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Background: The aim of this feasibility study was to adapt and model a behavioural intervention for anxiety with autistic adults with moderate to severe intellectual disabilities. Method: Twenty-eight autistic adults with moderate or severe intellectual disabilities, 37 carers, and 40 therapists took part in this single-group non-randomised feasibility study designed to test intervention feasibility and acceptability, outcome measures, and research processes. Results: The intervention was judged as feasible and acceptable by autistic adults with intellectual disabilities, carers, and therapists. Minor intervention revisions were suggested. Carers completed 100% of outcome measures and the missing data rate was low. Complying with legislation governing the inclusion of participants who lack capacity to decide whether they wanted to take part in this study led to an average 5-week enrolment delay. Conclusion: The intervention and associated study processes were judged to be feasible and acceptable and should now be tested within a larger randomised trial.

Rates of mental health challenges among children and youth are on the rise. Physical activity has been identified as a promising intervention to improve mental health outcomes for youth. This study aimed to investigate how mental health clinicians perceive and utilize physical activity as a mental health intervention for children and adolescents. Seventy-four Ontario mental health clinicians (psychologists, psychotherapists, and social workers) were surveyed about their perspectives and practices related to physical activity as part of mental health care for children and adolescents using a mixed-methods approach. Survey respondents were also asked about barriers to including physical activity in care. Although 100% of clinicians agreed that physical activity was beneficial to their own and to their clients' mental health, only 61% reported prescribing physical activity to their clients. Barriers to prescribing physical activity as a treatment option included lack of training, time, and resources. Clinicians who were more physically active themselves were more likely to view physical activity as beneficial for mental health and were less likely to view time as a barrier to discussing and prescribing physical activity in their practice. Many clinicians expressed a need for more training, knowledge, and resources. The results of this study suggest that with improved access to training and resources, clinicians will be well-positioned to leverage the benefits of physical activity for mental health in their practice.

Background: Healthcare professionals (HCPs) have a responsibility to conduct assessments of decision-making capacity that comply with the Mental Capacity Act 2005 (MCA). Current best-practice guidance, such as the Mental Capacity Code of Practice and National Institute for Health and Care Excellence decision-making and mental capacity guidance, does not stipulate how to accomplish this in practice, for example, what questions should be asked, how options and information should be provided. In addition, HCPs struggle to assess the capacity of individuals with communication difficulties. Aims: This study was a service evaluation that aimed to objectively analyse, using Conversation Analysis (CA), how real-life capacity assessments were conducted in a hospital setting with patients with acquired brain injury (ABI)-related communication difficulties. A second aim was to establish the feasibility of using CA to advance knowledge of the conduct of capacity assessment. Methods & Procedures: Four naturally occurring capacity assessments were video-recorded. Recordings involved speech and language therapists, occupational therapists, neuropsychologists and patients with communication difficulties as a result of ABI. The methods and findings of CA were used to investigate the interactional behaviours of HCPs and patients during assessments of decision-making capacity. The analysis was informed by our knowledge of the MCA best practice guidance. Outcomes & Results: An overall structure of capacity assessment that enacted some of the best-practice MCA guidance was identified in one recording, consisting of six phases: (i) opening, (ii) preparation, (iii) option-listing, (iv) test, (v) decision, and (vi) close. The preparation phase consisted of two sub-components: information gathering and information giving. Variation from this structure was observed across the dataset, notably in the way in which options were (or were not) presented. Conclusions & Implications: CA is a feasible empirical method for exploring the structure and conduct of capacity assessments. CA identifies and provides ways of describing interactional behaviours that align with and diverge from best-practice MCA guidance. Future CA studies including a wider range of health and social care professionals and patients have the potential to inform evidence based training for HCPs who conduct assessments of decision-making capacity.

There is a need for increased collaboration between mental health providers who work with children and youth to increase continuity of care across settings. While schools can be an optimal location for mental health support, school psychologists often have to work with clinical providers given the increases in youth mental health needs and the shortage of school-based providers. This study used an online survey with a mixed-methods approach to understand the collaboration practices of school and clinical psychologists. A sample of 57 practitioners in the United States were asked to provide their perceptions of the roles of their interagency providers, their collaboration practices, and the benefits or barriers in the collaboration process. Findings indicated differences in providers' perceptions of the quality of assessments conducted and the importance of particular psychological practices to the roles of clinical and school psychologists. Content analysis of open-ended responses found that while providers acknowledge the benefits of collaboration there was distrust among providers. Implications for training programs and future research directions are discussed.

To examine the association between psychologist and nurse practitioner scope-of-practice (SoP) regulations and pediatric mental health service access. A nationally representative sample of children with mental health needs was identified using 5 years of National Survey of Children's Health (2016-2020). Utilization was measured in two ways: (1) unmet mental health care needs and (2) receipt of mental health medication. Expanded SoP for psychologists and nurse practitioners was measured based on the child's state of residence and the year of the survey. The associations between both SoP expansion and both outcomes were assessed using logistic regression models adjusted for multiple covariates. The probability of having unmet mental health needs was 5.4 percentage points lower (95% CI - 0.102, - 0.006) for children living in a state with psychologist SoP expansion; however, there was no significant difference in unmet mental health needs between states with and without NP SoP expansion. The probability of receiving a mental health medication was 2.0 percentage points higher (95% CI 0.007, 0.034) for children living in a state with psychologist SoP expansion. Conversely, the probability of receiving a mental health medication was 1.5 percentage points lower (95% CI - 0.023, - 0.007) for children living in a state with NP SoP expansion. Expanded SoP for psychologists is associated with improved access to pediatric mental health care in terms of both unmet need and receiving medication. Expanded SoP for NPs, however, was not associated with unmet need and lower receipt of medication.

