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We know more about trauma – and its long-term impact – than ever before. This has led to a demand for services to better recognise the needs of trauma survivors in order to avoid re-traumatisation – a recognition that care needs to be 'Tmuma-Infimied'. But, making the system-wide shift from 'what is wrong with you?' to 'what has happened to you?' is no small feat. As such, it is acknowledged that there needs to be effective ways to support staff to deliver competent trauma-informed care. The use of reflective practice is gaining increasing recognition as an exciting opportunity to align the principles of trauma-informed care with day-to-day clinical practice. This article presents the results of an evaluation of a Trauma-Informed Reflective Practice group pilot for staff working in an NHS CAMHS setting. Semi-structured interviews were undertaken to explore their experiences. Thematic analysis was used to analyse the interview data. Five themes emerged relating to trauma-informed care:-Learning from the voice of lived experience, Translating Knowledge into Practice, Sharing is Caring, Growing in Confidence and Looking to the Future. The results suggest that trauma-informed group reflective practice can pay dividends in terms of supporting trauma-informed care. To build on the findings from this small-scale study, further research is recommended to investigate the impact of trauma-informed reflective practice. [ABSTRACT FROM AUTHOR]

Based on my experience assessing on the BPS’s Qualification in Sport and Exercise Psychology (QSEP Stage 2), this article shares 10 suggestions for Trainee Sport and Exercise Psychologists and others on comparable qualifications to strengthen the quality of their reflective practice diary and, in turn, benefit the quality of their learning, development, research, and consultancy: (1) Make reflective practice a key part of the Plan of Training; (2) Experiment with different reflective models; (3) Showcase your awareness and understanding of literature; (4) Pick meaningful objects of reflection; (5) Be open, honest, and self-critical; (6) Engage with some of your current challenges; (7) Make supervision visible; (8) Offer specific action points; (9) Re-visit reflections and engage with what happened next; and (10) Offer a sense of who you are as a practitioner. [ABSTRACT FROM AUTHOR]

Whilst there is an emerging literature within the field of coaching psychology concerning 'critical moments', there is surprisingly little theory and research on the power and effect of the first moments of a coaching session. Whilst de Haan (2020) has considered these first moments from the perspective of the client, this paper looks at the first moments from the perspective of the coach, and how the relationship may be impacted or determined by the moment of the meeting. This paper is a shortened version of the author's dissertation for Asbridge's MSC in Executive Coaching. Using the author's reflective practice case study, this paper describes the author's personal insight on his coaching practice, including the powerful observations and learnings from the first moments of a coaching session. These often-neglected moments offer insights to the coach's own emotions and state of mind with respect to the relationship with the coaching client. [ABSTRACT FROM AUTHOR]

Aim: From March 2020, in-person visits to family homes have not been possible within the authors' educational psychology service (EPS) due to the Coronavirus pandemic. This paper outlines how Video Interaction Guidance (VIG) practitioners working within the authors' educational psychology service have adapted their practice to implement VIG through the use of video conferencing software. The wider purpose of this paper is to share reflections upon effective VIG practice when using video conferencing, and to contribute to discussions about how to adapt therapeutic interventions when face-to-face work is not possible Method: This paper will draw upon literature addressing the implementation of therapeutic interventions using video conferencing software, alongside the case study experience of one of the authors when implementing VIG during the Coronavirus pandemic. Findings: Challenges and benefits of implementing VIG using video-conferencing software are explored, alongside suggestions for how VIG practitioners can enable VIG to continue when home visits are not possible. Limitations: This paper is limited by the sparsity of evaluation information available from the case study. The casework information presented here was judged by the authors to be an important component of this paper, since it presented a concrete example, to which discussions in the literature could be applied. The case work example also enables wider discussions about the relationship of online therapeutic work to the specific context in which VIG operates. Conclusions: The challenges explored highlight the importance of creating clear guidelines that adapt in response to experience and changes in policy. Many of the challenges have complementary benefits, depending on the individual context of the parent and VIG practitioner. This leads to the conclusion that implementing VIG using a digital platform is a positive option for VIG practitioners and may work favourably in some contexts. [ABSTRACT FROM AUTHOR]

This article reflects on my use of Video Enhanced Reflective Practice (VERP), as a trainee educational psychologist (TEP), to further develop my interactions, level of attunement and confidence to express my psychological opinion with my placement supervisor, within the context of supervision. The project consisted of three cycles of VERP using edited clips from video recordings of three supervision sessions judged to demonstrate 'better than usual' interactions, which were reviewed with a VERP guider (the second author). My overall learning goal focused on further strengthening my confidence to express psychological perspectives in supervision, with specific targets identified relating to how I facilitated an equal partnership, shared alternative perspectives, and co-constructed formulations. After three shared reviews, my baseline ratings for all collaboratively agreed learning goals were met. With guidance from the VERP guider, I reflected on how I became more present in supervision sessions, allowed myself thinking time, and received, contributed, and extended my views and hypotheses more confidently. I also noticed and accepted praise more readily which seemed to result in greater confidence and attunement, both in further supervision sessions and other aspects of professional practice. This reflective account outlines the process and outcomes of the project before considering the strengths and limitations of using VERP to facilitate the professional development of TEPs, using the supervisory relationship as a vehicle for development. [ABSTRACT FROM AUTHOR]

