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PurposeTo explore how motivational interviewing (MI) training might benefit the practice of COVID-19 contact tracers.Design/methodology/approachFollowing co-production of a MI training package, with a United Kingdom (UK) track and trace organisation, training was delivered virtually to 101 volunteer participants involved in contact tracing. Data were captured via an online survey, incorporating questions from recognised measures of occupational self-efficacy and workplace wellbeing, prior to the training. Open data fields were used to gather feedback about participants' reasons for attending, and views about the training afterwards.FindingsAlthough the contact tracers reported high occupational self-efficacy and workplace wellbeing, both quantitative and qualitative data suggested participants saw practitioner value and utility in MI.Research limitations/implicationsThe sample was self-selecting and typically involved contact tracers from UK local authorities. The study did not measure impact on compliance with self-isolation guidance and/or providing details of contacts, and larger-scale research would be needed to establish this. This was not a pre-post-test evaluation study, and measures of occupational self-efficacy and workplace wellbeing were gathered to give insight into the sample and to test the feasibility of using this survey for a future large-scale study. The research was conducted during the height of the pandemic. While UK COVID-19 contact tracing services have since been reduced, there are potential implications for infection control more generally.Practical implicationsMI is potentially a useful approach for enhancing contact tracing practice. However, implementation factors should be carefully considered, to ensure effective and sustainable practice.Social implicationsImproved practice in contact tracing could have potential benefits in infection control, through improving compliance with central guidance, although this requires more widespread investigation.Originality/valueThis is the first empirical study to investigate how MI training could benefit COVID-19 contact tracing practice.

AimThere is increasing recognition of the centrality schools have in supporting children and young people’s mental health and wellbeing, and the role of educational psychologists (EPs) in supporting this. Cognitive behavioural therapy (CBT) is a frequently-used, evidence-based approach for supporting a range of outcomes. The purpose of this study is to explore how EPs are operationalising CBT in their practice, and which therapeutic competencies are demonstrated.MethodSemi-structured interviews were completed with a self-selecting sample of eight EPs reporting to be knowledgeable about CBT and to regularly use it in their practice. Transcribed data were analysed using inductive and deductive thematic analysis.FindingsKey themes related to CBT in applied practice, the EP role, drawing on other psychological approaches, ethical practice, external influences and having a holistic view of the child. EPs were using CBT across a continuum of formality in therapeutic work and multi-faceted casework. A range of CBT competencies was demonstrated in practice with children and young people, and adults.LimitationsAs an exploratory research study the sample size was very small. The self-selecting sample does not claim to be representative of the wider EP population. The extent to which findings enable an understanding of the effectiveness of CBT within wider EP practice is extremely limited.ConclusionsThe flexibility of CBT as a therapeutic modality gives insight into its potential wider contribution across EP practice. Potential implications for EP professional training and practice are considered.

AimsThis systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old.MethodSchool-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal principles and practical components of the school-based mindfulness interventions were analysed.FindingsThe results revealed vast heterogeneity across programme design and delivery. The majority of programmes used mindful movement, visuals/props, sensory activities, reflection on experiences and the use of metaphorical language to teach young children mindfulness. There appeared to be greater precedence for experiential practices than instructional practices such as attitudinal features. Mindfulness has been used mainly to support cognitive functioning, particularly attentional and executive functioning.LimitationsThe Covid-19 pandemic has delayed submission of this article, meaning that the most recent research findings might not be documented. The heterogeneity of the studies made drawing conclusions difficult.ConclusionsImplications for educational psychology practice and areas for future research are considered, particularly in relation to how educational psychologists can work with teachers to deliver effective and sustainable mindfulness interventions.

AimThe dominance within educational settings of a traditional, binary model of gender is associated with negative outcomes for children and young people, particularly those who identify as transgender or gender diverse (TGD). The purpose of this study is to review contemporary practices in educational settings to support TGD students.MethodA systematic search of four databases retrieved 13 studies (across 16 papers), which were considered best evidence. A ‘best fit’ framework synthesis approach was adopted.FindingsAnalysis led to the development of a new conceptual framework outlining gender-inclusive educational practice across six strands: leadership, climate, curricular and extra-curricular inclusion, collaborative approach, professional development, and policy.LimitationsSome included studies were small-scale and grey literature was not included. This review is not representative of educational practice in non-English language countries.ConclusionsThe framework is recommended as a tool for school leaders to prompt reflection on current gender-inclusive practices and discussion around implementing holistic change. Educational psychologists are well-positioned to support schools with utilising the framework.

