educational psychology

Question 1

aims of educational psych.

Answer 1

The goal is to enhance the achievement and wellbeing of children and young people

Schools, nurseries and colleges refer children to educational psychologists (EPs) for additional support. Children who are referred tend to have additional or special educational needs that are causing difficulties at school

EPs do not tend to focus on the ‘deficit model’ which conceptualises the ‘problem’ to a deficit within the child; instead focusing on potential adaptations in the systems around the child to help fulfil potential

Question 2

what are the core things educational psychologists do?

Answer 2

Psychological consultation
Holistic assessment
Intervention
Professional development and training
Research and strategic development

Question 3

what are the four areas of special educational need (SEN) ?

Answer 3

Physical and Sensory
Cognition and Learning
Communication and Interaction
Social, Emotional and Mental Health

Question 4

hypsersensivity

Answer 4

overhwlemed due to stimuli

Question 5

hyposensitivity

Answer 5

under-responsive to stimulus

Question 6

what does the physical SEN refer to?

Answer 6

Gross and fine motor skills
Balance, co-ordination and spatial awareness
Manipulation of small objects, control, co-ordination, dexterity

Question 7

what does cognition and learning SEN refer to?

Answer 7

• atainment in core subjects
• intellectual abilities
• specific learning abilities
• executive functioning skills
• how they approach learning
• their learning mindset (motivation)

Question 8

what does the communication SEN refer to?

Answer 8

Expressive language skills (vocabulary, articulation, fluency of language)
Receptive language skills (understanding, interpretation of language)
Pragmatic language skills or social communication (turn-taking within conversation, social awareness, appropriateness)
Attention span/capacity
Level of eye contact
Desire/need to communicate with others

Question 9

social emotional and mental health sen?

Answer 9

Social interaction skills – working with others, co-operation, empathy
Friendships and interpersonal relationships
Emotional literacy skills
Underlying and presenting mental health needs (symptoms of anxiety, depression, PTSD etc)
Behaviours that present a barrier to learning (disruptive, verbally aggressive, physically aggressive etc)

Question 10

what is one of the key debates in educational psych?

Answer 10

educational inclusion: acces to fair oppurtunties for education, placement and rescources

Question 11

what do EPs have a statuory role in?

Answer 11

providing advice for Education, Health and Care (EHC) plans

Question 12

what is an EHC?

Answer 12

EHC plans are additional packages of support that are provided by local authorities to children with the most severe and complex needs

Question 13

what does statutory mean?

Answer 13

Statutory means local authorities are legally required to gather psychological advice from an EP
Schools can only make applications for these when they can evidence the support they have put in place and that difficulties have still persisted

Question 14

what evidence is conciseder before making a EHC plan?

Answer 14

including submissions from school, parents and reports from relevant professions across education, health and social care

Question 15

if a EHC plan is graned what addidiotnal support must be designed?

Answer 15

-additional funding provided to school for more resources/staffing
-additional therapeutic support from relevant professionals
-additional extra-curricular activities to support the child

Question 16

what are maslows hierarhcy of needs?

Answer 16

phsyiological –> secuirty –> social –> esteem –> self-actualisation

Question 17

self determination theory

Answer 17

competence (active in yourself), autonomy, relatedness (connected to others) contribute to motivation and engatement which related to enhanced performance and well being.

Question 18

bronfenbrenner’s systems theory

Answer 18

Bronfenbrenner’s ecological systems theory posits that an individual’s development is influenced by a series of interconnected environmental systems, ranging from the immediate surroundings (e.g., family) to broad societal structures (e.g., culture).