The SECURE STAIRS Framework for Integrated Care was developed by NHS England as a way to promote a trauma-informed, evidence-based and whole system approach to children and young people accommodated in the Secure Estate. A pilot 'Attachment and Developmental Trauma' training module was developed by the Atkinson Secure Children's Home in conjunction with members of the SECURE STAIRS Professional Collaboration Network (PCN). Fifty-six staff members working within a Secure Children's Home in the North East of England completed the 2 day training. A pre and post evaluation method was utilised to analyse the results. The data indicated increased staff knowledge, understanding and confidence in attachment theory, developmental trauma, brain development and working with guilt and shame. The data also demonstrated the importance of safety and containment in the training environment in fostering opportunities to learn and grow. The need for ongoing training, supervision and reflective practice within the SECURE STAIRS Framework for Integrated Care is considered in order to consolidate knowledge and implement learning into practice. [ABSTRACT FROM AUTHOR]

Aims: This paper details the evaluation of a reflective learning programme developed by educational psychologists for school leaders in exploring the implementation of compassionate, relational approaches in schools, using an integrated whole school framework. Rationale: Whole school approaches have been highlighted as central to improving the mental health and wellbeing of children and young people. The Compassionate Schools Framework (CSF) brings together current research and thinking in promoting wellbeing into an integrated and coherent whole school approach. It is based on an understanding of the power of attuned relationships, the potential impact of prolonged and unpredictable stress and trauma, and the role of positive psychology in building psychological resources through embracing strengths and hopeful futures. Findings: The evaluation highlighted key themes in relation to nine areas of school practice detailed in the CSF. School leaders shared insights into current strengths, newly developing approaches and challenges, highlighting the complexity of building on compassionate, relational approaches across school systems. A number of research priorities are identified. Limitations: Findings capture the reflections of school leaders during the initial phase of developing thinking and planning in relation to the CSF and longer term follow up is needed to gain insight into issues related to implementation and impact over time. Conclusions: The paper highlights the value of a research-informed integrated framework where school leaders can reflect collaboratively on areas of strength and school development as part of a coherent whole school approach. There is need for ongoing collaboration through a multi-agency community of practice to continue to deepen understanding and share learning on implementation and impact within a supportive network. [ABSTRACT FROM AUTHOR]

The article offers two forms of client-therapist relationship which could develop either a ‘bonding relationship' where strong connections were built leading to planned endings; or an ‘unsettled relationship' where termination was erratic. It mentions different type oftermination which include prospective termination, flexible termination, oblique termination, and unprofessional termination.

Aims: Video Enhanced Reflective Practice (VERP) aims to enhance the practitioner's awareness of the impact of their communication by reflecting on a film of their own practice. Whilst, the VERP procedure has only recently been developed, there is initial evidence of the success of video based reflection on practice. The aims of this research were to investigate how students and staff benefit from the VERP intervention and what adaptations would need to be made to staff training to use the VERP procedure to complement the Engagement Profile and Scale and vice versa. Method/Rationale: Teachers and teaching assistants at a school for children with complex needs took part in a VERP intervention. Prior to the VERP intervention staff had been implementing the Engagement Profile and Scale in their school and were then trained by an educational psychologist to use VERP. Following the 16 week period of training and implementation, participants were interviewed using hierarchical focusing and their transcriptions were thematically analysed. Findings: Overall, the majority of the interview data suggest that the implementation of VERP alongside the Engagement Profile and Scale in a school for children with complex needs led to positive outcomes for staff and students. The barriers to successfully implementing VERP in the school related to a lack of time to take the film and microanalyse it. Limitations: Limitations to the research included participant bias and reliance on self-report. Conclusions: VERP is a useful tool for staff to use alongside the Engagement Profile and Scale in a school for children with complex difficulties in order to better understand and meet their needs. Educational psychologists are well placed to provide VERP training to these schools. In order to improve the training, staff may benefit from: attendance at all training and supervision; more focus on the psychological theory; and time available to embed the intervention into their practice. [ABSTRACT FROM AUTHOR]

