Jeremy J. Monsen

Westminster City Council

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Lisa Woolfson

University of Strathclyde

Donna L. Ewing

Brighton and Sussex Medical School

Norah Frederickson

University of Nebraska Medical Center

Sandra Dunsmuir

University College London

R. J. Cameron

University College London

Emma‐Kate Kennedy

The Tavistock and Portman NHS Foundation Trust

James Boyle

NHS Education for Scotland

Lucy Robertson

University of Melbourne

Jim Boyle

NHS Education for Scotland

Emma Brown

Tonbridge School

Cooperative Institutions

University College London

University of Strathclyde

University of Sussex

Brighton and Sussex Medical School

Universidad de Londres

Reading Museum

University of Southampton

University of Manchester

Surrey County Council

UCL Australia

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Coaching and critical dialogue in educational psychology practice

Educational and Child Psychology (1998)

R. J. Cameron Jeremy J. Monsen

Although the value of continuing professional development is widely accepted, observable changes in professional practice are difficult to achieve and even more difficult to maintain. Even educational psychologists, it would appear, are not immune to the problem of ‘professional inflexibility’. Coaching and critical dialogue are approaches which can help educational psychologists to explore their management of professional problems more thoroughly, to gain insight into their personal/professional performance in problem situations and use this information to improve their skills and knowledge in consultation. In this paper, the processes of coaching and critical dialogue are examined and relevance to EP practice is considered. Conceptual links are made between coaching and critical dialogue, and a number of contemporary and powerful ideas/models from psychology.

Relevance

Value (mathematics)

Critical appraisal

10.53841/bpsecp.1998.15.4.112

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Citations (11)

A Meta-Analysis of Transdiagnostic Cognitive Behavioural Therapy in the Treatment of Child and Young Person Anxiety Disorders

Behavioural and Cognitive Psychotherapy (2013)

Donna L. Ewing Jeremy J. Monsen Ellen J. Thompson Sam Cartwright‐Hatton Andy P. Field

Background: Previous meta-analyses of cognitive-behavioural therapy (CBT) for children and young people with anxiety disorders have not considered the efficacy of transdiagnostic CBT for the remission of childhood anxiety. Aim: To provide a meta-analysis on the efficacy of transdiagnostic CBT for children and young people with anxiety disorders. Methods: The analysis included randomized controlled trials using transdiagnostic CBT for children and young people formally diagnosed with an anxiety disorder. An electronic search was conducted using the following databases: ASSIA, Cochrane Controlled Trials Register, Current Controlled Trials, Medline, PsycArticles, PsychInfo, and Web of Knowledge. The search terms included “anxiety disorder(s)”, “anxi*”, “cognitive behavio*, “CBT”, “child*”, “children”, “paediatric”, “adolescent(s)”, “adolescence”, “youth” and “young pe*”. The studies identified from this search were screened against the inclusion and exclusion criteria, and 20 studies were identified as appropriate for inclusion in the current meta-analysis. Pre- and posttreatment (or control period) data were used for analysis. Results: Findings indicated significantly greater odds of anxiety remission from pre- to posttreatment for those engaged in the transdiagnostic CBT intervention compared with those in the control group, with children in the treatment condition 9.15 times more likely to recover from their anxiety diagnosis than children in the control group. Risk of bias was not correlated with study effect sizes. Conclusions: Transdiagnostic CBT seems effective in reducing symptoms of anxiety in children and young people. Further research is required to investigate the efficacy of CBT for children under the age of 6.

10.1017/s1352465813001094

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An evaluation of a pre‐training assistant educational psychologist programme

Educational Psychology in Practice (2009)

Jeremy J. Monsen Emma Brown Zobiah Akthar Sehra Y. Khan

Two cohorts of psychology graduates with Graduate Basis for Registration (GBR) with the British Psychological Society (BPS), and a range of relevant work experience (teaching, youth and social work) were employed by the Kent Educational Psychology Service (EPS) over a two‐year period as assistant educational psychologists (Assistant EPs). This paper presents information about the role and effectiveness of this pre‐training Assistant EP programme. The role of the Assistant EP was identified as including: individual and group level casework, projects, applied research, and delivering training, under the direct supervision of EPs. All Assistant EP work was evaluated using a range of measures. Outcomes showed that intervention targets (as agreed using the Target Monitoring and Review form) were consistently met or exceeded. Key stakeholders perceived Assistant EPs to be a valuable and flexible resource and Assistant EPs felt that the role prepared them well for applying for professional training courses. The paper concludes with a brief discussion around the future role of pre‐training Assistant EPs.