AimWhile there is increasing awareness of best practice in LGBT-inclusive education, little is known about the specific educational issues facing intersex individuals, and how the education system could be improved for this marginalised group.MethodThis paper reports an empirical study involving semi-structured interviews with two young intersex adults, to understand their retrospective, lived educational experiences and ascertain their views on improving educational practice around intersex issues.FindingsRelevant themes identified were knowledge and understanding, impact of diagnosis, information sharing, journey of identity acceptance, protective factors, and wellbeing.ImplicationsRecommendations are made regarding how schools and professionals might support intersex children and young people during their education.

Children as young as pre-school are experiencing difficulties related to stress, anxiety and inattention which could be supported through the use of mindfulness. However, there is very little research on how to effectively deliver mindfulness approaches within Early Years (EYs) practice. A year-long action research project was conducted with an EYs setting to explore how EYs practitioners can effectively deliver mindfulness, understanding their perceptions of the impact, facilitators and challenges to successful implementation. Findings revealed various facilitating factors including: developing effective and inclusive mindfulness approaches; reflecting on practice; working collaboratively and creating a supportive community. Challenges included issues related to the school context and delivery of mindful approaches. Findings revealed perceived benefits for the children, staff and the EYs setting. Implications for practice suggest it is feasible for school psychologists to support EYs settings to develop mindfulness practices using an action research approach. Future research and study limitations are discussed.

Assessment is one of the five functions of the educational psychologist’s (EP’s) role, yet there is a dearth of research exploring its distinctive contribution to school-based practice, and a lack of definition about what it is. In this study, the assessment practices of EPs were compared with those of other educational professionals who had achieved certification for competence in educational testing. Data were analysed using descriptive and inferential statistics, with patterns emerging which indicated that, while there is some overlap, assessment practices of EPs and other educational professionals often have different foci. Specifically, evidence suggests that EPs offer a broader, more holistic perspective with strong emphasis on the social and emotional wellbeing of the child. Additionally, other practitioners typically have a more school-orientated focus, for example, testing for exam access arrangements, reflecting their professional role. Implications are discussed, particularly in relation to the distinctive contribution to EP assessment.

The role of educational psychologists (EPs) in supporting the mental health and wellbeing of children and young people is increasingly being recognised in light of pressures on support services, and the identified importance of school-based provision. At the same time, EP practice has benefitted from psychological practice frameworks which support formulation and decision-making although, to date, none of these has focused on therapeutic work. This paper proposes a flexible, practical model, based on the constructionist model of reasoned action (COMOIRA) and informed by cognitive behavioural therapy, human givens therapy and motivational interviewing. It offers practical guidance and structure for EPs engaging in direct therapeutic work with children and young people, complementing guidance from the Division of Educational and Child Psychology (DECP) on the delivery of therapeutic approaches in school and communities. Further research and development of this model is encouraged by the authors.

There is a growing policy focus on children and young people’s mental health. The United Kingdom (UK) government has positioned schools as being well-placed to identify children and young people’s mental health needs and to provide appropriate intervention. At the same time, school staff report a lack of skills, knowledge and systems to support the early identification of mental health needs in order to inform appropriate intervention. The aim of this study was to explore the mental health and emotional needs of secondary age students from schools across the North West of England. Eight hundred and eighty-four students aged between 11 and 16 completed an online questionnaire comprising the Short Moods and Feelings Questionnaire (SMFQ), which measures depressive symptoms and the Human Givens Emotional Needs Audit (ENA), which explores the extent to which fundamental emotional needs (e.g., for attention, control and security) are met. The findings suggest prevalence rates of mental health and wellbeing difficulties increase with age. Emotional needs as measured in the ENA were found to moderately correlate with total scores on the SMFQ, suggesting the importance of supporting these identified needs in promoting wellbeing. Additionally, the ENA could potentially offer insight into why students may be experiencing problems, signposting practical areas of support. It is therefore proposed to be a measure that schools could use to identify factors contributing to children and young people’s experience of mental health and wellbeing and possible areas for intervention.