The fourth revolution of industrialization has enormously influenced the education sector and needs to be dynamic and sensible in light of the changeable requirements of employers. Specifically, higher education institutions (HEIs) must focus on the global labor market to offer an innovative curriculum and attract prospective students. One of the current trends in the higher education sector is to design interdisciplinary degree programs. The interdisciplinary master's degree program is relatively new in Mongolian tertiary education. Therefore, we aimed to identify the need for a master's degree program in interdisciplinary studies in education from the perspective of prospective students and also determine the areas of studies that have been preferred in the field of education. In this study, two online surveys and a focused-group interview were conducted. Three hundred ten educators were involved in the online surveys and focused-group interviews. The research questions were created on Google form, data was collected electronically, and focused group interviews were conducted simultaneously. The findings indicated that 52% of the prospective students preferred a master's degree program in interdisciplinary studies in education, and a diverse combination of areas has been demanded, in particular, education and modern teaching methodology (26.4%); teaching and linguistics (25.5%); education and international studies (23%) and, teaching and psychology (19.4%). The other important finding was that interdisciplinary studies would be able to provide the necessary knowledge and skills that make graduates competitive in the labor market.

Background: Despite extensive research on the specific learning disorder (developmental dyslexia) -- SLD (DD), many fallacies still cause confusion amongst professionals worldwide. These myths involve the characteristics, diagnoses and treatment of SLD (DD) and should be eradicated. Aim: The authors aimed to determine the knowledge, needs and perspectives of South African professionals working with children with SLD (DD). Setting: A mixed-methods research design was implemented. Methods: A survey study was carried out and a sample of 108 respondents was obtained. The respondents include speech-language therapists (SLTs), occupational therapists (OTs) and psychologists. Results: Speech-language therapists and psychologists displayed better knowledge about the facts of SLD (DD), compared to OTs. Their knowledge levels were, however, not significantly affected by existing misconceptions surrounding the condition. The fallacy that SLD (DD) is caused by a visual impairment is still believed. An investigation into the professionals' perspectives regarding the identification of SLD (DD) suggested that South African psychologists were the most confident of their ability to identify characteristics. Nonetheless, all professionals reported not being convinced of their ability to provide a differential diagnosis of the disorder. Statements regarding management highlighted the uncertainties about the importance of addressing phonological awareness skills in treatment. Additional training needs were also identified as SLTs, OTs and psychologists generally feel unprepared to assess and treat SLD (DD). Conclusion: The differences identified amongst professional groups were related to the knowledge of the facts and characteristics of SLD (DD) and the ability to identify and manage the condition. Additional training needs should be addressed. Contribution: The authors would like to acknowledge and thank the NRF for partially funding the publication of this article.

Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against "conversion therapies" have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.

Co-authored by film education practitioners and developmental psychologists, this article seeks to establish an interdisciplinary dialogue between the emergent discourses of film education and developmental psychology. In particular, it explores the possible implications for our understandings of film education of recent psychological research into: (1) the cognitive and social consequences for young people of developing a sense of self; and (2) understandings of children's development of visual cognition. Seeking areas of commonality and mutual resonance between different disciplinary vocabularies and methodologies, ultimately we present a series of proposals for how film education may benefit from further interface with developmental psychology.

Educational psychologists face challenging decisions around ethical dilemmas to uphold the rights of all children. Due to finite government resources for supporting all learners, one of the roles of educational psychologists is to apply for this funding on behalf of schools and children. Tensions can emerge when unintended ethical dilemmas arise through decisions that compromise their professional judgement. This paper presents the findings from an exploratory study around educational psychologists' understandings and concerns around ethical dilemmas they faced within New Zealand over the past 5 years. The study set out to explore how educational psychologists manage the ethical conflicts and inner contradictions within their work. The findings suggest that such pressures could influence evidence-based practice in subtle ways when in the course of decision making, practitioners experienced some form of ethical drift. There is seldom one correct solution across similar situations. Although these practitioners experienced discomfort in their actions they rationalised their decisions based on external forces such as organisational demands or funding formulas. This illustrates the relational, contextual, organisational and personal influences on how and when 'ethical drift' occurs.

This mixed-methods study examined educational psychologists' (EP) experiences of occupational stress, well-being, and implications for their professional practice. Phase 1 involved an online survey of 300 EPs in England using the Professional Quality of Life Scale (ProQOL) and the Short Warwick and Edinburgh Mental Well-Being Scale (SWEMWBS). The findings revealed 78% reported low or moderate compassion satisfaction, defined as the positive emotional fulfilment derived from helping others and making a positive difference; 72% reported moderate or high levels of burnout; and 73 % reported moderate or high levels of secondary traumatic stress. 99% of the participants' well-being scores fell within the low or medium category. Semi-structured interviews in Phase 2 with 12 EPs revealed risk of burnout, workforce retention challenges, and intensified feelings of autonomy loss and helplessness since the COVID-19 pandemic. Protective factors included connection with colleagues, recognition, shared values, and meaningful impact opportunities. Implications for practice are discussed.

