Papers by Elizabeth Hannah
Frontiers in Education
Research indicates that engaging in leisure activities has a positive effect on the wellbeing, de... more Research indicates that engaging in leisure activities has a positive effect on the wellbeing, development, and quality of life of children and young people with disabilities. However, there appears to be limited literature focusing on the participation of children and young people with a sensory loss in leisure activities and few studies which have gathered data from children and young people. To address this gap, this study explores the perspectives of children and young people with a sensory loss (visual impairment and/or deaf) about opportunities to participate in leisure activities with other children/young people and their experiences. The research was conducted in one locality in Scotland. Sixteen children and young people with a sensory loss from primary and secondary schools participated in four virtual focus groups. Findings revealed that the participants enjoyed having opportunities to be with other children outwith the school context. Psychosocial benefits from participa...
International journal of educational and life transitions, Dec 31, 2022
This is the first systematic methodological review undertaken of international primary-secondary ... more This is the first systematic methodological review undertaken of international primary-secondary transitions empirical research. It sought to understand and rate the researcher/s' congruence between their: stated philosophical perspective and methodology; conceptualisation of transitions and methodology; theorisation of transitions and methodology; and the overall quality and rigour of the research. The literature review covered the period 2008-2021. A review of reviews ascertained that no previous studies focused on either the congruence between researcher/s' philosophical stance nor their theorisation of transitions with research methodology. Only one review briefly noted the importance of the congruence between transitions conceptualisation and methodology. Therefore, this review is unique in its purpose and internationally significant.
Evaluation of the professional development programme (PDP) for EPs in Scotland
Revista electrónica de investigación psicoeducativa y psicopedagógica, Apr 1, 2023
Introduction. Children's social and emotional wellbeing is associated with subsequent academic ac... more Introduction. Children's social and emotional wellbeing is associated with subsequent academic achievement and behavioural outcomes, as well as functioning in later life. Nurturing approaches are one way of developing such wellbeing. Whole-school approaches to nurturing have been discussed in the literature, but no studies of any quality have evaluated effects. The aim of this study was to evaluate whether whole-school nurturing had any effect on children's wellbeing from the perceptions of pupils, parents and teachers. Method. The present study in primary (elementary) schools is controlled, has follow-up, and multiple perspectives from teachers, parents and pupils. Pupils (n=322) from Years/Grades 1, 3 and 4 (aged 6, 8 and 9) (Years limited by school staff time availability) in three intervention and three control schools and their parents and teachers participated over two years. On a prepost basis, the Strengths and Difficulties Questionnaire (SDQ) was used with teachers and parents and the Stirling Children's Wellbeing Scale (SCWS) with pupils. Results. On the SDQ for Teachers, the pre-post Total Difficulties scores and the Prosocial scores were significantly better for the intervention than the control group. On the SDQ for Parents, both intervention and control groups improved, and there was no difference. On the SCWS for Children, again both intervention and control groups improved, and there was no difference. Discussion and Conclusion. The nurturing intervention group was significantly better than controls according to the perceptions of Teachers, but for parents and children both intervention and control groups improved. A number of recommendations for future research were made, and implications for practitioners and policy-makers outlined.
School transitions in human and adolescent development
Elsevier eBooks, 2023
Educational and Child Psychology, Mar 1, 2021
Aims: This systematic analysis aims to address the research question-do whole-school nurturing ap... more Aims: This systematic analysis aims to address the research question-do whole-school nurturing approaches show any impact in the short or long term on (1) emotional/behavioural, (2) cognitive/educational or (3) teacher/school variables? Rationale: Trauma or Adverse Childhood Experiences can have long-term consequences though causing problems in attachment, which nurturing approaches seek to ameliorate. Whilst there is a good deal of international research evidence on the impact of Nurture Groups in schools, less is known about the impact of whole school nurturing approaches on pupils and schools. This paper aims to address that gap. Findings: A total of 146 papers were retrieved from four databases and thirteen from other sources. After excluding 61 duplicate papers, 98 papers were screened in relation to inclusion and exclusion criteria, and only 13 papers were finally selected. Results suggest that nurturing approaches can have a positive impact on pupils' social, emotional and behavioural needs, academic progress, other pupils in the mainstream class/school, parents and home life, and the whole school. Additionally, the length of time a nurturing approach is in place in a school contributes to its effectiveness. Limitations: Limitations include the quality of research available, lack of papers focusing on universal whole-school nurturing approaches and lack of international studies. Conclusions: The paper highlights the need for more robust research focusing on universal whole-school nurturing approaches to be carried out.
University of Dundee
Educational Psychology in Scotland, 2015
Training in anger management:an INSET pack
Dundee University: MSc Educational Psychology Course Update
Educational Psychology in Scotland, 2021
MSc Educational Psychology Training Programme Updates
Educational Psychology in Scotland, 2016
MSc Educational Psychology Programme, University of Dundee
Educational Psychology in Scotland
Getting it right: the complexity and challenges of interprofessional working and the implications for educational psychology training programmes
Understanding the dynamics of personal, professional and interprofessional ethics
Exploring the dynamics of personal, professional and interprofessional ethics, 2014
This report highlights key findings from a systematic literature review on the primary to seconda... more This report highlights key findings from a systematic literature review on the primary to secondary transition, undertaken by the University of Dundee. The review aimed to provide insight into the impact of transitions and the factors that support or hinder a successful transition. The document is of particular interest to policy makers and professionals working in education. Main Findings The key findings from the systematic literature are discussed in terms of the research questions.
Educational Psychology in Scotland
The perspectives of students with autism spectrum disorder making the transition to secondary school in Scotland
Anxiety Levels in Students with Autism Spectrum Disorder Making the Transition from Primary to Secondary School
Education and training in autism and developmental disabilities, 2012
The anxiety levels of students with autism spectrum disorder (ASD) over the period of transition ... more The anxiety levels of students with autism spectrum disorder (ASD) over the period of transition from primary to secondary school are investigated. A repeated measures design and an adapted version of a self-report measure, the Spence Children's Anxiety Scale (SCAS), are used to compare the anxiety levels of eight students before and after the transfer. Analysis at the individual level of the sub-scale scores using the adapted SCAS against the standardised norms in two studies involving community samples reveals a mixed picture. These findings suggest that individual differences are a significant feature. Limitations of the research and possible avenues for future research are considered. Implications for supporting students with ASD in schools are outlined. Having Autism Spectrum Disorder (ASD) is and the Diagnostic and Statistical Manual 4th considered to be a lifelong developmental dis- edition (DSM-IV; American Psychiatric Associ ability which has a pervasive impact on how a...
School readiness and transition issues
Post-graduate training: responding and contributing to policy and practice in PSPS
Educational Psychology in Practice
This quantitative study examined year group, ability level and gender differences in mindset, soc... more This quantitative study examined year group, ability level and gender differences in mindset, social value of effort and contingencies of self-worth of 174 participants aged 13-18 years in a Scottish secondary school. The measures were Dweck's (2000) Theories of Intelligence Scale, Juvonen and Murdoch's (1995) Social Value of Effort Scale and Crocker's (2003) Contingencies of Self-Worth Scale. Analysis of Variance indicated no significant differences for mindset or age. However, significant gender differences were found for social value of effort and contingencies of self-worth. The research and practitioner implications of these findings are discussed. The limitations are that this study focussed on specific age and ability groups which could limit its generalisability. Future research should investigate these variables in wider contexts. Implications for educational psychologists' practice include taking account of psychological and social factors in the adoption and implementation of interventions designed to improve pupils' academic progress.
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Papers by Elizabeth Hannah