Although much of the literature has methodological weaknesses, existing research does provide tentative support for the use of SFBT, particularly in relation to internalizing and externalizing child behaviour problems. SFBT appears particularly effective as an early intervention when presenting problems are not severe. Further well-controlled outcome studies are needed. Studies included in the review highlight promising avenues for further research.
Government legislation and research literature highlight the importance of the participation of pupils with autistic spectrum disorders (ASD) in planning for their transition to adulthood. However, effective processes which enable their participation are under-researched. In this study, nine teaching staff from two specialist schools in the north-west of England were interviewed and a transition meeting was observed in one school to explore these processes. Analyses indicate that in both schools, enabling the participation of young people with ASD in the planning for their transition to adulthood involves three phases and is underpinned by a person-centred ethos. Although the processes were perceived to be effective, the participation of pupils varied between schools. Final decisions still tend to be made by schools and the local authority due to limited external resources. The implications of these findings are discussed.
As part of initial professional training, educational psychologists in England undertake substantial periods of practice placement, within which the role of supervision is instrumental to their professional learning and effectiveness. The research reported here provides up-to-date and comprehensive information on the experiences and needs of trainee educational psychologists within practice placement. Focus group meetings were held with trainee educational psychologists from each year group at four English training universities. Through a rigorous process of thematic analysis, data from the 12 focus group meetings identified the valued processes and learning outcomes of practice placement in the context of a facilitative supervisory relationship and service context. The need to understand more fully the patterns and dynamics of trainee educational psychologists' practice placement experience is highlighted.
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