Educational psychologists (EPs) have a legal and ethical obligation to gain informed consent prior to any psychological involvement. As EPs work across the 0 to 25 age range, the person giving consent may vary according to the needs of the individual service user and so it is necessary to be aware of relevant legislation and case law. This study explored what might be considered best practice for EPs in gaining consent across the 0 to 25 age range by conducting semi-structured interviews with six professionals as part of an expert reference group. The interviews were thematically analysed using a hybrid inductive-deductive approach. Six main themes were identified: ethical obligations; children's rights; legal obligations; partnership; informed consent; and, barriers to best practice. There was considerable overlap between some of the main themes, reflecting the complexity of the issue. The findings are discussed in relation to literature in other areas of psychological practice. Implications for practice for individual EPs and EP services are considered, such as the possibility of developing a guidance document for use across the profession, as well as directions for further research.

Objectives: Inequalities in the clinical psychology profession extend to the uptake and recruitment of clinical psychologists from Black, Asian, and Minority Ethnic (BAME) backgrounds. Mentoring schemes can help facilitate mentee's personal and professional development. The aim of this study was to explore the experiences of mentors who participated in the BAME mentor scheme at University of Bath. Methods: Qualitative interviews were conducted with N = 29 mentors (both trainee and qualified clinical psychologists), who predominately identified as female and White British. The reflexive thematic analysis six-step process was employed to analyse the data. Results: Four major themes were generated; (1) Mentoring as a learning curve; (2) Mentoring in the context of BAME; (3) Why we mentor: The impact; and (4) Moving the scheme forward: What next? Conclusions: Overall, mentoring was a rewarding experience for mentors, and given the right support, could help strengthen the mentoring experience and aims of the scheme for the future. These findings offer insight and guidance for future mentoring programmes considering diversifying the clinical psychology profession.

Mentoring schemes for aspiring BAME clinical psychologists, are being introduced in universities across the UK. The aim of this study was to conduct a mixed-methods prospective evaluation of the 2021/2022 mentoring scheme. Mentees (n = 8) and mentors (n = 20) completed an online questionnaire at the beginning (T1) and end (T2) of the 2021/2022 mentoring scheme. Quantitative data was analysed descriptively and using a mixed ANOVA. Content analysis was conducted on qualitative contributions. Mentees reported having the confidence and knowledge necessary to apply for the clinical psychology doctorate and assessments of mentoring skills were high. Participants provided their goals and expectations for the scheme, as well as constructive feedback. The findings suggest an overall modest, positive impact of the mentoring scheme. Wider implications include ensuring mentoring pairs establish regular contact and providing additional support for mentors to mitigate self-doubt.

Objective: Psychologists have a responsibility to conduct standardised assessment according to instructions in test manuals and guidelines in assessment texts. In practice, circumstances arise that are not addressed in manuals and texts. The aim of this study was to explore the ways in which experienced psychologists manage some of these issues. Method: The participants were 10 psychologists with postgraduate training in assessment and reputations as experts within the professional community. Years of experience ranged from 5 to more than 30 years. Most of the participants had specialist area of practice endorsement in educational and developmental psychology. Participants responded to survey questions about aspects of assessment for which ready answers could not be identified in test manuals or published texts. Each participant was asked to explain and justify their decisions. Results: On some issues, participants tended to follow the way they had been taught. Other decisions were based on clinical experience, rather than on shared understandings or evidence from research. Conclusions: The findings highlight the lack of empirical research about best practice in assessment, the importance of ongoing professional development, and the need for rigorous training that addresses the many issues that arise in assessment and encourages ongoing reflective practice.

This survey-based research explores data from a diverse range of 54 professionals involved in collaborative team working to support children with specific needs. The survey investigated the individual's perception of their own role, and the interactions within the team. The survey collected some quantitative data, such as age and length of time in role, to explore correlations, but it also asked open-ended questions, providing a wealth of qualitative data. While we have focused on relationship dynamics between professionals in previous work, in this article we revisit the data with a specific focus on the positionality and voice of the child and their parents within multi-professional teams. In doing so we find that professionals frequently forget that the child themselves is entitled to a say in the decisions made about them and that the concept of the parent as an expert on their own child is rarely recognised in practice. There is also evidence that the challenging emotions that many parents struggle with during multi-professional working can easily be misread as reluctance or disinterest. All of these findings highlight a need for professionals to take a far more reflective approach to their collaborative work with colleagues, families and children.

Single session therapy (SST) is an increasingly popular approach to mental health treatment that aims to address clients' presenting difficulties in a single appointment. However, experiential approaches to SST are limited. In this paper I describe the theory and practice of "chairwork" -- an integrative, action-focused method of intervention centred on the concept of self-multiplicity -- and outline how these procedures can be coherently applied in a single-session format. A preliminary protocol for delivering single-session chairwork (SSC) or "brief dialogical psychotherapy" is presented, alongside a case illustration that demonstrates features of this approach. Finally, directions for future research and the continued development of chairwork as a psychotherapeutic modality are considered.

In recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory, people in general have a preparedness to react to situations, which can provide opportunities or pose threats in a social context. Moral psychologist, Jonathan Haidt, has described these receptors as pairs, for example: care/harm, fairness/cheating, loyalty/ betrayal, authority/subversion and sanctity/degradation. Which of these foundations the individual develops a taste for depends, largely, on the social and cultural context. Hence, the choices teachers make of which issues to address and in what way can contribute to a learning environment that influences their pupils' moral outlook. The purpose of this study is to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with experienced teachers in the non-confessional subject religious education (RE), who have a particular responsibility for moral education in the Swedish school system. The interviews were based on a modified version of the Moral Foundations Questionnaire, which was deliberately developed to determine the participants' moral taste, and the participants were asked to elaborate their answers. The results indicate that the participants tended to favour harm and fairness over loyalty, authority and sanctity. As one of the participants puts it: "many of my examples relate to the weak and vulnerable or the ones that are denied their rights in society…these pedagogical choices are based on the content of the curriculum but also mirror my own preferences". In this paper we analyse the interviews with the RE teachers and critically discuss the consequences the moral foundations theory has for moral education.

In a recent editorial, Mandy declared an autism mental health crisis and proposed six ideas for how this might be addressed, with which we agree. However, we propose that for these ideas (e.g. training for mental health professionals) to be implemented for psychologists, assumptions about best practice need to be assessed considering the evolving conceptualisation of autism. The formation and development of a therapeutic alliance between a psychologist and client has been established as an important 'common factor' that impacts the efficacy of therapy. If one considers the double empathy problem and views autism through a neurodiversity lens, the development of a therapeutic alliance between a psychologist and client of different neurotypes might require an alternative approach to standard practice. We propose that psychologists (if they are, for example, non-autistic and working with an autistic client), are at risk of misinterpreting their clients' communication and needs. As such, we consider the notion of cultural competency, and how the profession of psychology can move forward to help psychologists work effectively with autistic clients, learning from autistic people, including autistic psychologists.

This paper locates the educational psychologist's (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social justice itself. Whilst the argument of this paper is applicable to educational psychologists internationally, this paper is situated within a Scottish context. It uses a vignette to draw out a philosophical reading of the EP's involvement in the narrative. This paper gives some examples of how structures that are aimed at supporting social justice often position the EPs within these systems so that thinking, being and doing are shaped according to the structures that they inhabit. The establishment of such structures and discourses have limited the meaning and implementation of social justice. This means that the identity of both those requiring the involvement of the EP, as well as the EP and other professionals is determined in terms of their 'proper place' and their activity is determined in terms of its 'proper function'. The paper argues that EPs can interrupt the procedural flow and provide a dissenting voice which can ultimately lead to social justice in ways that the normal flow of procedure does not.

The aim of this study is to reveal the views of future psychologists on the training of suicide prevention among adolescents based on work with parents. The study was designed with a phenomenology pattern. The study data were collected with a semi-structured interview form prepared with questions suitable for the purpose of the study. The sample of the study consisted of psychologist candidates studying in Kazakhstan. As a result of the research, among the answers given to the question about the causes of suicide in adolescents were family, loneliness, hopelessness, psychological problems and temperament, and most of the participants answered psychological problems. Among the answers given to the question about determining what should be done in order to prevent suicide in adolescents based on working with parents were family education, early diagnosis, guidance of adolescents, prevention of alcohol and substance consumption, and the majority of the participants answered family education. The majority of the participants in the closed-ended question about the determination of the proficiency of future psychologists in preventing suicide in adolescents based on working with parents stated 'I definitely do not find it sufficient'. Among the answers given to the question about increasing efficacy in preventing suicide in adolescents based on working with parents were in-service trainings, experience and practice for disadvantaged groups, and the majority of the participants answered the question as in-service trainings.

The role of the formation of professional competencies of future pedagogy-psychologists in the field of education has been of concern recently. This study aimed to examine the possibilities of the educational process of the university in the formation of an important culture of future pedagogy-psychologists, as well as their ability to use health-saving technologies in professional activities, to consider the risks and dangers of the social environment and educational space. The article presents the results of an experiment conducted with 100 students selected from Kazakh Humanitarian and Legal Innovative University, Kazakh National Women's Pedagogical University, and East Kazakhstan State University named after S. Amanzholov, After the experiment, questionnaires were presented to participants. The results were analyzed using content analysis. The authors conclude that health-saving educational technologies for future pedagogy-psychologists represent a number of pedagogical techniques and methods of work, various technologies and techniques in solving emerging problems in pedagogical activity, and the constant desire of the future pedagogy-psychologist teacher to self-improvement, self-education, self-learning.

Background: Online therapy is becoming increasingly popular as well as necessary. There is little research regarding the experience of psychologists delivering online therapy to individuals with an intellectual disability. Method: The study used online semistructured interviews and interpretive phenological analysis to explore the experiences of five psychologists delivering online therapy to individuals with an intellectual disability. Findings: Four superordinate themes were generated from the data: Environment: "You can't control the environment"; Person centred: "I do not think it's one size fits all"; Rapport: "slightly trickier to build"; and Clinician ability and experience: "it was a bit of a learning process". Psychologists spoke of prior negative beliefs and a range of challenges to video therapy. Their discomfort with using this technology was noted; however, a motivation to continue offering therapy to clients overweighed this. All participants concluded with benefits to using video therapy, notably increased accessibility. Conclusion: A hybrid model including face-to-face and online therapy appears preferable for future ways of working. Training is recommended for professionals and individuals supporting clients, and an assessment tool for the suitability of online therapy. Further research exploring online therapy experiences of people with intellectual disabilities is required.

