This paper explores whether the principles of consultation can be applied to broad EP practice, with the aim of building effective partnerships with parents. Parents are an important group of service users for EPs to engage with, as, even though their right to involvement in decision-making regarding their child’s education is well documented, this group has been described as remaining on the periphery of decision making. By exploring the various models and definitions of consultation, five key principles of consultation are proposed and evaluated by parents using a rating scale, supplemented with short open-ended questions. The implications for consultation specifically, and EP practice generally, are discussed, particularly in relation to strengthening partnerships between EPs and parents.

The purpose of this study was to investigate whether a small group singing intervention can improve phonological discrimination, in young children. This is an important question because of the impact phonological awareness, and the precursors to it, have on later literacy. Early activities which enable children to use their voice are particularly pertinent, in light of increasing concerns over young children’s expressive language when starting school. The study was carried out in a primary school nursery class. A mixed methods design was used. Firstly, a quasi experimental method, where 18 participants, aged three to four, received singing intervention, for six sessions, in four small groups and 20 participants were randomly allocated to a control group. The participants were assessed in phonological discrimination, before and after the intervention. Secondly, a qualitative research method, where a semi-structured interview gained the views of the class teacher, in relation to any potential benefits of the intervention and the feasibility of small group singing in future practice. Thirdly, a mosaic approach was used to gather the children’s views of the intervention, underpinned by the important assumption that children are active co-constructors in the research process. Statistical analysis, using ANOVA and post hoc tests, revealed a significant gain in phonological discrimination for children in the intervention group, compared to the control group, where there was no gain. Thematic analysis revealed broader benefits of the intervention, in terms of improved communication, motivation, confidence and opportunities “to shine”. There appeared to be a value to a small singing group, that could add to existing classroom experience, and that was feasible in practice. Themes that were drawn from the mosaic approach highlighted the importance of paying attention to social learning, enjoyment and building on previous experiences when delivering the intervention. The research concluded, therefore, that both the content of the intervention, as well as the nature of the intervention, are important factors to inform practice. The discussion proposed that the wider literature provides a plausible explanation for these gains in phonological discrimination, in terms of an early common development of music and language and shared learning mechanisms, resulting in a ‘near transfer’ of similar skills. The findings are consistent with a number of studies which have found that music instruction resulted in significant gains in phonological awareness with older children, aged four to six years. Significant gains in phonological discrimination, in this study, can perhaps be best understood by considering the development of phonological awareness within a larger phonological processing system, which includes broader language development. This highlights the important relationships between sub-skills such as large scale phonological awareness (rime and syllable), articulation, and receptive language, and acquiring later reading skills. Singing, in particular, gave the children opportunities to use their voice and enjoy rhythm and rhyme and it therefore seems likely that the singing intervention was tapping into these important sub-skills. Alternative possible explanations for the gains were also discussed. Limitations of the study were described, suggestions for improvements made and recommendations for future research outlined. The study provides a fruitful start to an emerging dialogue in relation to small group singing in the early years classroom. Implications for practice include early intervention in terms of language and literacy development and potential partnerships between music specialists and early years settings to support training, resources and staff confidence.

This research explores the content of group supervision sessions for Emotional Literacy Support Assistants (ELSAs) to further understand ‘what is really going on’. There has recently been a re-emergence of interest in group supervision and Educational Psychologists are increasingly involved in this work (Dunsmuir, Lang and Leadbetter, 2015, p.9). There is currently a paucity of research in the UK that has directly explored the content of group supervision sessions; research to date has tended to survey supervisory practice or focus on eliciting the views of participants about supervision through the use of questionnaires and focus groups. This research addresses this gap and begins a process of exploration into what really happens within group supervision sessions. Within the local authority in which this research was carried out, group supervision is regularly provided to ELSAs by Educational Psychologists (EPs). The core aims are to support ELSAs with their professional development and to ensure that they practice safely and appropriately. This research involved the recording and subsequent transcription of three group supervision sessions. Themes within the data were then identified using an inductive approach to thematic analysis. This allowed for a rich and complex picture to emerge allowing an insight into what was actually happening within the group supervision sessions. Eleven main themes and forty-six sub-themes were identified whilst exploring the contributions of both the ELSAs and the EPs. The identified themes were found to be consistent with Hawkins and Shohet’s (2012) functions of supervision which is a commonly used framework for supervision within educational psychology in the UK (Dunsmuir et al., 2015, p.9). The findings were then considered in the light of experiential learning (Kolb, 1984) along with an approach to support this process – ORID (Marsick and Maltbia, 2009) and a psychodynamic understanding about group processes (Bion, 1961). The research suggested that within the group supervision sessions ELSAs were exploring their skills, knowledge and understanding of the casework in which they were involved along with experiencing a degree of emotional support. It was also evident that both the ELSAs and the EPs were exercising an element of ‘quality control’ within their work. The research also highlighted the need for a greater attention to group processes, particularly those of an unconscious nature, in order to develop the supervision that ELSAs receive. It is suggested that a psychodynamic perspective may be helpful in achieving this goal.

