Staff that manage students presenting with challenging behaviour are thought to experience higher levels of burnout and difficulties regulating negative reactions to students (Fiorilli, Albanese, Gabola and Pepe, 2017). The ability to regulate emotions in a professional capacity and portray emotions contrary to what is felt has been theorised by Hochschild (1983) as emotional labour, and is thought to be prevalent within the teaching profession (Kinman, Wray and Strange, 2011; Edwards, 2013). In order to counter the negative impact of emotional labour, researchers have suggested a reference group be created, to provide a reflective space for teachers to better understand how pupil behaviour impacts on their own emotions (Miller, 2003, Hargreaves, 2000). Group process consultation research has identified it as useful for staff to reflect upon their practice, the emotional impact of their role and develop additional behaviour strategies (Nolan and Moreland, 2014; Stringer and Hayes, 2016; Davison and Duffy, 2017). This research explored group process consultation sessions as guided by Farouk (2004). Weekly consultation sessions were held during school hours for a group of staff that worked with a child presenting with challenging behaviour in Key Stage (KS1), consisting of the class teacher, teaching assistant, lunchtime teaching assistant and school SENCo. Semi structured interviews were undertaken to establish staff members' experiences of working with a child presenting with challenging behaviour and of their participation in group process consultation. Transcripts were analysed using Interpretative Phenomenological Analysis (IPA) resulting in two master themes for each research question. The group's experiences of working with the focus student reflected an importance in taking a professional approach that was in harmony with participants' morals and values, as summarised by the themes 'guided by values, pressured by systems' and 'responsibility of advocacy'. Participants' experiences of group consultation incorporated two master themes of 'space for reflection' and 'empowered team'. The implications for further research and practice are discussed.

Consultation is an increasingly common model of delivery in psychology services (Leadbetter, 2006; Sheridan et al., 2017). It provides group members with a chance to discuss, reflect and learn about shared hopes and concerns for an identified child (Farouk, 2004). While teachers' positive ratings of consultations are consistent across much of the research (O'Farrell and Kinsella, 2018), there is a limited evidence indicating that group consultations impact positively on the focus child or reduce disruptive behaviours (Wilkinson, 2005; Garbacz et al., 2008; Upshur, Wenz-Ross & Reed, 2009; and Sheridan et al., 2012; Sheridan et al., 2017). However, much of the research that exists focused on the impact of consultation for children as a group rather than discussing its impact on the individual child (O'Farrell & Kinsella, 2018). The aim of this current study is, therefore, to investigate whether a series of group consultations, including parents and school staff, could improve the behaviour of three primary school children with social, emotional and behavioural difficulties. A case study design, incorporating a multiple baseline single case experimental design (SCED) was implemented. Repeated observational measures were taken to assess if there was an "indirect" impact of the consultations on the individual children's classroom behaviour. The data was triangulated with pre-and post-measures of teacher perceptions of behaviour, assessed using Strength and Difficulties Questionnaire (SDQ; Goodman, 1997) and Child Behaviour Rating Scale (CBRS; Bronson et al., 1990). Following the conclusion of the consultations, interviews were held with members of staff and two of the pupils to offer supplementary qualitative data. This was analysed using thematic analysis in an attempt to explore how the consultations may have influenced the outcomes observed in each case. Drawing on the repeated observation measure, the results of the SCED demonstrated improvements in aspects of classroom behaviour for all three participants. In addition, this was supported by a positive change in SDQ and CBRS scores for two of the participants. School staff interviewed, also perceived there to have been a reduction in challenging behaviour. Staff also reported that the consultation process was helpful as a collaborative and supportive process. The study concluded that key school staff attending a series of group consultations can have a positive impact on classroom behaviour.

Educational settings are required to differentiate for students with special educational needs which may now include social, emotional and mental health difficulties (SEND Code of Practice, 2014). Educational psychologists are often called upon by schools to support them in meeting the needs of vulnerable children. When aiming to build capacity in schools and facilitate change, educational psychologists increasingly opt to use consultative methods (Ingraham, 2000). Circle of Adults is a tool used by educational psychologists to facilitate group problem solving (Grahamslaw and Henson, 2015). Yet despite its growing popularity, little is known about what yields successful outcomes (Bennett and Monsen, 2011). To understand the efficacy of the intervention, psychological theories of group interaction have been consulted. Though there is a consensus that groups interact in predictable ways (Wheelan, 1994), there are contrasting explanations for what actually happens within groups. Thus, the group dynamics within a Circle of Adults are not yet fully understood. This research aimed to enhance the existing evidence base by exploring the interactional patterns occurring within the group during Circle of Adults. Five Circle of Adults were observed and coded using Bales' Interaction Process Analysis (IPA, 1951). Sequence analysis showed that 27 first order event pairs were found, indicating that Circle of Adults facilitates predictable group interaction. Findings also demonstrated that the intervention enables discussion which is functional in nature and that within the group, there is a balance between task and emotional interactional processes occurring. Implications of this research are considered, particularly focusing upon how this research can be used by educational psychologists and local educational authorities. Through critically considering the methodology used, recommendations for future research are made.

