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Engagement Profile
... In the current study VERP was used alongside the Engagement Profile and Scale. The Engagement Profile and Scale was developed by Barry Carpenter in association with the Special Schools and Academies Trust (SSAT) as a classroom tool to direct teachers towards determining the level of a child's engagement in school and to help create a personalised learning environment for a child (Carpenter, 2010). It allows teachers to record and monitor changes to the level of the student's engagement in the areas of awareness, initiation, curiosity, persistence, investigation, anticipation and discovery. ...
Aims
This systematic review aims to explore the lived experiences of young gang members to explore the processes that mediate gang membership and offending.
Rationale
Gang membership disproportionately effects young people (Home Office, 2016). The link between gang membership and inordinately high levels of severe offending characteristics is well represented in research (Thornberry, 1998). However, the processes that mediate gang membership and offending are poorly understood (Melde & Esbensen, 2011). Young gang members are often passively conceptualised within research and need to have their voices uncovered to better elucidate the psychological processes that link gang membership to offending.
Method
A systematic review of qualitative research was carried out following the Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for reporting (Moher et al., 2009), Six papers were identified which represented samples from both the UK and US. These were reviewed using the Critical Appraisal Skills Programme Checklist (2016) and were subsequently analysed using thematic synthesis.
Findings
Young gang members associated offending with its role in reinforcing a community of belonging, providing material and non-material capital and as a response to living within an oppressive context.
Conclusions
This research suggests that the internal psychological processes within a gang play an important interacting role with the external marginalised contexts they occupy. Implications of the need for policy, research and practice to better account for this are discussed.
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.
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