This research explores how mothers home educating a child with special educational needs (SEN) experience their relationship with their child. As home education is gaining in popularity it is important to understand this learning relationship in more detail, particularly as the profession of educational psychology is largely driven by knowledge of more traditional educational settings. A review of the literature indicated that there is minimal existing research examining this particular relationship, with even less exploring the experiences of mothers home educating children with SEN. As the research is exploratory in nature a qualitative approach was taken with interpretative phenomenological analysis (IPA) as the choice of methodology. Six mothers home educating children with SEN were recruited to take part. Each was interviewed individually using an unstructured approach and audio records of these interviews were transcribed and analysed following the guidelines outlined by Smith, Flowers and Larkin (2009). Results indicated six overarching themes within the mothers’ experiences; (1) Empowering Child, (2) Attunement and Connection, (3) The Super Mother, (4) Threats: Past, Present and Future, (5) Transformation and Growth and (6) Issues of Control. The findings are discussed in relation to existing literature and implications for educational psychologists are explored. Intersectionality is proposed as a useful theoretical context from which to apply the findings. It encourages the professional to examine the learning relationship as it is experienced rather than through the lens of inaccurate stereotypes or assumptions thereby helping to avoid oppressive practices as emphasised in professional guidance and literature. It is suggested that transferability to real life case work within the context of intersectionality can be facilitated by the Home Education Learning Relationship Framework (HELRF), created to provide a clear, visual illustration of the overarching themes and the role of the professional. Limitations of the findings and the research process itself are discussed and avenues for future research identified.

The UK is a highly diverse country which over the last 10 years has seen a vast increase in immigration with the majority of migrants being from Eastern Europe. The aim of this research was to increase our understanding of Eastern European, migrant students' experiences of transition from their home country to the UK and their experiences of starting secondary school here. The research also aimed to explore how these students experienced a sense of belonging to secondary school. By conducting this research, I hope to add to the psychological understanding of the experiences of this specific group of young people, by giving them a voice that may not otherwise be heard. Semistructured interviews were carried out with five Key Stage 4 students, from four different Eastern European countries. All students were first generation migrants and had arrived in the UK from their home country within the last three years. Interpretative Phenomenological Analysis was used to analyse the interview data. This led to the emergence of subordinate and superordinate themes for each participant. This was followed by the development of six overarching themes: 'adjusting to change'; 'a journey towards a sense of belonging'; 'a time of vulnerability'; 'the power of self-belief'; 'identity in a new place' and 'a need for support'. Findings are discussed in relation to previous research and relevant psychological theory. Implications of the findings for Educational Psychologists and school staff are also considered.

Increasing numbers of children with Autism Spectrum Disorder (ASD) are being educated in mainstream schools and literature reflects a need to address how best to support this process. Previous studies exploring perceptions of mainstream education for children with ASD have highlighted the importance of the teacher’s role. This research recognises the importance of the Early Years and addresses a lack of research around supporting children with ASD in the first year of school. Interviews were conducted with six reception class teachers with the aim of gathering an in-depth picture of their perspectives around including children with ASD in a mainstream class. The purpose of this was to gain an understanding of their experiences which can be used to guide future thinking around support for teachers in this position. Interpretative Phenomenological Analysis (IPA) was used to shape an exploration of the teachers’ accounts resulting in the identification of key themes across the group. Two overarching themes derived from the analysis: ‘The psychological and emotional process of striving to meet the needs of the child as part of the class’ and ‘Being a part of the system of support’. The associated themes are discussed wit h reference to the developing research base around supporting children with ASD in mainstream schools. Opportunities to support reception class teachers and the associated implications for EPs are presented.