Background: Narrative exposure therapy (NET) is a trauma-focused cognitive behavioural therapy, recommended by the National Institute for Health and Care Excellence in 2018, to treat posttraumatic stress disorder in adults. There is a lack of research exploring the effectiveness of NET with adults with intellectual disabilities. The aim of this study is to develop an adapted version of the NET protocol (IDNET) for use with adults with mild intellectual disability. Methods: A qualitative research design was employed. Stage one involved systematically adapting the NET protocol for adults with mild intellectual disabilities in collaboration with a service user group comprising eight consultants. Stage two involved gaining professionals' views on the adapted protocol and on the use of NET in intellectual disability services. This comprised a focus group of eight clinical psychologists specialising in intellectual disabilities and an expert panel of three NET clinicians. The framework approach was conducted on the focus group data only following guidance from a previous study. Findings: An adapted NET protocol and collection of 'easy read' therapy materials were developed (IDNET), which incorporated feedback from the three stakeholder groups. Key concepts of 'Optimism and motivation to adapt NET for people with mild intellectual disabilities' and 'Factors related to NET in practice' were developed to describe the views of clinical psychologists. A number of issues were raised by professionals regarding the delivery of IDNET. Conclusions: Professionals were optimistic about IDNET; however, issues raised regarding the delivery of IDNET require exploration when IDNET is trialled in practice. Specific implications for clinical practice and future research are discussed.

The present study describes the successful operation of an online forum designed to answer questions posted by Israeli elementary-school children during an emergency exercise. Analysis of 212 posts revealed that being younger predict higher levels of emotional intensity. Younger children are 3.561 times more likely than older children to have an increase in emotional intensity. Overall, the model accounted for 5.5% of the variance in emotional intensity. School-based online forums may be used as a universal screening method to enable school staff to identify children exhibiting enhanced emotional intensity. Given the restrictions on face-to-face interactions that are occasionally necessitated by the worldwide COVID-19 crisis, this approach is particularly relevant nowadays. Detailed appendices are provided to help plan, initiate, and run such forums.

Bilingualism and polylinguism necessitate the development of multilingual competence of citizens of the Republic of Kazakhstan. The specific feature of the study of languages as an academic discipline lies in the teaching of communicative activities. The purpose of this study was to investigate the aspects of training a future teacher-psychologist in the conditions of multilingual education. To study this issue, theoretical works on the influence of a multilingual environment on the development of a personality and the training of future specialists in the field of education were analyzed. The fundamental goal of teaching foreign languages is the development of a multicultural multilingual person with information, communication and intellectual needs, abilities, and competences. This is important for teacher-psychologist since they are responsible not only for their judgments but also for the results of their students.

Introduction: Since the 1990's, psychology has demonstrated a strong commitment to the full spectrum of human diversity (Vera & Speight, 2003). Statement of the Problem: However, psychologists from underrepresented backgrounds and diversity science (DS) remain marginalized in psychology (Syed & Kathawalla, 2020), which affects the ease with which instructors can integrate diversity into psychology curricula and student learning. Literature Review: Accordingly, this paper provides instructors with a potential solution for increasing the representation of marginalized psychologists (MP) and DS in psychology courses through the "Interview with a Psychologist" project. This project was informed by the interdisciplinary psychological literature highlighting the importance of representing marginalized communities and their experiences in the classroom. Teaching Implications: The "Interview with a Psychologist" project is adaptable across academic settings. When implementing the project, instructors should be mindful of the minority tax on psychologists, avoid tokenism, and self-educate on diversity-related issues. Conclusions: As psychology departments pursue institutional efforts to diversify the field of psychology, the "Interview with a Psychologist" project ensures MP and DS are well-represented in psychology courses.

The priority goal of modernizing the Russian education system is to ensure a high quality of knowledge. The psychological and counseling service is capable of implementing many qualitative changes in the higher education system. The development of the psychological and counseling service is due to its role in the modernization of Russian education, on the one hand, and the growing need for educational psychologists, on the other. The outflow of psychologists from the education system negatively affects the quality of the services and the image of the psychological and counseling service in education and society as a whole. Consequently, the career and personal development of a psychologist in the educational organization of higher education requires special research. The psychological support for an entry-level psychologist is necessary during the period of his/her professional development. The peculiarities of the psychological and counseling service require that a psychologist independently identify the directions and priorities of professional activity and show initiative in organizing the work and assessing its effectiveness. This, as a rule, is difficult for an entry-level educational psychologist. Certain difficulties for an entry-level psychologist are associated with the specifics of professional psychological and counseling activity. The tools of the professional activity of a trained psychologist are the personal and professional qualities, skills and abilities. Therefore, specific requirements are imposed on the personal and professional qualities of a psychologist. At the same time, in the professional environment, there are no unified standards for the personality of a psychologist and criteria for assessing the degree of his/her professionalism. Despite the constant updating of research in the field of psychological support for education, the identification of the necessary conditions for the training of a high-level specialist, the contradiction between the demand of modern society for a well-trained specialist and the insufficient level of readiness of young specialists for productive professional activity is deepening. An educational psychologist beginning to work at a university turns out to be unable to interact in a professional environment and experiences difficulties in establishing contacts with students and their parents.