Teaching assistant

Educational Psychology

Training manual

10.1080/02667360903315180

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Using the Staff Sharing Scheme to support school staff in managing challenging behaviour more effectively

Educational Psychology in Practice (2013)

Daniel Jones Jeremy J. Monsen John Franey

This paper explores how educational psychologists working in a training/consultative way can enable teachers to manage challenging pupil behaviour more effectively. It sets out a rationale which encourages schools to embrace a group based teacher peer-support system as part of regular school development. It then explores the usefulness of the Staff Sharing Scheme as an exemplar of such an approach from the perspective of school based participants. Through a case-study approach, the current findings suggest that group based peer-support programmes help teachers reflect on the causes of disruptive behaviour holistically and subsequently to problem solve in a more coherent manner. This leads to changes in teacher behaviour within the classroom. Issues of time and trust were identified as important obstacles to the potential development of such a scheme within the school.

Peer Support

10.1080/02667363.2013.820173

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Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance

British Journal of Educational Psychology (2009)

Adrian Furnham Jeremy J. Monsen Gorkan Ahmetoglu

Both ability (measured by power tests) and non-ability (measured by preference tests) individual difference measures predict academic school outcomes. These include fluid as well as crystalized intelligence, personality traits, and learning styles. This paper examines the incremental validity of five psychometric tests and the sex and age of pupils to predict their General Certificate in Secondary Education (GCSE) test results.The aim was to determine how much variance ability and non-ability tests can account for in predicting specific GCSE exam scores.The sample comprised 212 British schoolchildren. Of these, 123 were females. Their mean age was 15.8 years (SD 0.98 years).Pupils completed three self-report tests: the Neuroticism-Extroversion-Openness-Five-Factor Inventory (NEO-FFI) which measures the 'Big Five' personality traits, (Costa & McCrae, 1992); the Typical Intellectual Engagement Scale (Goff & Ackerman, 1992) and a measure of learning style, the Study Process Questionnaire (SPQ; Biggs, 1987). They also completed two ability tests: the Wonderlic Personnel Test (Wonderlic, 1992) a short measure of general intelligence and the General Knowledge Test (Irving, Cammock, & Lynn, 2001) a measure of crystallized intelligence. Six months later they took their (10th grade) GCSE exams comprising four 'core' compulsory exams as well as a number of specific elective subjects.Correlational analysis suggested that intelligence was the best predictors of school results. Preference test measures accounted for relatively little variance. Regressions indicated that over 50% of the variance in school exams for English (Literature and Language) and Maths and Science combined could be accounted for by these individual difference factors.Data from less than an hour's worth of testing pupils could predict school exam results 6 months later. These tests could, therefore, be used to reliably inform important decisions about how pupils are taught.

Conscientiousness

Percentile rank

Test anxiety

10.1348/978185409x412147

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Citations (190)

Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment

Learning Environments Research (2004)

Jeremy J. Monsen Norah Frederickson

Sociology of Education

Special Educational Needs

Special Needs

Sample (material)

10.1023/b:leri.0000037196.62475.32

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Citations (85)

Gender balance amongst educational psychologists: an attempt to explain the male minority

Educational Psychology in Practice (2008)

Anthony Murphy Jeremy J. Monsen

Abstract The Equal Opportunities Commission (EOC) has begun an investigation into why most jobs currently have a gender imbalance within their workforce. The latest in a series of updates has been published by the Association of Educational Psychologists (AEP) on gender distribution amongst educational psychologists. This may therefore be an opportune time to look at issues of gender balance within the population of educational psychologists (EPs). Currently males are in a minority throughout the study and practice of psychology. The small and diminishing proportion of male EPs appears to be seldom discussed within the profession. This paper attempts to evaluate a range of possible explanations for the lack of male EPs. The process of gender stereotyping was offered as one theoretical framework which might help guide further investigations into this much overlooked area.

Gender balance

Educational Psychology

10.1080/02667360701841221

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Citations (3)

Setting the context

Bloomsbury eBooks (2021)

Jeremy J. Monsen Lisa Woolfson Jim Boyle

Source

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Issues in the development of a gay or lesbian identity: Practice implications for educational psychologists

Educational and Child Psychology (2001)

Lucy Robertson Jeremy J. Monsen

Abstract ‘Sexual identity’ has been defined by Savin-Williams (1995b) as ‘… the enduring sense of oneself as a sexual being which fits a culturally created category and accounts for one’s sexual fantasies, attractions and behaviours’ (p. 166). This paper considers some of the ways that an individual arrives at his or her own unique sexual identity. It explores some of the implications for young people of developing a gay, lesbian or bisexual sexual identity and discusses the possible role that educational psychologists (or similar practitioners) may have in challenging some of the causes of the psychological damage endured by gay, lesbian and bisexual young people.

Sexual identity

Coming out

10.53841/bpsecp.2001.18.1.13

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Citations (8)

Learning from experience: School and psychological service responses to the London Grenfell fire

Emma‐Kate Kennedy Sandra Dunsmuir Jeremy J. Monsen

Service-Learning

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