Question 19

perma

Answer 19

positive emotions
engagement
positive relationships
meaning
accomplishment

Question 20

consultation

Answer 20

A collaborative process in which concerns are raised within a problem solving framework
Usually involves a meeting of individuals who have different, but compatible skills
Aim is to find a joint solution to a problem
Attended by EP, teacher and parents/carers (could also be attended by other professionals involved with the child such as the social worker, speech and language therapist etc
Prior to consultation, EP usually conducts an observation of the child in class and speak to the child to gather their views on school and their strengths/difficulties

Question 21

plan do review

Answer 21

plan - initial consultation
do - intervention plane implemented over a time period
review - second consultation - after 6/weeks meet with parents to discuss progress

Question 22

key tasks of a consultation

Answer 22

To provide an increased awareness of psychology underlying the problem
To discuss potential strategies and evidence based interventions
To collaborate and maximise shared expertise of participants
To agree a plan of action that includes tasks which need to be carried out to support the child in reaching the targets
Managing possible tensions between different stakeholders
Supporting teachers/parents with emotional distress – active listening, empathising, validating emotions, regulation strategies
Looking beyond the ‘behaviour’ to consider what it communicates

Question 23

meta model (NLP)

Answer 23

Verbal communication is a secondary, rather, than primary, representation of experience

The consultee will be making a verbal description of the content of their model of the world

Subject to interpretation which deletes, generalises or distorts some of the content and meaning

Question 24

deletion

Answer 24

Occurs when we omit information that prevents us from being able to gain a full understanding

Question 25

distortions

Answer 25

Occurs when we alter the meaning of information to fit a person’s pre-existing beliefs or expectations

Question 26

who cn request an assement

Answer 26

schools, parents, local authorities/local governments, courts and tribunal service

Question 27

what is the aim of an assement request

Answer 27

Aim to provide a comprehensive understanding of a child from a psychological perspective To establish strengths, areas of need and future targets To help local authorities assess whether additional funding is required to meet the child’s needs To help local authorities determine the most appropriate school for the child (mainstream, resourced, specialist)

Question 28

assesment report structure

Answer 28

Background information – schooling history, family background, family history, medical diagnoses, involvement of other professionals Strengths and areas of need within all four categories – content can include assessment data, observations and perspectives of key adults within child’s life Recommended targets, strategies, interventions, success criteria and timescales

Question 29

assesment methods

Answer 29

Observation of child in class or at home – structured or unstructured Perspectives from teachers and parents on child presentation, progress, strengths and main areas of need Perspectives from child on school experiences, preferences, challenges Perspectives from other professionals with knowledge of other specialist areas Intelligence or IQ tests – focus on verbal reasoning, non-verbal reasoning and spatial reasoning questionaires

Question 30

IQ tests

Answer 30

- weschler test -

Question 31

spearmens intellingence model

Answer 31

Spearman’s research indicated a positive correlation between different intelligence subscales g= general intelligence s= specific abilities s is underlyed by g

Question 32

pros for iq test

Answer 32

Provides evidence of how someone compares to the ‘average’ performance for that age – can be useful when categorising Can identify ‘gifted’ individuals Can identify specific strengths/areas of weakness Approaches to the assessment can be noted and assessed

Question 33

cons of iq test

Answer 33

Potential to be misleading – other factors can interfere with performance in structured assessments (attention span, anxiety etc) Don’t tend to account for broader definitions of ‘intelligence’ (Gardner) Potential to be interpreted as an ‘excuse’ for a lack of progress or as ‘fixed’ abilities Potentially reductionist/some applications perhaps unethical

Question 34

what did gardner believe about western education systems priortese

Answer 34

linguitisc and math abilties are the priority , he believed their needs to be broader peserpective with nine intelligences Linguistic, Logical-mathematical and Spatial Musical, Bodily kinaesthetic, Interpersonal and Intrapersonal Naturalist and Existentialist

Question 35

Vygotsky’s (sociocultural) theory of cognitive development

Answer 35

Cognitive development results from social interactions and are optimal when within the zone of proximal development The child as a scientist’ (Piaget) versus ‘The child as an apprentice’ (Vygotsky) Emphasised the role of culture/environment in cognitive development.

Question 36

what is the zone of proximal development?

Answer 36

Learning occurs within the context of cooperative/collaborative dialogues between a skillful tutor and a novice pupil.