The mental health and wellbeing of children and young people is an area of great concern for those within education and health sectors, with young people reported to be especially at risk during ad...

While there is increasing awareness of diversity within school-based practice amongst educational psychologists (EPs), one overlooked group is arguably children born intersex, whose needs are often not identified or understood. This research reports an exploratory interview design with a single case to understand the role of an EP in casework undertaken with an intersex young person. Data gathered from a semi-structured interview were analysed using thematic analysis with themes relating to the EP role emerging, under the overarching issue of “acceptance versus denial”. This described the conflicting issues of accepting the young person’s identity, alongside the need to protect confidentiality, create a safe space and avoid stigma. Recruitment issues suggested that EPs are not identifying working with intersex children, limiting the range and scope of this study. It is hoped that although small scale, this research will encourage further discussion and debate about how EPs can support intersex children and young people (CYP).

AimUnderpinned by the United Nations Convention on the Rights of the Child (UNCRC), this research aimed to explore children’s views around accessing their Article 31 right to play in two schools in England and Wales and to promote their Article 12 right to be heard.MethodsViews of 16 children were sought using child-centred methods. Child-led tours involved being guided by children to explore play opportunities within school. Focus group activities and discussion explored views about different aspects of play. Aggregated data were scrutinised using thematic analysis.FindingsThe children had clear ideas about the purpose of their environments and play activity in different parts of their schools. Children often used the nature of the activity, space and constraint, and positive affect to classify and define play. Views were mixed across both schools on the perceived importance of playing, though tentative findings suggest that some classifications of ‘play’ and ‘not play’ were more blurred in the Welsh school.LimitationsThe research was exploratory and small-scale. School practice may not be indicative of practice nationally.ConclusionChildren’s perceptions of play access in school may be influenced by the wider systemic contexts. Implications for educational psychologists (EPs) are discussed.

AimThis study aimed to investigate social, emotional and mental health and wellbeing aspects of playtime through child-led participatory action research in one school.MethodA stakeholder group involving the project facilitator (first researcher), school staff and four trained child co-researchers (aged 9 to 10) was established to facilitate the research. The co-researchers were supported to design and facilitate data collection and collaborative thematic data analysis.FindingsFive main themes emerged from analysis: the availability and nature of games, having someone to play with, how people treat each other, the importance of playtimes and views of the playtime rules. This research highlights interactions between the themes as important to children’s social and emotional development, and mental health and wellbeing when accessing their right to play during playtime.LimitationsResearch was completed on a single site. Repeating the design at another school might yield different results. While steps were taken to minimise power imbalances between the child participants and the project facilitator, it is acknowledged that these are difficult to overcome fully.ConclusionsThis study highlights the importance of holistic playtime provision that acknowledges the interactions between themes in supporting children’s wellbeing and social and emotional development.It illustrates that with appropriate training and support, children were able to effectively engage in research investigating playtime.

AimThis study gathered views of 10 to 12-years-old pupils about their play experiences before and after transition to secondary school, comparing access to their right to play.MethodA multiple-case study design was used to gather views of six Year 6 primary pupils and six Year 7 secondary pupils living in the same community in the United Kingdom (UK). Six workshops, including a focus group, were conducted with each year group.FindingsQualitative data from both focus groups were analysed thematically, individually and across year groups. Findings indicated that temporal, spatial and psychological factors affected both Year 6 and Year 7 pupils’ play access. Year 6 pupils were more satisfied with their play opportunities and reported more time to play.LimitationsThe small-scale size of this study limits drawing conclusions. Data were collected in the summer term and therefore the weather and point in the school year may have been influential.ConclusionsFindings suggested that, for the pupils involved, play opportunities appeared to decrease upon transition to secondary school. It is therefore important that barriers to play across age groups are considered and addressed, to ensure that all children can realise their right to play. Educational psychologists (EPs) can raise awareness of the benefits of play and the potential impact of limited play opportunities for older children.

Despite Article 31 of the United Nations Convention on the Rights of the Child, there are continuing concerns around children’s access to play and limited focus on gaining children’s views about th...

