and other agencies in an effort to make Educational Psychologists (EPs) more accessible to post-16 pupils. The Research and Development in Organisations (RADIO) framework was applied to support the joint design and implementation of a psychological drop-in service for Year 12 and 13 pupils. Data was collected through focus groups, on-going discussion with stakeholders, and the maintenance of a research diary, each audio recorded. Data was analysed qualitatively using thematic analysis, with the key themes being fed back to the stakeholder group at pertinent stages of the RADIO model to help guide the direction of the action research project. The project did not take the anticipated course, as no pupils made use of the drop-in service during the pilot period. However, the critical realism stance adopted allowed for consideration of the underlying generative mechanisms that gave way to the outcomes achieved. Pupil’s perceptions of stigma and their negative constructions regarding the role of EPs were identified as particular barriers to direct access and participation with the service offered. The findings are discussed in relation to existing literature and the potential implications for secondary school pastoral care staff and Educational Psychology Services.

Social emotional and behavioural difficulties (SEBD) is one category of special educational needs that can have potential negative effects on children and young people (CYP) (e.g. Rusch & Chadsey, 1998; Cooper, 1999; Hallahan & Kaufman, 2000; Jull, 2008). One intervention that can be used with CYP with SEBD that draws on cognitive behavioural and solution focused approaches is the WhyTry Program (Moore, 2001), US-based studies into which have yielded largely positive effects (Eggett, 2003; Bushnell & Card, 2003; Baker, 2008; Mazzotta-Perretti, 2009; Joye & Alvarez, 2010). To date, there has been no published research into the effectiveness of this intervention in a UK context. The present exploratory process evaluation study aimed to fill this gap in the literature as well as consider implementation issues in order to strengthen the local evidence base for the intervention as part of the wider Targeted Mental Health in Schools Project (Department for Children, Schools and Families, 2008).Six male secondary age pupils formed the intervention group and three female staff co-delivered the intervention with the researcher. The intervention lasted for eleven weeks. The researcher took a mixed methods approach. Quantitative data in the form of school data and questionnaires administered to pupil participants were gathered pre- and post-intervention and at the follow-up stage. The questionnaires were the WhyTry Measure (WhyTry Organisation website), the Beck Disruptive Behaviour Inventory for Youth (Beck, Beck, Jolly & Steer, 2005) and the Beck Self-Concept Inventory for Youth (Beck et al., 2005). Qualitative data in the form of partial transcriptions of a focus group with the pupil participants and a semi-structured interview with the adult participants were gathered. A research diary was kept throughout the intervention and formed part of the data set. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using thematic analysis.This research yielded positive findings for the effectiveness of the WhyTry Program (Moore, 2001) with one group of pupils in a mainstream secondary school, as indicated by apparent improvements in pupil participants’ SEBD. This study has also provided detailed information regarding the effective implementation of the intervention in the focus school, which led to the development of a context specific model of effective implementation.

This research focuses on an awareness raising programme for primary school children in relation to domestic abuse. This area of research was considered to be of value due to the prevalence of DA and the impact that witnessing domestic abuse has been shown to have on children. Findings from the 2008/2009 British Crime Survey (Coleman, Osborne, Kaiza & Roe, 2010) show that more than one in four women (28%) and around one in six men (16%) have experienced domestic abuse since they were 16. Considerable research exists which suggests that witnessing domestic abuse can have a profound impact on a child’s life, development and psychological well being (Dodd, 2009). This research evaluates a pilot of a six week programme aimed at increasing awareness of domestic abuse in primary schools. There currently exists a gap in knowledge about the effectiveness of small-scale classroom based domestic abuse awareness raising programmes delivered in primary schools. Previous research has focused on larger scale projects often involving external agencies (Home Office, 2005) and work in secondary schools (Bell and Stanley, 2006).The programme was co-delivered by the TEP and school staff to Year Five pupils in three primary schools within a local authority. Staff and pupil views were obtained through focus groups with pupils and semi-structured interviews with teaching staff. Thematic analysis was used to analyse the data in order to answer questions about the programmes strengths and weaknesses; views about the involvement of a Trainee Educational Psychologist (TEP); and pupils' understanding of domestic abuse. The findings suggest that staff and pupils thought the programme was valuable and improved children's knowledge of aspects of domestic abuse. The findings are discussed with reference to best practice and issues to consider in relation to the wider implementation and evaluation of the programme

Background: Over the past decade Local Authority Educational Psychologists in England have been increasingly required to engage in multi-agency work. There has been limited research within the UK context looking at factors which facilitate or are barriers to EP job satisfaction and approbation. This qualitative study elicits Educational Psychologists‟ views of factors that influence approbation, job satisfaction and dissatisfaction when working within this context.Methods: 27 Main grade and senior Educational Psychologists working in the North West of England participated in a combination of focus groups and individual semi-structured interviews using a set of predefined questions. Interviews were audio taped and transcribed before being analysed using inductive, explicit thematic analysis.Results: Five themes of approbation, autonomy, job satisfaction, job dissatisfaction and multi-agency working were identified as relevant to the study.Conclusions: In-depth Educational Psychology interviews allowed examination of the factors related to approbation, job satisfaction and dissatisfaction. This resulted in a number of implications and recommendations for future policy and practice. Background: Over the past decade Local Authority Educational Psychologists in England have been increasingly required to engage in multi-agency work. There has been limited research within the UK context looking at factors which facilitate or are barriers to EP job satisfaction and approbation. This qualitative study elicits Educational Psychologists‟ views of factors that influence approbation, job satisfaction and dissatisfaction when working within this context.Methods: 27 Main grade and senior Educational Psychologists working in the North West of England participated in a combination of focus groups and individual semi-structured interviews using a set of predefined questions. Interviews were audio taped and transcribed before being analysed using inductive, explicit thematic analysis.Results: Five themes of approbation, autonomy, job satisfaction, job dissatisfaction and multi-agency working were identified as relevant to the study.Conclusions: In-depth Educational Psychology interviews allowed examination of the factors related to approbation, job satisfaction and dissatisfaction. This resulted in a number of implications and recommendations for future policy and practice.

This research explores the link between pupils’ perceived control and their level of attendance in school. Whilst there is research into the link between perceived control and disaffection in pupils it has not been possible to identify any research which links school non-attendance to perceived control. Research into pupils’ reasons for non-attendance identified a range of different factors, many of which the author felt could be attributed to perceived control. Forty-one participants took part in the study. Participants were male and female year nine pupils at two secondary schools in the north west of England. Participants were grouped according to their levels of attendance as high (98%+) attenders, mid-range attenders (90-94%) and low (below 80%) levels of attendance. Participants’ levels of perceived control were measured using the Multi-dimensional Measure of Children’s Perceptions of Control (MMCPC) (Connell 1985). This research also explored the pupils’ experiences of school using appreciative inquiry. Responses on the MMCPC were analysed using a one way ANOVA and descriptive statistics. No significant differences were found between scores for each of the attendance groups and the reasons for this are discussed. Thematic analysis of focus groups with an appreciative inquiry structure identified key themes raised by pupils in regard to positive experiences in school. The findings for both parts of the research are discussed and suggestions for the implications for future research and the practice of teachers and educational psychologists supporting attendance in school are made.