Question 37

ZPD score

Answer 37

The difference between what a learner can accomplish independently and what he or she can accomplish with the guidance and encouragement of a more skilled partner.

Question 38

what learning did Vgotsky support

Answer 38

Vygotsky stressed the importance of active rather than passive learning. Assess what the learner knows and structure learning around this through guided learning.

Question 39

what is scaffholding

Answer 39

Scaffolding is a highly complex process requiring a range of knowledge/skills.

Question 40

what mental models are necessary in scoffholding?

Answer 40

own mental model of problem to be solved and child’s mental model. Scaffolding not only focuses on supporting children’s knowledge, understanding and learning, but it is also about recognising when the student needs to be motivated/pay more attention/is frustrated.

Question 41

6 functions of scafholding?

Answer 41

Recruitment Reduction in the degrees of freedom Direction maintenance Marking critical features Frustration control Demonstrating

Question 42

what is a dynamic assement?

Answer 42

Dynamic assessment is an assessment of the child’s approach to a learning task Focuses on the process of learning, not the outcome Involves analysis of both cognitive and emotional factors Examines a child’s response to mediation (or scaffolding) Helps to establish a broader picture of strengths and limitations within the child’s learning

Question 43

executive functions

Answer 43

describe neuro-cognitive processes that control and guide goal-directed behaviour these can present barriers to learning and inhibit academic achievment

Question 44

executive function example?

Answer 44

working memory response inhibition organisation emotional control planning time management metocognition - thinking about thinking, taking a birds eye view of learning situation

Question 45

charectorstics of dyselxia

Answer 45

Poorer standards of written work in comparison with other children Confusing letters with other similar letters (e.g. b/d) Poorly presented and inconsistent handwriting and spelling Difficulty blending letters together Slow and hesitant reading Loses the thread of a story and has difficulty in reading comprehension Potential for a spiky profile of academic ability

Question 46

stratergies for dyslexia

Answer 46

Encourage alternatives to writing - respond by drawing or dictating/recording answers Limit writing demands and give plenty of time to complete written work Teach the use of keywords, highlighting, colours and images to help remember information and support comprehension Use multi-sensory teaching approaches to ensure that information is absorbed and stored Potential use of assistive technology to reduce writing load (e.g. dictation/recording equipment, transcribing tools)

Question 47

strongest learning technique effectiveness

Answer 47

practice testing and distributed practice

Question 48

moderate evidence of effectivebess

Answer 48

Elaborative interrogation, self-explanation, and interleaved practice.

Question 49

low evidence of effectiveness

Answer 49

Summarization, highlighting, keyword mnemonic, imagery use for text learning, and rereading.

Question 50

what is a virtual school team?

Answer 50

refers to a group of professionals responsible for supporting the education of looked after children. SEN workers, headtechers

Question 51

positive attachment cycle

Answer 51

need-> arousal ->satisfaction-> security relaxation trust

Question 52

what is the internal working model?

Answer 52

internal working model is a mental representation of our relationship with our primary caregiver that becomes a template for future relationships

Question 53

what is the secure base?

Answer 53

when carer elicits warmth, relaxation, reduced heart rate, calmness

Question 54

negative attachment cycle

Answer 54

need -> arousal-> rejection-> insecurity

Question 55

what is attunement?

Answer 55

essential for secure attachments, atunning to a child is when we tune into their emotional wavelength. we let our children know they can share their feelings with us

Question 56

which study shows the importance of attunement?

Answer 56

the still face study

Question 57

what can cauase avoidant styles?

Answer 57

May occur when the parent/caregiver is not responsive to the child’s emotional needs (e.g. may not respond to crying, may be shouted at or criticised for being upset)

Question 58

how avoidant children appear at school?

Answer 58

child may appear quiet, withdrawn, indifferent and be reluctant to accept teacher support and may struggle to establish friendships

Question 59

what causes ambivalent children?

Answer 59

May occur when the caregiver responds inconsistently to the child’s emotional needs (e.g. caregivers may be emotionally available one day but then be dismissive/rejecting the next day)

Question 60

how do ambivalent children act at school?