AimsSupporting children and young people who develop mental health difficulties is a central aim of government policy, with statistics suggesting that those with learning difficulties are particularly vulnerable. Educational psychologists (EPs) are well-positioned to offer therapeutic support to post-16 students. This paper provides an example of using human givens (HG) therapy to promote the emotional health and wellbeing of one post-16 student.MethodWithin a single case study design, a HG-based intervention was offered to a self-referred, 17-year-old, male student, attending a specialist setting. Qualitative data was collected from multiple sources, including a process transcript of the sessions and researcher field notes, and analysed using thematic analysis.FindingsWithin this single case study, data suggested that the HG-based intervention had a positive impact on the student. Specifically, adaptation of the approach helped make achieving the student’s self-set goal more accessible within the school context and supported his self-efficacy and motivation. Facilitators identified as supportive in delivering interventions included: use of tangible resources; clear steps to a goal; and embracing silence within sessions.LimitationsThis is a single case study design, with one 17-year -ld participant. The needs of other students, as well as their response to intervention, may vary. The fact that the lead author was the facilitator might engender positive bias.ConclusionThe HG approach used in this paper could provide a template for EPs offering therapeutic support to students with learning difficulties.

Depression is experienced by children and young people worldwide and can have serious long-term impacts, including high risk of suicide. To date there are few in-depth qualitative studies investigating young people’s experiences of living with depression and how this affects their education. The current study investigated university students’ lived experiences of depression. Three students, aged 19-21 participated in three sequential individual interviews, each with a different focus: before living with depression; the experience of living with depression; and reflections of the meaning of living with depression. Data were transcribed verbatim and analysed using Interpretative Phenomenological Analysis (IPA), identifying master themes. This paper reports on findings from two themes: ‘the weariness of the world was upon me’, and ‘it all fell down to chance’ which discuss students’ experiences of living with depression; and facilitators and barriers to accessing help. These are discussed in relation to transition to university, help seeking and accessing support. Limitations of the study are considered and possible implications for practice outlined.

This paper explores trainee educational psychology doctoral students’ experiences of Objective Structured Professional Assessments (OSPAs), implemented at three UK universities and involving participation in a series of timed, simulated scenarios. Focus groups were audio-recorded, transcribed, and subjected to thematic analysis. Themes linked with cognitions included identification of learning processes (reflection, discovery, reception) or practical constraints (authenticity and timing of scenarios). Statements of emotion included positive responses (containment, reassurance, and relief) as well as more adverse reactions to the experience (anxiety and anger). Overall, the findings suggest that many students valued OSPAs as worthwhile and useful in developing professional competencies.

Purpose Considerable attention has been given to the vulnerability of young people leaving care in the UK in their transition to adulthood. To date, however, there has been limited focus on the perceptions of care leavers about what factors enable and inhibit effective practice. The paper aims to discuss these issues. Design/methodology/approach This systematic literature review sought to elicit the views of UK care leavers in identifying barriers and facilitators to the process of transition to adulthood. Qualitative studies in the care-leaving field were identified, of which seven met inclusion criteria and were included in the final synthesis. Findings The findings yielded a range of facilitators, including authentic and consistent relationships with those acting in the role of corporate parent; and flexible systems, which accommodated personal readiness for leaving care. Barriers included insufficient recognition of, and a lack of support for, the psychological dimensions of transition, exacerbated by insufficient support networks. Research limitations/implications This literature search yielded seven qualitative papers, some with small sample sizes, meaning that the findings may not be representative of a wider population or directly relevant to international contexts. Practical implications Suggestions for enhancing the transition process are posited. In particular, the potential usefulness of an “interdependence” transition approach for UK care leavers is proposed. Originality/value This study analyses qualitative data, thus constituting a response to policy calls for care leaver views to be central to transition processes.

