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Abstract 1. In the UK, the title" psychotherapist"(as well as" psychologist") is not protected, and both the UK Council for Psychotherapy (UKCP) and the British Confederation of Psychotherapists recognize a number of... more
Abstract 1. In the UK, the title" psychotherapist"(as well as" psychologist") is not protected, and both the UK Council for Psychotherapy (UKCP) and the British Confederation of Psychotherapists recognize a number of training routes. Many recognized ...
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Research Interests: Psychology and Creativity
Research Interests: Psychology, Political Science, Mediation, Legislation, LC, and 3 moreParagraph, service Business, and HV
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Research Interests: Psychology and Routledge
The CEDAR team analysed documentary and interview data from staff and students to inform AESL’s decisions on development, alongside an overview of best practice in the sector. In particular we considered support for students with... more
The CEDAR team analysed documentary and interview data from staff and students to inform AESL’s decisions on development, alongside an overview of best practice in the sector. In particular we considered support for students with disabilities and special learning needs
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Background Parents of children with intellectual disability are 1.5–2 times more likely than other parents to report mental health difficulties. There is a lack of clinically effective and cost-effective group well-being interventions... more
Background Parents of children with intellectual disability are 1.5–2 times more likely than other parents to report mental health difficulties. There is a lack of clinically effective and cost-effective group well-being interventions designed for family carers of young children with intellectual disability. Aim To examine the feasibility of a randomised controlled trial of the clinical effectiveness and cost-effectiveness of the Early Positive Approaches to Support (E-PAtS) intervention. Design A feasibility study (including randomisation of families into a two-arm trial), questionnaires to assess the feasibility of proposed outcome measures (including resource use and health-related quality of life) and practitioner/family carer interviews. An additional question was included in an online UK survey of families, conducted by the research team to assess usual practice, and a survey of provider organisations. Setting Families recruited from community contexts (i.e. third sector, loca...
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Background: Parents of children with intellectual disabilities are likely to experience poorer mental well-being and face challenges accessing support. Early Positive Approaches to Support (E-PAtS) is a group-based programme, co-produced... more
Background: Parents of children with intellectual disabilities are likely to experience poorer mental well-being and face challenges accessing support. Early Positive Approaches to Support (E-PAtS) is a group-based programme, co-produced with parents and professionals, based on existing research evidence and a developmental systems approach to support parental mental well-being. The aim of this study was to assess the feasibility of community service provider organisations delivering E-PAtS to parents/family caregivers of young children with intellectual disability, to inform a potential definitive randomised controlled trial of the effectiveness and cost-effectiveness of E-PAtS.Methods: This study was a feasibility cluster randomised controlled trial, with embedded process evaluation. Up to two parents/family caregivers of a child (18 months to <6 years old) with intellectual disability were recruited at research sites and allocated to intervention (E-PAtS and usual practise) or...
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The Parent Early Intervention Pathfinder is an initiative to fund local authorities (LAs) to implement one of three selected parenting programmes: Triple P, Webster-Stratton Incredible Years and Strengthening Families, Strengthening... more
The Parent Early Intervention Pathfinder is an initiative to fund local authorities (LAs) to implement one of three selected parenting programmes: Triple P, Webster-Stratton Incredible Years and Strengthening Families, Strengthening Communities. The three programmes were selected by the Department for Education and Skills (DfES) following a review of available programmes. The Pathfinder funds 15 LAs (5 per programme) as the core group. In addition, three funded and thee (now two) non-funded comparison LAs are in the study. These are spread across England. The programme started in the summer of 2006 and is due to end by 31 March 2008. This evaluation started in September 2006 and the final report is due by the end of March, 2008. The Pathfinder is designed to provide parenting programmes but underlying the rationale is the need to influence positively the behaviour of the children. The Pathfinder is designed to focus on children aged 8-13 years, although it is recognized that the ben...