Aims: This article offers critical reflections on experiences of peer supervision as a form of inter-agency working between educational psychologists (EPs) and a Youth Offending Service (YOS). Method/Rationale: Our rationale was that peer supervision could be used as a vehicle for the critical exploration of inter-agency work between two services. As EPs, our theoretical assumption was that we were developing our own peer supervision and reflective practice in parallel with our supervision of this process in the YOS. Supervision sessions included (explicit) descriptions of reflections on personal and professional engagement with reflective practice within peer supervision, from both EPs and YOS. Findings: Our method of engagement with critical reflection offers readers the notion that exploration of identity, within a boundaried non-hierarchical space, such as peer supervision, can act as a basis for effective inter-agency working involving mutual understanding of roles, open communication and acknowledgement of established experiences of inter-agency working. Limitations: This article presents critical reflections from three psychologists on the basis of their (our) own experiences of reflection and practice. The reader is offered an opportunity to reflect on these experiences and to engage with concepts and selected discourses around inter-agency work, peer supervision and reflective practice. The influence of these ideas will be particular to each reader, and may be constructed and reconstructed over time. Conclusion: We propose that peer supervision can be constructed as a vehicle to facilitate and support inter-agency practice in a principled and embodied way. We offer the reader theoretically informed reflections to support thinking around the future practice of EPs engaged with inter-agency work. [ABSTRACT FROM AUTHOR]

The ability to reflect on our work is increasingly recognised as a vital competence of skilled professional practice. However, reflection is a concept that has proved difficult to define and operationalise which can hamper the ability to devise effective means of enhancing this capability. This article examines the concept of reflection, reviews some of the literature which seeks to inform our understanding of reflective practice, and provides an illustration of its use in coaching research and practice. The article concludes with some recommendations for coaches and coaching psychologists who wish to develop their skills as reflective practitioners. [ABSTRACT FROM AUTHOR]

Despite the reported value of reflective learning in the sport literature, the efficacy of reflective practice remains in doubt due to the paucity of applied examples of its value in practice. The aim of this paper, therefore, is to provide case study examples of reflective practice interventions delivered to an individual athlete and a team. The first case presents a reflective practice intervention designed to improve the self-efficacy of an elite, male cricketer. The second case outlines the utility of individual and shared written reflections, conducted by an international age grade rugby squad to construct and evaluate team goals. In both cases emphasis is placed on in-depth social validation procedures used to assess the detail of effectiveness post-intervention. The value of utilising reflective practice as an approach to intervening with athletes is discussed along with the practical implications of making reflection a more integral aspect of applied sport psychology practice. [ABSTRACT FROM AUTHOR]

Reflective practice is becoming increasingly recognised as a tool used to enhance the development and effectiveness of sport psychology practitioners. It has recently become an established feature within UK-based training and accreditation programmes for sport psychology practitioners and it was the personal benefit found by the authors of group-based reflections within their own training experiences that stimulated this reflection. This exploratory paper provides the personal accounts of two trainee sport and exercise scientists. The narratives outline the perceived importance of using group-based reflective practice to develop applied practitioner skills. These, in concert with literature from other fields, resulted in the development of a model for successful group-based reflective practice that outlines the conditions and skills that are proposed to be important for such practice as a tool for learning. [ABSTRACT FROM AUTHOR]

Increasingly, educators from all disciplines are using blogs, social networking sites, VLEs and wikis to encourage academic discourse between students. However, a common problem experienced by educators is how these important learning experiences can be assessed and because of this difficulty many are not assessed. For some time now, I have been using online discussions via the University VLE as a way to encourage student debate around key lecture topics (e.g. Taylor, 2002). The key learning outcomes which this assessed activity addresses, in addition to learning more about the topic, are to develop skills in reflective practice, critical evaluation and leadership. This article will review the ways that face–to–face and online academic discourse between students have been assessed, highlighting some of the differences to consider when setting up online discussion activities, compared to face–to–face discussion. I will then provide a case study of the way I set up online discussions and the method I currently use to assess contributions. The final part of the paper will consider the potential for using quantitative content analysis (QCA) and automated methods to assess online participation. [ABSTRACT FROM AUTHOR]

Understanding how students can better manage their expectations has been a topic of interest in pedagogy for some time, yet solutions remain elusive. This paper describes a recent study which aimed to help students make more realistic predictions by increasing their metacognition. At the outset, participants completed a metacognitive awareness inventory and were asked to predict the grade for their next assessment. They were instructed on how to use a structured reflection spreadsheet and asked to reflect weekly for the study period. At the end of the study, the inventory was re–administered and participants predicted the submission time and grade for the next assessment. Although results showed a significant increase in scores in metacognition, they did not show improved prediction accuracy. Possible reasons for the outcomes and further work are discussed. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including review of the methods with the use of mobile electroencephalography (EEG) devices; understanding of dispositional achievement goal; and the reflective practice intervention.

The article offers information on the involvement of periodical's special group in coaching psychology. Topics discussed include their research work under the leadership of Sarah Corrie; ecosystem and wildlife of Australia; and information on the periodical's conference to be held on December 7-8, 2017.

An introduction to the periodical is presented in which the editor discusses various reports within the issue on topics including conceptual roots of reflective practice; effective use of coaching psychology as an intervention; and use of mindfulness within coaching.