AimCorporate parenting in the UK may not be well-operationalised, with a potential role for educational psychologists (EPs) in promoting effective practice. This paper explores care leavers’ needs and priorities from the perspective of self-determination theory (SDT), which relates the individual’s motivation to the human need for competence, relatedness and autonomy.MethodTen young people aged 16–19 from two UK local authorities were interviewed about their priorities in preparing for adulthood. Interview findings were then deductively analysed using a SDT framework.FindingsInterviews highlighted the young people’s preference for graduated transition to adulthood. Analysis showed relatedness to be the most salient SDT domain, foregrounding the importance of consistent, authentic and personalised relationships. Consistent relationships motivated care leavers to engage with support and to pursue post-16 goals with enhanced self-determination. Conversely, gaps in young people’s support networks undermined service engagement, potentially impeding a supported and successful transition to adulthood.LimitationsThe study was small-scale and the age range, demographics and quality of leaving care support may not have been representative of a wider population.ConclusionsSDT is potentially useful for highlighting care leavers’ needs and priorities when preparing for adulthood, with clear implications for corporate parenting, particularly within the relatedness domain. A possible role for EPs is proposed, which could strengthen service delivery through both systemic and individual work.

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12-18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully-selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.

Digested key messageThe British Psychological Society (BPS) developed a recognised qualification in educational test use to allow both quality assurance and a level of integrity within testing practice. A survey of qualified test users sought to establish a clearer picture of testing practice. Four hundred and thirty-seven members of the Register of Qualified Test Users (RQTU) and members of the Division of Educational and Child Psychology (DECP) mailing list responded to an online survey. Findings relating to RQTU membership indicated a range of reasons for joining, including examination arrangements and quality of testing practice. Some practitioners were not aware of the RQTU or were not required to be members because of their professional status. Further discussion of, and research into, testing practice may be beneficial for practitioners.

The focus of this chapter is the role of play within educational settings, including the ways in which school psychologists can support play development and children’s right to access play. Playing is at the heart of early years’ education and is central to children’s learning, as well as their physical, mental, social, and emotional health and well-being. Through playing, children develop resilience and flexibility, contributing to physical and psychological well-being. The chapter begins by setting out the different dimensions of children’s play, before considering the potential contribution of play to children’s experience within educational establishments, in both the classroom and unstructured play times. Tensions between supporting play for its intrinsic value to children and using play for instrumental purposes are noted. Strategies for supporting and developing children’s play are considered, followed by an exploration of the role of the school psychologist in promoting, protecting, and providing for the right to play in educational establishments. The chapter is underpinned by research evidence which indicates that playing contributes to the healthy development of children. Furthermore, it reinforces that playing is an integral part of childhood and when play and playing are valued, it follows that children are valued. UN Committee on the Rights of the Child General Comment No. 17 (on the right of the child to rest, leisure, play, recreational activities, cultural life, and the arts) has been described as the “most urgent contribution to this complex field” (Brooker and Woodhead. The right to play. Open University. Maidenhead, UK: Open University, 2013, p. ix) and is taken as a key reference point for this chapter.

Purpose Motivational interviewing (MI) has developed considerably since its inception, which may have led to diverse practice across contexts and differential understanding of core principles. Concept mapping is one potential method for offering insight into practitioner awareness, understanding and application of MI. The paper aims to discuss this issue. Design/methodology/approach In total, 29 professionals from a range of disciplines, including counselling, education and health, completed concept maps about MI, following brief training at the UK regional MI interest network. In total, 17 completed maps were submitted for analysis using quantitative and qualitative methods. Findings A total of 186 concepts and 175 propositional links were found within the 17 maps. The most commonly identified concepts were: change, empathy, collaboration, open-ended questions, affirmations, reflections, summaries (OARS), client centred and compassion. The concept maps also suggested differing levels of expertise across network members using concept mapping morphology classification. Research limitations/implications The sample was small scale and located in one region of the UK. Maps were submitted anonymously meaning that participant data could not be matched to the maps. Practical implications Concept mapping is a potentially useful method for auditing practice and developing skills in MI, as well as exploring participants’ understanding of related concepts and therapeutic mechanisms. Social implications MI has a strong evidence-based across a variety of disciplines and contexts. Refining practitioner skills in MI has implications for the integrity of delivery, and improved client outcomes in areas such as substance use, health promotion and educational disaffection. Originality/value This is the first study to investigate concept mapping as a means of understanding MI practice. It has potential implications for training, monitoring, supervision and development in MI practice.