The current study evaluates a group consultation intervention, led by an Educational Psychologist (EP) within a Midlands Educational Psychology Service (EPS). The intervention was designed to support school staff in their work with a Looked After Child (LAC) in a UK Primary School setting. A literature review was conducted, and indicated that the current body of research examining group consultation in schools was outcome focused. Group consultation is a complex social programme and therefore the current study aimed to examine the mechanisms and complex psychological processes that address why the intervention may work within the current context. In order to achieve insight into such processes, a realist epistemology was adopted and a Realistic Evaluation (RE) methodology (Pawson & Tilley, 1997) was applied using a case study approach. The RE methodology highlights intricate processes within the intervention through identification of context, mechanism and outcome configurations (CMOCs). Six outcome themes were developed from the literature review and CMOCs within each outcome theme were collated into an Initial Program Theory. The CMOCs were further refined through three evaluation cycles. In evaluation cycle one, data was gathered through an observation of the group process and a Realist Interview (RI) with the facilitating EP. In evaluation cycle two, data was gathered through semi structured interviews with participants and a focus group was conducted in evaluation cycle three, which required participants to categorise final program theories according to perceived importance. Analysis of data was conducted using a thematic analysis that offered a framework to support the refinement and development of CMOCs. Findings suggest that according to participants, the most critical elements of the process were the opportunity to develop a whole group approach to working with the LAC and the skills of the EP facilitator in guiding exploration of the problem. The current research contributes in-depth insight into the critical mechanisms, which supported the perceived outcomes of a group consultation intervention involving the adults working to support a LAC. Limitations and implications for EP practice are considered to conclude the research.

Background: This research was conducted within two Welsh bordering Local Authorities (LAs) across two Educational Psychology Services (EPSs) that changed their service delivery model to consultation following joint training. The Principal Educational Psychologist (PEP) sought to evaluate the EPSs and the services they deliver, but previous methods, including sending questionnaires to head teachers and parents, were not considered robust enough or to have sufficient depth. The PEP therefore commissioned this piece of research to source a clear and useful measure to evaluate consultation. Participants: Across the two LAs, the PEP, ten generic Educational Psychologists (EPs) and one Senior Educational Psychologist (SEP) participated in the study. Methods: This study used the Research and Development in Organisations (RADIO) model of Action Research (AR). A literature review was initially conducted to identify potential evaluation models. Thereafter, within the AR phases, different data were collected and analysed with stakeholders to ascertain EPs' use of evaluation models and their preferences and perspectives as practitioners. Data collection incorporated both focus groups and questionnaires, which generated quantitative and qualitative data which were analysed through a variety of methods, including content analysis, thematic analysis and questionnaire analysis software. Findings: Within the AR design, data gathered during the earlier phases of the research were used to guide next steps in the research process. This led to the identification of two preferred models: The Constructionist Model of Informed Reasoned Action (COMOIRA) and Appreciative Inquiry (AI). These were then piloted across the EPSs and each EP completed a post-pilot questionnaire. In the final phase of the research two focus groups were held to consider the usefulness of the COMOIRA and AI models as service evaluation tools. The data generated a number of themes relating to accountability, applying psychology, change, evaluation and strengths; and raised issues relating to future implications. Conclusion: The AR design of the research facilitated a collaborative approach for shared decision making around the development of an EPS evaluation framework. The study identified positive and valuable aspects with regards to both the COMOIRA and AI models when these were implemented to evaluate consultation. Both models have the potential to assess aspects of the consultation process and could conceivably contribute towards providing outcomes which demonstrate accountability to employers and service users. Additionally, professional practice models could be used to evaluate wider aspects of EP practice and be of broader benefit to EPSs.

In this thesis, I explore the relationship between knowing and self-construction among education professionals. The work addresses questions about our relationship with different ways of knowing; and within what I term a psychosocial framework, how the road to selfhood may lie in integrating different ways of knowing, including the rational, emotional, imaginal, embodied, creative, and spiritual. It also questions the tendency to idealize ‘experts’ and disembodied forms of knowledge that are widespread in (higher) education, and even in social and therapeutic work. Auto/biographically oriented co-operative inquiry was my chosen methodology. The research involved two groups of co-researchers based in two different countries, and included interviews with members of my own family. Exploration of my own reflexive relationship with my object of study shaped it into a quest for meaning and voice. I composed a multi-layered, multimedia, performative and circular textual understanding via processes of ‘spiralling’ and unfolding that were solidly rooted in a constructivist epistemology. I analysed both individual and group processes in the co-operative inquiry, looking at metaphors and engaging with crises of knowing and self to produce a fresh perspective on transformative research and professional becoming. I also drew on the ‘writing as inquiry’ approach to intertwine myself as knower with my interpretation, thus constantly interrogating the role of prose and poetic writing in pursuing authenticity and selfhood in relation to knowledge. In addition, I explored the evocative use of ‘cultural objects’ as a strategy for integrating subjective and objective sources of knowing. I conclude my dissertation by offering what has provisionally become – for me as author – a satisfying theory. Taking a view of the self as contingent, developmental and potentially agentic, I claim that by engaging more holistically with feeling, emotion, intuition, imagination and intellect, we may come to experience ourselves as more ‘real’ and integrated knowers.

