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Volume 3, No. 1




Cite as:
Thomas, M. (2017). Editorial. Educational Psychology Research and Practice, 3(1), 1. Available at:

Dr Miles Thomas
School of Psychology, University of East London
Page 1




Are you a brave psychologist? Should you aim to be? What does courage even mean for psychologists? In this article, the concept of professional courage is explored with reference to literature from the fields of philosophy, sociology, management science and psychology. The definition of courage as intentional action towards a worthy goal despite risks to the actor (Rate, 2010) is adopted and applied to professional courage in the course of working as a psychologist.

A holistic process model of professional courage is developed and presented as a flow chart which can be used in supervision to help psychologists consider courage in their own practice. Importantly, professionals, including psychologists, may hold multiple worthy goals in mind, and one way of resolving situations calling for courage may be to reappraise the dominant goal and work towards one with fewer risks, therefore reducing the need for courage in the first place.

Keywords: courage, bravery, professional, workplace, supervision, psychologist

Cite as:

Ashton, R. (2017). Professional courage: What does it mean for practitioner psychologists? Educational Psychology Research and Practice, 3(1), 2–14. Available at:

Dr Rebecca Ashton
Ashton Psychology Ltd
Pages 2–14



This study details the reflections of three EPs working within a MAT (BFET) regarding their role and day-to-day practice. Reflections were ascertained during a focus group which was audio recorded, transcribed and thematically analysed. Reflection themes indicated that the EPs’ role within BFET closely mirrors the role of the EP outlined in existing literature in terms of functions and levels of working across the school age range. The EPs reflections indicate that there are a range of facilitating factors that enable them to provide a bespoke model of service delivery to schools; the EPs also undertake joint working with a SALT also employed by BFET and share knowledge and expertise both across and beyond BFET. Reflections are discussed in relation to existing literature regarding the role of the EP and the current socio-political context in which EPs work.

Keywords: educational psychologist, role of educational psychologist, academy, multi-academy trust, focus group

Cite as:
Rumble, A., & Thomas, G. (2017). Reflections on the role of the educational psychologist within a multi-academy trust. Educational Psychology Research and Practice, 3(1), 15–28. Available at:

Dr Adam Rumble and Dr George Thomas
Bright Futures Educational Trust, Targeted and Specialist Support Team
Pages 15–28



It is important to consider instructional and affective needs of adolescent readers as both correlate with proficiency. Given the dearth of research into how affective factors within interventions promote reading development, the authors undertook a systematic literature review of adolescent literacy interventions, which measured outcomes relating to motivation and/or engagement. Six studies met criteria, the majority of which were of high quality. Five aimed to improve both performance and motivation and four were within universal provision. Findings suggest that including motivational components within technical reading intervention promotes reading motivation, although it is not clear whether this is mediated by improved reading proficiency. Interventions were generally cognisant of Ho and Guthrie’s (2013) affirming motivations for reading, although the dimension of peer value–devalue was overlooked. Future research could consider the socio-cultural context for adolescent reading; and explore further the impact of adolescent reading interventions that target engagement and motivational factors.

Keywords: adolescent literacy, affective, engagement, motivation, reading

Cite as:
Cockroft, C., & Atkinson, C. (2017). Literacy interventions promoting adolescent reading engagement and motivation: A systematic literature review. Educational Psychology Research and Practice, 3(1), 29–49. Available at:

Dr Charlotte Cockroft and Dr Cathy Atkinson
University of Manchester
Pages 29–49



The Social Information Processing (SIP) model (Crick & Dodge, 1994; Dodge, 1986; Lemerise & Arsenio, 2000) offers a detailed framework for understanding the way that a child makes sense of and acts in social situations. When applied in the context of a wider biopsychosocial conceptualisation (Dodge & Pettit, 2003), it offers a comprehensive model that is in accordance with current ways of thinking about human behaviour. This article reviews the history of the SIP model and considers the evidence for each step of the SIP model. In the light of these findings, the article considers possible reasons for the relative oversight of this model by the educational psychology profession. After presenting some reasons why it is still of contemporary relevance, this article sets out the ways that an SIP-informed approach offers a range of questions for assessment and intervention.

Keywords: social information processing, aggression, social behaviour, assessment, intervention

Cite as:
Cooke, T. (2017). Social information processing: A useful framework for educational psychology. Educational Psychology Research and Practice, 3(1), 50–69. Available at:

Tim Cooke
Southampton Psychology Service
Pages 50–69



Sleep problems can have a significant impact on young people’s wellbeing. This article will focus specifically on sleep difficulties for adolescents, an age group for which sleep issues can receive much less professional attention. Evidence will be considered for sleep hygiene interventions whereby sleep routines and environments are considered key for good quality sleep and duration. This evidence base will then be critiqued for its applicability to young people with additional social, emotional and mental health needs. The aim is to highlight the importance of sleep for young people and to encourage Educational Psychologists to consider the issues for their practice.

Cite as:
Bryant, A. (2017). Sleep issues: Can EPs do more? Educational Psychology Research and Practice, 3(1), 70–74. Available at:

Dr Anna Bryant
Slough Borough Council
Pages 70–74


Cite as:
Winter, S. (2017). An exploration of current research into the prevalence, aetiology and impact of sleep difficulties in children and young people with autism spectrum disorder: Using the evidence to provide effective intervention. Educational Psychology Research and Practice, 3(1), 75–85. Available at:

Sophie Winter
Essex Educational Psychology Service
Pages 75–85


Cite as:
Griffin, V., Zlotowitz, S., McLoughlin, E., & Kagan, C. (2017). Universal basic income: A psychological impact assessment. Educational Psychology Research and Practice, 3(1), 86–111. Available at:

Dr Vanessa Griffin, Dr Sally Zlotowitz, Emily McLoughlin and Professor Carolyn Kagan
Psychologists for Social Change
Pages 86–111


Book Reviews

Cite as:
Hulme, S. (2017). What if everybody understood child development? Educational Psychology Research and Practice, 3(1), 112. Available at:

Dr Sarah Hulme
University of Dundee
Page 112



Our Time: An All-Ability Youth Forum

Dr Josie Malinowski
University of East London