There is an increasing awareness of the impact of domestic violence (DV) on children’s psychological well-being. A cross-government strategy, Together We Can End Violence Against Women and Girls (VAWG) has recently been launched (HM Government 2009). Although, the role that education can play has previously been neglected, there is now a growing interest in the role of schools in combating DV. However, the contribution educational psychologists (EPs) can make to this debate has been neglected. A small scale study was conducted to explore how EPs conceptualised DV and the role EPs could have in working with schools and children and families. Five EPs from educational psychology services (EPS) in two local authorities were interviewed using a semi-structured interview. A thematic analysis was conducted and 4 main themes highlighted; knowledge of DV, experience of DV in work, facilitators and barriers to practice. The research concludes that EPs face challenges in working with DV. Issues of safe working practices and confidentiality, professional sensitivities and lack of clarity of the EP role are identified. It is argued that some of the inherent difficulties to EP practice occur due to the hidden nature of children within DV as children exposed to DV have been marginalised and minimised within the dominant DV discourse.

Attachment theory has become widely regarded as the most important and supported framework for understanding social and emotional development (Goldberg, 2000). Evidence suggests that attachment based interventions in early year’s settings will allow for a greater understanding, sensitive response and more effective use of practitioner’s skills when working with children (Kennedy and Kennedy, 2004). This thesis was produced as part of the written requirements for the new full-time Doctoral training in Educational Psychology. Volume one contains four chapters: Chapter one introduces the research study and literature review, providing information on the brokering and relevance of the research area. Chapter two discusses and presents existing attachment based interventions with parents, schools and early year’s settings. Chapter three reports findings from an evaluation an early year’s intervention, based on attachment principles - ‘Building Strong Foundations’. A multiple case study design was adopted. Three settings, where the intervention had been received, were evaluated to provide literal replication, and an additional setting, which had not received the intervention, acted as a comparison, and provided theoretical replication (Yin, 2009). Key positive outcomes and rival explanations are discussed, along with implications and future directions. Chapter four provides some final reflections and conclusions, including limitations in design and methods of the study. The impact which this study makes to the profession of educational psychology is also discussed.

This study explored the perspectives and practices of Educational Psychologists (EPs) who had encountered the apparent overlapping phenomenology of autism spectrum disorders and the enduring effects of early attachment experiences in their casework. Six EPs from two EP Services took part in interviews, which were audio recorded. Inductive and deductive analyses were mediated through the active constructionist role of the interviewer during the interview process and the thematic analysis of the resultant interview transcripts. The study intended to explore EPs’ differential conceptualisations of autism and attachment and how they conceptualise and attempt to differentiate the overlapping phenomenology. Analysis identified two other dimensions, which complemented the planned foci in a cogent way and were also examined: how EPs conceptualised the value of differentiating between autism and the effects of early attachment experiences; and how the discipline of educational psychology offers a distinct contribution to problem analysis in this area. The talk of EPs captured in this study contributes to existing practice-based evidence about overlapping phenomenology, and by describing a process of psychological problem analysis which could support more reliable differentiation between autism and effects of early attachment experiences. A distinctive contribution of the discipline of educational psychology is proposed and suggested as worthy of closer consideration as ethics and efficiencies are both of legitimate concern in contemporary multi-disciplinary, public service contexts. Other implications identified from this study pertain to the way in which EPs articulate their relationship with theory, their use of practice frameworks, and the distinct nature of their identities.

Recent policy and literature have advocated the importance of access to positive activities for young people as part of the strategy to lessen social disadvantage. This research aimed to explore how ‘typical’ young people in an urban locality make the decision to engage in activities and whether relative social disadvantage has the same affect in this area as that suggested in the literature. A case study approach was used, involving individual interviews with 6 year 7 pupils and 3 service providers linked to a sports college. A further focus group interview helped clarify interpretation. Thematic analysis was used to identify themes and patterns in the data. Generalisations about the pattern of engagement in positive activities for disadvantaged young people were found not to apply to this case study, challenging the media tendency towards negative stereotyping of young people in the area. The need for local solutions to local issues was emphasised as a key issue.

This volume includes a critical literature review (Part 1) and a small scale empirical study (Part 2) on the topic of ‘emotionally-based non-attendance’ at school. Part one of the volume critically reviews the existing research on ‘school refusal’, in terms of conceptualisation, prevalence, and associated risk and protective factors. This review argues that there is a significantly limited amount of research into the school factors associated with school refusal, and the voice of the child has been insufficiently represented. Overall, there appears to be a bias towards clinical and adult discourses in the school refusal research. Part two of this volume presents an empirical study which investigated the factors associated with emotionally-based non-attendance at school from young people’s perspective. The subjective views and lived experiences of three girls with emotionally-based non-attendance were elicited, using techniques derived from personal construct psychology (Kelly, 1955). These girls were from a non-clinical sample, and were identified as ‘at risk’ of developing more severe and persistent forms of emotionally-based non-attendance in the future. The results are discussed in terms of the ‘young carer role’, ‘ambivalence’, ‘returning to school’ and ‘school factors’. Several implications for practice are drawn from the study.

Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. A large body of literature suggests the marginalization of sexual minority young people (SMYP) in schools and indicates the need to enhance understanding in this area to change existing practice. Whilst other disciplines have begun to examine professional practice with regard to heterosexism (defined as a socially created value system which contrasts heterosexuality as normal and non-heterosexuality as inferior, Fish 2008), educational psychologists have not yet embraced action which locates intervention at the social level. This study explores Educational Psychologists’ (EPs’) constructions of sexuality and the implications for practice. Discursive psychology (Potter and Wetherell 1987) was used to analyse semi-structured interview data from seven EPs. Multiple and context dependent constructions of sexuality emerged from the study. The research revealed that participants oriented to the need to maintain a non-prejudiced position and managed tensions of accountability using rhetorical strategies and various interpretive repertoires. Conclusions centre on the need for reflexive practice to challenge taken for granted assumptions regarding sexuality in education and psychology communities. Training is also recommended which is underpinned by social constructionist methods to develop awareness of the cultural barriers for SMYP and reveal the complexities of sexuality diversity. It is intended that such training would develop confidence for EPs in this area so that new discourses infuse the drive towards a sexuality inclusive school culture.

The focus of this volume is on reflective practice. It presents a literature review relating to reflective practice and its development and an account of a research and development initiative aimed at promoting the development of reflective practice in Children‟s Centres. The Introductory Chapter provides an overview of the structure and contents of the volume as well as an explanation of the context in which the research study was completed and an account of the influence of a social constructivist perspective and empowerment research on the position of the researcher and the focus of the study. It also provides details regarding the completed and proposed dissemination of findings for a variety of audiences. Chapter 2 provides a review of the literature in relation to five broad questions but with a particular focus on the role of the Educational Psychologist in supporting organisational development through developing reflective practice. Literature regarding reflective practice is reviewed and used to inform the development of the focus for the research study which is presented in Chapter 3. The study involved the design, implementation and evaluation of an intervention aimed at supporting the reflective practice of practitioners in two Children‟s Centres. Realistic Evaluation principles were used to inform the design of the evaluation which measured the impact of the intervention through gathering the practitioners‟ perspectives. Implications for the role of Educational Psychologists in supporting reflective practice are also highlighted and discussed within Chapter 4.

The thesis explores how schools cope psychologically with a Critical Incident, from the perspectives of the school decision-makers. It examines support strategies in the short, medium and long-term and at a whole-school, group and individual level. The process of support is considered in terms of its contribution to normalisation. The exploration makes particular reference to decision-making factors for schools regarding outside support post-Critical Incident, especially that which is available from a Local Authority Critical Incident Response Team (C.I.R.T.). Eleven schools participated, creating two data sets balanced between those requesting C.I.R.T. support and these that did not. Decision-makers, most of whom were head teachers, were interviewed and subsequently the resultant data was scrutinised through the process of thematic analysis from an interpretivist perspective. Overall the themes revealed that schools coped psychologically through a pastoral response targeted for both staff, young people and families, leading to reduced stress and whole-school normalisation. There are systemic limitations and pressures, however schools which requested external support through C.I.R.T. reported useful outcomes, particularly a strengthened staff and an enhanced sense of preparedness. Decision-making regarding external support is influenced by the initial impact of the C.l. (Critical Incident), circumstantial factors and situational need whereby schools assess their own capacity to cope. The thesis concludes that schools are generally able to cope effectively psychologically post-C.I., however some decision-makers do request support from C.I.R.T., which schools perceive as being beneficial.

In recent years, there have been calls for an increase in our understanding of the mental health needs of young people who have been excluded from school and therefore attend Pupil Referral Units (PRUs) (Centre for Social Justice, 2011; Mental Health Foundation, 2002; National Children’s Bureau, 2011). Evidence suggests that disruptive behaviour (DB) and depressive symptoms (DS) are closely linked. Previous research suggests that DB is a risk factor for DS, and vice-versa. Due to the likelihood of high levels of DB in young people excluded from school, the aim of this thesis was to examine the relationship between DB and DS in a PRU sample. Results showed a significant correlation between DB and DS; this was stronger than the correlation between DB and anxiety. Furthermore, the presence of negative self-concept increased the influence of DB on DS and of DS on DB. It seems that there is a mutual relationship between DS and DB, in part explained by the presence of a negative self-concept. Surprisingly, no association was established between DB, DS and academic attainment. The findings have implications for research and professional practice. Efforts should be made to increase awareness of affective difficulties, such as DS, in disruptive pupils.

The reforms supporting children with special educational needs and disability have undergone significant changes with the introduction of a coordinated system which places parents and children at the heart of processes, with education, health and social care professionals working together to support the needs of children. There has been little focus within research in this area, that in relation to the role of Educational Psychologists (EPs) and on multiple perspectives of working together particularly that including children and their parents. The current two phased study therefore utilised a multiple case study design to explore the expectations and experiences of EPs, professionals from health, social care and education, parents and children on working together through the statutory assessment process under the Children and Families Act (2014) through the application of Activity Theory methodology. The findings suggest roles for EPs, parents and children and support and constraints of working together similar to that identified within literature with additional roles, supports and constraints identified as directly related to the process. Methods of enhancing working together through the process are suggested and the implications of the findings to the practice of EPs, professionals, parents, children and the Local Authority are discussed along with future research.