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This article outlines the findings from a recent research study that explored the ways in which continuing professional development is being evaluated in schools. It focuses upon the extent to which schools are gauging the impact of... more
This article outlines the findings from a recent research study that explored the ways in which continuing professional development is being evaluated in schools. It focuses upon the extent to which schools are gauging the impact of continuing professional development (CPD) particularly at the classroom level. The article provides a contemporary overview of evaluative practice of CPD and concludes that the impact of CPD on student learning remains significantly under-evaluated. The article suggests that schools require more support and training in order to evaluate the impact of CPD more effectively
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Background Children with intellectual disability have an IQ < 70, associated deficits in adaptive skills and are at increased risk of having clinically concerning levels of behaviour problems. In addition, parents of children with... more
Background Children with intellectual disability have an IQ < 70, associated deficits in adaptive skills and are at increased risk of having clinically concerning levels of behaviour problems. In addition, parents of children with intellectual disability are likely to report high levels of mental health and other psychological problems. The Early Positive Approaches to Support (E-PAtS) programme for family caregivers of young children (5 years and under) with intellectual and developmental disabilities is a group-based intervention which aims to enhance parental psychosocial wellbeing and service access and support positive development for children. The aim of this study is to assess the feasibility of delivering E-PAtS to family caregivers of children with intellectual disability by community parenting support service provider organisations. The study will inform a potential, definitive RCT of the effectiveness and cost-effectiveness of E-PAtS. Methods This study is a feasibilit...
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There is an increasing emphasis on supporting the oral language needs of children in the classroom. A variety of different measures have been developed to assist this process but few have been derived systematically from the available... more
There is an increasing emphasis on supporting the oral language needs of children in the classroom. A variety of different measures have been developed to assist this process but few have been derived systematically from the available research evidence. A Communication Supporting Classrooms Observation Tool (CsC Observation Tool) for children aged 4–7 years (that is, in Reception and Key Stage 1 classrooms) was devised following a review of the research literature. The evidence derived from 62 research papers was rated based on the studies’ research design following specific rating criteria. Based on the review of the literature and rating of the evidence, three main areas were identified and included as dimensions in the CsC Observation Tool: Language Learning Environment, Language Learning Opportunities and Language Learning Interactions. A feasibility study was carried out in 101 classrooms in 39 schools across 10 local authorities in England. The results suggested that the CsC O...
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... Julie Dockrell, Rachel George, Geoff Lindsay and Judy Roux ... of the processes underlying successful performance, though it is less clear that broad-based identification procedures will lead directly to successful intervention... more
... Julie Dockrell, Rachel George, Geoff Lindsay and Judy Roux ... of the processes underlying successful performance, though it is less clear that broad-based identification procedures will lead directly to successful intervention programmes (Dockrell and McShane, 1993). ...
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The relationships are explored between language and literacy and academic success at 16 years in an English sample of 62 young people with a history of specific language impairment identified at 8 years. Data were available from national... more
The relationships are explored between language and literacy and academic success at 16 years in an English sample of 62 young people with a history of specific language impairment identified at 8 years. Data were available from national assessments at 16 and 14; in addition the pupils had completed a range of standardized tests to examine language, literacy and non-verbal ability at 10 years and 8 months and at 16 years. Concurrent measures of literacy had the highest correlations with academic performance. However, analysis revealed a complex model identifying relationships between academic performance at 16 and previous academic attainments in secondary school (national assessments at 14) and a measure of language (listening to paragraphs, Clinical Evaluation of Language Fundamentals 3 or CELF-RUK; Peers et al., 1999). Standardized measures of literacy, non-verbal ability and listening to paragraphs (CELF-RUK) taken at age 11 accounted for over 50% of the variance in performance ...