Modern psychological and pedagogical research of professional training of Pedagogy and psychology students is gaining its relevance in scientific research, especially in the field of the "Self-concept". This study aims to study the problem of diagnosis and description of the "Self-concept" of future specialists of educational psychologists of Bachelor degree students in the Republic of Kazakhstan. The sample consisted of 132 students of the specialty "Pedagogy and psychology" of the Pavlodar state pedagogical University and S. Toraigyrov Pavlodar state University, who were men and women aged 17 to 25 years, without work experience. Based on the results obtained, hypothesis of existence of relationship between the "Self-concept" and professional training of future specialists was confirmed.

Problem-based learning (PBL) involves using problems as a starting point of learning rather than relying on traditional learning settings. In the present paper we present the theoretical framework behind a specific PBL setting we have developed since 2012 for training Danish psychologist students in a small university children's clinic (Børnesprogklinikken) at Aalborg University, Denmark. We argue that our approach can serve as students' enculturation into a specific profession, and that concepts from the theory of cultural learning and the concept of mediation can elucidate why this type of learning is effective for human beings, and specifically for students learning a profession. Finally, we discuss some of the learning outcomes of the PBL programme.

The tacit practical knowledge of psychologists and support staff to foster a real connection between support staff and people with intellectual disabilities and challenging behaviour was explored. Therefore, six dyads comprising individuals with intellectual disabilities and challenging behaviour and their support staff were video recorded during joint engagement in an activity. To tap into the implicit knowledge of professionals about when staff have 'a real connection' with a person with an intellectual disability, 10 psychologists and 10 support staff were asked to pinpoint these moments in the pre-recorded video compilation. They also shared their interpretations about what they considered to be a real connection. The results displayed that participants designated real connections as occurring when they noticed concrete interactions taking place. Based on thematic analysis of the data, four themes were identified that encapsulated what professionals deemed to be a real connection. In conclusion: joint engagement in an activity appears to be a context that fosters opportunities for real connection. Furthermore, support staff should adopt a sensitive attitude and create a safe atmosphere, to establish real connections.

Autistic children and adolescents are more likely than non-autistic youth to experience mental health problems, such as anxiety or depression, but less likely to receive psychotherapy to address these concerns. Recent research indicates that clinician factors, such as knowledge, attitudes, confidence and beliefs, can impact their decisions to provide care, though this work has primarily focused on adults or within the context of one kind of treatment (cognitive behaviour therapy). The current study examined psychological predictors (e.g. attitudes and confidence) of clinicians' intention to deliver psychotherapy to autistic youth and those with attention-deficit hyperactivity disorder. Participants included 611 clinicians across publicly funded agencies in Ontario, Canada. Multiple mediation analyses revealed that clinician knowledge on mental health-related topics (e.g. core symptoms, developing treatment plans and identifying progress towards treatment goals) was associated with intention to treat autistic clients or clients with attention-deficit hyperactivity disorder, and normative pressures and attitudes partially mediated this association. Clinicians felt less likely to treat autistic clients than clients with attention-deficit hyperactivity disorder, partly because of differences in attitudes, normative pressures and knowledge. This research suggests that targeted training around autism and mental health care may be a useful initiative for agency staff.

This study sought to establish educational psychologists' (EPs) views on their experiences of using a personal skills profile (PSP), created to support post-16 transition. Two focus groups were held with EPs working in local authorities in the UK. Discussions focused on participants' experiences of using the PSP with young people (YP), its value, and how it could be developed further. Audio recordings were transcribed, anonymised and thematically analysed. Findings indicated that EPs found that the PSP elicited useful information to support discussions around preparation for adulthood. Key themes relate to the ease of use by EPs and effectiveness and efficiency in regard to information gathering. The tool was deemed to be accessible to YP. Findings are discussed with specific focus on the EP role in relation to supporting preparation for adulthood as outlined in the Special Educational Needs and Disabilities Code of Practice (SEND CoP). Future directions for research are explored.

This paper examines how educators in the U.S. public education system speak to their colleagues about racially oppressive beliefs and practices. Limited research exists that examines the experiences of educators who exercise voice to challenge and engage co-workers and supervisors around issues of racism in their schools. Using data from semi-structured interviews with 25 educators and a flexible coding approach, the authors found that participants described using cautious, covert, and indirect approaches with their White colleagues to increase the likelihood that their messages would be received and to decrease the personal and professional consequences they might face for openly challenging their colleagues' racist beliefs or actions. This cautious approach serves to reinforce the dominance of Whiteness and White fragility in the context of anti-oppressive practice. Examples of an alternative to a cautious approach are presented and recommendations are made for future research and teacher education.

In the UK, speech and language therapists (SLTs) and educational psychologists (EPs) are professionals who support children with speech, language and communication needs (SLCN). Legislative and socio-economic changes within the UK and continuing concern about poor outcomes for children with SLCN provided the impetus for a focus on interprofessional collaboration between these two groups. An online survey was distributed to qualified EPs and SLTs in the UK enquiring about facilitators and barriers to collaboration. Responses from 125 EPs and 182 SLTs were content analysed. Responses indicated that communication and working environments were key factors impacting interprofessional collaboration. Relationships and commitment to joint working were also cited as facilitators. Challenges related to reduced resourcing, staffing and changes to working environments as a result of austerity. A framework illustrating possible inter-relationships between factors is presented, indicating hypothesised pathways that could underpin planning for development and change. In summary, despite positive moves towards shared policy and guidance for children with SLCN, findings suggest that a continued focus on maximising effective interprofessional collaboration is crucial to ensure that assessment and early intervention are available to support children with speech, language and communication needs.