A literature search revealed that there is a dearth of research exploring the needs of girls in pupil referral units (PRUs). This research focuses on the concept of ‘student engagement’ as a framework for investigation of the needs of girls in PRUs. It utilises an exploratory approach. Student engagement is a malleable characteristic and is therefore an appropriate focus for interventions. A constructionist paradigm is used and data are subject to thematic analysis. A deeper latent level of analysis is used to interpret and draw inferences from the data. The findings identify a number of direct strategies for engaging learners both affectively and cognitively. In addition, a working model is produced to diagrammatically represent the relationship between aspects of affective and cognitive student engagement, enabling practitioners to dynamically employ individually tailored interventions for engaging girls in PRUs.

A number of findings emerged that were categorised and unified under two broad thematic headings: The Core Features of SFBT and The Key Elements of the SFBT, Therapeutic Relationship. By comparing perceptions between and within participating EP: adolescent dyads, similarities and differences were explored in their accounts. A similar, positive SFBT experience was perceived by EP and adolescent client, when viewed as a 'different' way of working, when collaborative work was reported and when a good relationship was described. EP and adolescent perceptions of their unique, therapeutic relationships were closely matched. Specifically, it appeared that when a good relationship was described, a favourable outcome ensued, but a less favourable outcome was reported when one or neither participant held a positive view of their relationship. Also, the absence of a hopeful outlook appeared to have impact upon the establishment of a good relationship and SFBT experience in general. The limitations of and the theoretical and practical implications of the findings from this study are discussed and future research directions considered with the key fields of SFBT and educational psychology

The aim of the research was to explore the perceptions of educational psychologists (EPs), additional needs learning co-ordinators (ALNCo’s) and pupils of their involvement in person centred reviews (PCRs). The aim was to explore their role and preparation for the PCRs, advantages and disadvantages of the PCRs and the extent to which the PCRs were person-centred. Semi-structured interviews, a group interview and focus group were used to gather the perceptions of five EPs, eight ALNCo’s and four pupils in Authority A. Findings highlight that EPs and ALNCo’s both undertake co-ordinator and contributor roles within the PCRs, occasionally undertaking dual roles within the same review. ALNCo’s predominately undertake the preparation for PCRs with the majority of the EPs’ preparation falling within their regular practice. Advantages of PCRs included their equal, transparent and co-operative nature, their productivity and positivity. Disadvantages included logistical factors, e.g. length of reviews, difficulties bringing professionals together, and parental negativity. The PCRs were predominantly person-centred, with pupils enjoying making a contribution. However, the EPs, ALNCo’s and pupils highlighted that pupil participation could be further increased. Overall findings are potentially informative for fellow EPs and ALNCo’s and indicate the potential impact of engaging in PCRs on professionals’ workloads. The extent to which the PCRs were person-centred is encouraging. Despite the informative findings, they are not generalizable due to the constructivist nature. Previous research has not explicitly explored EPs perceptions of PCRs. Therefore the research addresses this gap in the literature.

Emotional literacy is the ability to understand, express and regulate ones emotions and recognise the emotions of others. It falls under the broader term social and emotional learning (SEL). The ‘ELSA programme’ is a intervention where one or more teaching assistants within a school are trained in emotional literacy and provide intensive targeted emotional literacy support to a young person or group of young people. This study explored the experiences of Emotional Literacy Support Assistants (ELSAs) (n=8) and the young people they worked with (n-7) using a semi structure interview. A thematic analysis revealed that ‘relationships’ seemed to be an important aspect of both ELSAs and children’s experiences of the ELSA programme and pivotal to the change process. It seemed that the child-ELSA relationship was viewed by children as a coping mechanism in itself that children draw on to a varying degree after formal sessions have ended. Factors influencing the formation of this relationship were also identified. For ELSAs these included ELSA qualities, self-confidence and implementation factors. For children these included the qualities of the ELSA, confidentiality and sessions being perceived as fun and enjoyable. The results are discussed with reference to relevant research and the implications in relation to the implementation of the ELSA programme and the support offered by educational psychologists are summarised.