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This article outlines the findings from a recent research study that explored the ways in which continuing professional development is being evaluated in schools. It focuses upon the extent to which schools are gauging the impact of... more
This article outlines the findings from a recent research study that explored the ways in which continuing professional development is being evaluated in schools. It focuses upon the extent to which schools are gauging the impact of continuing professional development (CPD) particularly at the classroom level. The article provides a contemporary overview of evaluative practice of CPD and concludes that the impact of CPD on student learning remains significantly under-evaluated. The article suggests that schools require more support and training in order to evaluate the impact of CPD more effectively.
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In this paper we consider intervention for children with developmental language difficulties from a systemic approach. Much of the literature concerning intervention for language difficulties focuses on child and therapist. Our argument... more
In this paper we consider intervention for children with developmental language difficulties from a systemic approach. Much of the literature concerning intervention for language difficulties focuses on child and therapist. Our argument is that it is necessary to consider the child in the wider educational and social context. The immediate or proximal context is primarily the school and family for
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The reports from the Better Communication Research Programme (BCRP) reflect the results of a three-year research programme designed to investigate the progress of children with speech, language and communication needs over time; the... more
The reports from the Better Communication Research Programme (BCRP) reflect the results of a three-year research programme designed to investigate the progress of children with speech, language and communication needs over time; the support and interventions offered to them and the evidence base for them; and the perspectives of parents and children about the outcomes they value. The programme draws on evidence provided in the thematic and technical reports and considers the overall implications for policy, practice and research. It is aimed particularly at non-specialist policy makers and commissioners
... The Communication Trust, the Royal College of Speech and Language Therapists, I CAN, andAfasic. We will be presenting to the three regional Hello! conferences this autumn, as ... reports, the Greenwich Speech and Language Therapy... more
... The Communication Trust, the Royal College of Speech and Language Therapists, I CAN, andAfasic. We will be presenting to the three regional Hello! conferences this autumn, as ... reports, the Greenwich Speech and Language Therapy Service and through the charity ICAN. ...
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Research Interests: Psychology, Cognitive Science, Communication, Special Education, Linguistics, and 15 moreSpeech Disorders, Research, Adolescent, Language Therapy, Medicine, Language disorders, England, Speech, Humans, Child, Needs Assessment, Clinical Sciences, Speech Therapy, Combined Modality Therapy, and Child preschool
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Research Interests: Engineering and Medicine
This research report was commissioned before the new UK Government took office on 11 May 2010. As a result the content may not reflect current Government policy and may make reference to the Department for Children, Schools and Families... more
This research report was commissioned before the new UK Government took office on 11 May 2010. As a result the content may not reflect current Government policy and may make reference to the Department for Children, Schools and Families (DCSF) which has now been ...
The Oxford Handbook of International Psychological Ethics is the state-of-the-art source for information on psychological ethics worldwide, and offers a long-awaited comprehensive review of contemporary and emerging international ethical... more
The Oxford Handbook of International Psychological Ethics is the state-of-the-art source for information on psychological ethics worldwide, and offers a long-awaited comprehensive review of contemporary and emerging international ethical issues within psychology as a science and profession. There is no comparable volume on the market nor has the material in The Handbook been presented in depth in the psychological literature. The Handbook is organized in sections, with chapters written by acknowledged authorities from around the globe. The first section covers the history and types of ethics codes, ethical decision-making, and responses to ethical infractions. Section two addresses issues in international psychological ethics, including the process of ethics-code development, the quest for universal standards, ethics and cross-cultural research and indigenous practice, the ethics of online research and practice, and the role of ethics in national security. Section three links psychological ethics to other disciplines, such as business, law, and medicine. The fourth section outlines major convergent and divergent developments in various geographic regions. Section five represents an emerging area within psychological ethics, that being the impact of economic, political, and social systems on ethics-code development and the ethical practice of psychology. The final section of The Handbook synthesizes the proceeding sections and offers direction for future work on ethics as situated internationally. An appendix is included with useful annotated resources, such as books and book chapters, journal articles, websites, national and international ethics organizations, etc.