In this study, we contribute to the limited database on the perspectives of service providers including teachers, speech therapists, occupational therapists, and psychologists working with students with ASD in Iran. Specifically, we examined the types of supports received, challenges faced, the collaboration between providers and families, and overall job satisfaction. Data in this qualitative study were gathered through the use of semi-structured, open-ended individual interviews conducted remotely and were analyzed using thematic analysis to identify patterns of meaning. Overall, findings indicated that most participants felt unsupported in their role as service provider and identified a number of challenges to effectively perform their jobs. These challenges included lack of appropriate space and/or equipment, training, financial compensation, and support for families. Positive aspects of the job include collaborating effectively with other professionals and overall job satisfaction. Implications for educational and governmental agencies are provided, along with limitations of the study and suggestions for future research.

Women in academia are typically outnumbered by men, a phenomenon metaphorically known as "the leaky pipeline." This study contributes by showing a motherhood penalty in the career pipeline at the postdoctoral stage in Germany--that is, during habilitation. Based on CV information and an email survey, the paper examines which factors are associated with being awarded a habilitation and whether these factors differ between women and men as well as mothers and fathers. Using Cox regressions of retrospective career trajectories of almost all psychologists at German universities in 2019 (2527 scientists with 37,423 publications), the study shows that SSCI/SCIE articles and having a PhD from abroad increase the habilitation risk more strongly for women and mothers than for men and fathers. Net of career factors observed by CVs, however, mothers have a 42% significantly lower habilitation risk.

In the field of Educational Psychology, consultation is both a core competency to be achieved by the end of pre-service training and a practice that infuses all aspects of service delivery post-qualification. The present study aimed to explore the perspectives of university educators on preparing trainee educational psychologists to consult, especially following significant systemic change at social-political and professional standard levels. A qualitative exploratory design was chosen to inform semi-structured interviews with 14 participants from 16 universities in the United Kingdom providing post-graduate training. These interviews were analyzed thematically, with 10 over-arching themes identified. Themes are discussed across three aspects: (i) systemic factors, (ii) facilitators and barriers in consultation training in the current UK context and (iii) curriculum content and pedagogic methods used in consultation training at pre-service level. Strengths, limitations, and implications for applied practice and future research are discussed.

Mixed-effects models are an analytic technique for modeling repeated measurement or nested data. This paper explains the logic of mixed-effects modeling and describes two examples of mixed-effects analyses using R. The intended audience of the paper is psychologists who specialize in cognitive development research. Therefore, the concepts and examples covered will focus primarily on repeated-measurement data resulting from studies in which participants respond to multiple items or trials. However, many of the concepts and examples we cover will likely be of use to readers outside this area of psychology. Finally, we discuss recommendations for dealing with practical challenges, suggest approaches for troubleshooting, and provide guidance on reporting results from mixed-effects models.

Recent advances in the science of learning and development suggest that education reform efforts will require approaches that attend to the needs of the whole student, to include intensive interventions for students who face barriers to learning, such as students with learning and attention disorders. Although the science of learning and development has been informed by research from multiple disciplines, special education teachers will be the primary drivers of this work. As such, they need a framework and tools to guide intervention that relies on the use of individualized, integrated, evidence-based strategies that support the varied self-regulatory challenges of students with learning and attention disorders. To address this need, we drew from both clinical practice and research, to develop a translational framework of self-regulated learning. We discuss how the five competencies of the framework can be used to design and deliver intervention to students with learning disabilities.

Relationships and Sex Education (RSE) for those with special educational needs and/or disabilities (SEND) is a complex and historically overlooked area, affected by socio-cultural factors, attitudes and beliefs. Research calls for professionals to work collaboratively, in a participatory, person-centred way, with scarce guidance to inform ways of working. This study explored and evaluated how an RSE support group can be developed, supported by an educational psychologist (EP) using Planning Alternative Tomorrows with Hope (PATH) to include the views of parents, school staff and pupils. An exploratory ethnographic case study design was used through participatory action research (PAR). The EP's knowledge, skills and relationship with the school was pivotal in planning, facilitating and supporting the group and providing a safe space for staff to implement RSE and contemplate key issues. Findings suggest that PATH provided a structured, participatory person-centred framework to plan for and support the group process.

The purpose of this scientific work is a deep study of the factors affecting the quality of professional training of educational psychologists as specialists in the helping profession in the context of social and economic situations in the Republic of Kazakhstan at the current time. The main research question: what are the ways to improve the professional training of a teacher-psychologist as a specialist in helping professions? The leading approach to this study is a combination of qualitative and information-analytical methods to study the issues of improving the professional training of educational psychologists, in the context of the current situation in the educational sphere in the Republic of Kazakhstan. An effective system for assessing the possibilities for improving the training of specialists of the specified profile for their subsequent activities in the vocational education system of the Republic of Kazakhstan was developed. The professional competencies necessary for successful activities in this area were designated. It was concluded that the formation of future specialists in the field of pedagogy and psychology of interest in communication in the context of the chosen profession, contributes to their professional and intellectual growth, and improvement of organisational and communication skills.