The present research explored the impact of interacting with, and reading to, a dog on the classroom behaviour of seven primary school aged children. Relevant literature and theoretical underpinnings are discussed in line with the overarching themes of classroom behaviour and Animal-Assisted Interventions (AAI), focusing on the research which employs dogs as the chosen therapy animal. Reports from the past 27 years have shown low-level disruptive behaviour to be a cause for concern for teachers and parents (Elton, 1989; Steer, 2005; Ofsted, 2014). The literature also explores the possible theoretical unerpinnings of AAI, with a particular focus upon Attachment Theory (Bowlby, 1959). The literature considers how this theory may be applied to Human-Animal Interactions and what impact this may have for children bonding to animals in school. Currently, no research exists which explores the impact of AAI on behaviour once the child has returned to the classroom and the current study wished to address this. A single-case experimental design (SCED) was implemented with seven participants. Weekly data was collected through observational measures regarding classroom behaviour. This data was split into four categories: on-task behaviour (where the participant was actively or passively engaged in learning); off-task motor behaviour (the participant was out of their seat unnessarily, swinging on their chair or fiddling with equipment); off-task verbal behaviour (talking out of turn, calling out or making unnessary noises); off-task passive behaviour (staring out of the window, watching another peer). The results indicated positive effects in at least one area for six participants. The highest gains were demonstrated in off-task verbal behaviour, where improvements were observed in the behaviour of four participants. The present research provides tentative further evidence for the impact of interacting with and reading to a dog as an intervention for classroom behaviour. The discussion considered the nature of the design as a limitation, as SCEDs limit the generalisability of the findings. Furthermore, the limitations around observational measures are discussed, alongside the variables which may have affected the results, including the variability of the intervention itself between participants and differences between predisposiitons towards dogs. The conclusions recommend additional research into the use of canine-assisted interventions in schools and the Educational Psychologist’s place within this.

abstract: Soft skills encompass a wide variety of skills that are necessary to be successful in school and in the workplace. From time management to goal setting, communication and collaboration, the non-cognitive, or soft skills, are fundamental to academic success However, even with their importance, soft skills are often not explicitly taught. The purpose of this action research study was to explore the impact of teaching soft skills to high school students. A soft skills curriculum was created using self-efficacy theory which serves as the heart of Bandura’s (1977) Social Learning Theory. Specifically, the soft skills were taught, modeled, and then practiced by the participants. The Soft Skills Training Group (SSTG) consisted of eight sessions and covered five soft skills: communication, collaboration, time management, work ethic, and goal setting. Additional soft skills related to employability were also covered. These consisted of creating a resume, completing a job application, and practicing job interviews. Both quantitative and qualitative data were collected. Quantitative data included student and teacher Soft Skills Survey results. Qualitative data included student homework assignments and work produced during the intervention. Reflection sheets were completed after each session to serve as a self-assessment of new knowledge and application of the soft skills covered each session. At the conclusion of the SSTG intervention participants were also interviewed to gather qualitative data about their experience in the group. Results indicate that although high school students had received some training in soft skills, they lacked the motivation to consistently use their knowledge of soft skills in the classroom. As suggested by previous research, soft skills require hands on practice and constructive feedback to increase student use of soft skills on a regular basis. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

The use of peer facilitators is considered to be an effective method used in various settings, both educational and other forms of support and therapy groups. Though there is an extensive amount of research using peer facilitators, there is a minimal amount describing the effects that these various groups have on the facilitators themselves. Teacher enthusiasm has been researched and proven to be an important and effective tool when enhancing the learning experience and knowledge outcomes of students. The Team Up for Healthy Living program is a grant funded program utilizing peer facilitators in an attempt to educate high school students on obesity prevention. The purpose of this thesis is to review the impact of teacher enthusiasm in the classroom, assess the impact of enthusiasm of the teachers over one peer facilitator during the Team Up for Healthy Living program on the facilitator herself, how the students responded, and how this could be applied to creating a more effective teaching environment. This was completed through analysis of prior literature review, as well as personal experience and journal keeping during the intervention.

This research is an historical account of the development of teacher evaluation in Chinese elementary schools. Descriptive by nature, it reviews the historical origins that have shaped the teaching profession and evaluation practice. It also describes the effort made by the government and educators in the reform to improve the elementary school teacher evaluation system in China. The findings of this research focus on the complexity and problems in the teacher evaluation system and painful struggles teachers have experienced. Suggestions are provided in terms of possible improvement of the teacher evaluation system and establishment of national evaluation standards to facilitate real practice in the future.