Answer 60

May be very anxious and needy, may regularly seek attention through exaggerated actions and could struggle when separated from the teacher. Hypervigilant to the actions of teachers and may seek reassurance when changes to their approach are noticed

Question 61

cause of disorganised children

Answer 61

May occur in children who are cared for by people who cause fear. Abuse and/or significant maltreatment may be present within the child’s early experiences at home

Question 62

presentation at school for disorganised chidlren

Answer 62

May be very hypervigilant and anxious which could lead to emotional/behavioural outbursts. May struggle to accept instruction/direction or engage in tasks which they feel may be challenging or result in difficulty

Question 63

how should a caregiver behave to be a strong base?

Answer 63

- they should be available, physically and emotionally, reducing anixety and increasing trust. - being sensitive, think flexibly and stand in the shoes of the child. help child manage their feelings. - accepting the child, build selft esteem - co operative enabling, help children to feel effective when reaching for goals - helping children belong - promoting school membership

Question 64

what is PACE

Answer 64

guides chidlren with attachment difficulties playfullness - enjoyable activities for the child acceptence curiosity - interest in child empathy -

Question 65

resilience framework

Answer 65

belonging, learning coping and coreself

Question 66

emotion coaching

Answer 66

step one - recognise, empathise and validate emotions step two - set limits to behaviour if needed, for example them being sad and saying mean things say this isnt okay step three - engage in shared problem solving helps children manage emotions

Question 67

solution-focused attachment training

Answer 67

- for children who are risk of exclusion - led by EPs and virtual school team - discuss background of child - consider challenges and strength for the child

Question 68

Emotional Friendly Schools (EFS)

Answer 68

- staff wellbeing and ethos - whole school and classroom practice - assessing childrens needs - supporting individual young people

Question 69

EFS aims

Answer 69

- improve wellbeing of students and staff - help students achieve potential - facilitate confidence in staff

Question 70

whole school awareness training

Answer 70

This takes place during a staff meeting and aims to raise awareness and introduce the manual with a focus on promoting staff wellbeing. 

Question 71

auidits

Answer 71

These are completed by staff to help you to identify the priority needs of your school, staff and young people.

Question 72

action plan meeting

Answer 72

This is supported by the EFS and held with the head teacher and the EFS leadership team so you can plan the next steps based on the outcomes of the audits and the meeting.

Question 73

DSM5 diagnosis of autism

Answer 73

- deficit in social communication and social interaction across mutliple contexts - resitricted repetiive patterns of behaviour - early childhood (before 9) - not explained by intellectual disability

Question 74

two specific difficulties of autism

Answer 74

getting the gist mind blindess

Question 75

what is mind blindness?

Answer 75

- difficulty understanding what others are feeling or understnding - Theory of mind - develop these skills than their peers

Question 76

what is 'getting the gist'?

Answer 76

- people without autism generally naturally understand social environments but this isnt the same in people with autism

Question 77

TOM allows us to

Answer 77

empathise manipulate unerstand others exclude others

Question 78

ponetiol strengths of autism

Answer 78

Paying close attention to detail In-depth knowledge of specific areas of interest Often thrive in structured, rule-based learning tasks or activities Can be excellent at memorising factual information Tend to be strong with interpreting visual information

Question 79

stimming

Answer 79

repetitive body movements or noises

Question 80

what is talking mats

Answer 80

- visual communication tool which helps people communicate - three sets of pictures of communication symbols - choose topic and asked to think about how they feelt about it

Question 81

behaviour management template

Answer 81

description (what behaviour needs to change) , situations, trigger, responses, maintenance

Question 82

STAR approach

Answer 82

S Settings – Where did the incident occur? T Triggers – What happened just before the incident? A Actions – What behaviour did the child display? R Results – How did the child, adults or other children respond?

Question 83

other ways to help autistic children

Answer 83

social stories - playing out social events and learn behaviours visual timetables comic strip convos - represent social interactions and plan ways to repond