This research explored the experiences of supervisors of educational psychologists (EPs) and trainee EPs (TEPs), using an increase in virtual methods of supervision, first undertaken during the Covid-19 restrictions within one Local Authority (LA) in England. Eleven supervisors in different roles, with varying lengths of experience, were supervising a range of EP positions and contributed to the online semi-structured questionnaire, which focused on supervision delivery, opportunities, challenges, and contextual factors. The responses were analysed using thematic analysis, with a number of themes identified. Key conclusions related to value of supervision, differences in supervisory practice, adequate experience, and support for TEP development and competence including newly qualified EPs, emotional impact of supervising while working remotely, supervisor and supervisee wellbeing, and technological considerations. Implications for practice are explored.

A framework to support critical reflection in educational psychology (EP) practice is described. The process of critical reflection and the underlying theoretical ideas are discussed, including the links between critical reflection and action for social justice change in EP work. The article reports on a participatory research project with trainee educational psychologists on their experiences of using the framework in practice. Four focus groups were held involving 16 co-researchers; the videos of the focus groups were analysed using a thematic analysis approach by the co-researchers themselves. Themes identified relating to their experience of using the framework are: 'positive experience', 'flexible application', 'facilitating deeper thinking', 'influence of self (reflexivity)'. Themes relating to co-researcher views on how the framework can be developed are related to accessibility and usability. The article concludes with implications of the research for use and development of the framework and for critically reflective EP training and practice.

The Video Interaction Guidance (VIG) literature has seen rapid growth in recent years. Expanding on its use with families, educational psychologists (EPs) are one of many professions that have trained in VIG. A relationship-based intervention which focuses on strengths and communication, VIG in schools seems appropriate, although the research-base is developing. This scoping review explores how VIG has been applied in education settings. By employing a systematic search of key databases and grey literature, 14 papers met the inclusion criteria. Findings showed that VIG has been applied in education settings with various clients and with a focus on staff development, pupils' skills, and relationships. VIG can be used alongside another intervention or assessment, although the VIG related outcomes can be challenging to measure. EPs are well placed to support schools to invest in evidence-based interventions; therefore, implications for practice and recommendations for further research are suggested.

Autistic individuals are at greater risk of experiencing adverse and traumatic life events. Eye Movement Desensitisation and Reprocessing (EMDR), a psychological therapy, is potentially effective for treating the constellation of difficulties arising from traumatic experiences, as well as mental health conditions. Yet minimal research has focused on how EMDR may require adaptation to improve its accessibility, acceptability and effectiveness for autistic individuals. In a three-round Delphi survey, 103 EMDR therapists were asked about barriers to EMDR for autistic individuals and adaptations employed to enhance therapy, so as to generate consensus about important or essential components of adaptations to EMDR. Four types of barriers were highlighted: client-related characteristics, therapist-related characteristics, differences in the therapeutic relationship and systemic issues. One hundred and twenty-four adaptations were identified, including 35 general adaptations (i.e. relevant across EMDR phases), 81 relating to specific EMDR phases and 8 about EMDR clinical supervision. Of these, 27 adaptations were used often or always by at least 80% of participants; a further 61 were sometimes incorporated within therapy, depending on the client. Study findings highlight the need for EMDR therapists to have training about autism and the potential ways of tailoring EMDR, and that individual case conceptualisation is key.

The role of competencies in lifelong education is of great interest across helping professions. However, no known empirical research has focused on exploring the relationship between competencies and job tasks within the context of helping professions. This study sought to establish the competencies (i.e. knowledge, skills, and abilities) that the helping professionals use to perform their jobs. This research utilised an exploratory sequential mixed methods design. In the qualitative phase, focus group interviews were carried out with subject-matter experts to explore the tasks and competencies of helping professionals. Then, building on the findings, an inventory of the tasks and competencies of helping professionals was formed. In the quantitative phase, 819 helping professionals were asked to rate each of the items in this inventory. The results of the exploratory factor analyses yielded a multidimensional structure for both the competencies and tasks. Next, multiple linear regression analyses revealed that different categories of competencies were associated with different task domains. The findings can contribute to a better understanding of lifelong learning within helping professions.

With an increasingly diverse UK population and differences in outcomes and experiences, educational psychologists (EPs) need actively to adhere to and promote principles of equality and equity. Although there is limited engagement with social justice issues in the professional and ethical guidelines in the UK, there has been a growing body of research exploring socially just EP practice. This small scale exploratory research aimed to add to the UK literature by investigating how social justice principles can be developed within one educational psychology service (EPS). Findings indicate that social justice is defined as a cyclical process. A model has been produced to conceptualise social justice in EP practice which illustrates the importance of understanding how it is defined, and how this impacts EP work with clients and the EP team. Safe spaces and supportive leadership are highlighted as key to enabling reflection; and relationships and sharing information to promote systems-level change are highlighted. Limitations of the research and implications for practice are considered.

Histories of creativity have often included discussions of its origins and examined pivotal moments in their societal contexts (Nelson 2010; Simonton 2001; Still & d'Inverno 2016; Wasserman 2012). Some have considered creativity's compromised status among academics and in schools that resulted from divergent notions of what it means to create and interdisciplinary rifts dividing psychology and education (Fannes 2019; Lagemann 2000). In this essay, the authors examine nearly one hundred published research studies on creativity from the Progressive through the postwar era. Their narrative begins in the 1890s with the emergence of modern psychological research on creativity and the movement to establish the K-12 school system in the United States. It ends in the early 1970s, a time when the federal government called on educators to reward "creative or productive thinking" as part of its expanded definition of giftedness (United States Office of Education 1972, 21).